vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2026-35-5-90-119vovr-6265Research ArticleСтатьиСтратифицированные маршруты в высшее образование: систематический обзор исследований транзита «колледж – вуз»Stratified Pathways to Higher Education: A Systematic Literature Review of Research on the College-to-University Transitionhttps://orcid.org/0009-0001-2698-6344КороткихЕ. В.KorotkikhE. V.

Коротких Елизавета Витальевна – стажёр-исследователь Центра развития навыков и профессионального образования Института образования

Researcher ID: JPA-5027-2023 

109028, г. Москва, Покровский б-р, д. 11 

Elizaveta V. Korotkikh – Research Assistant, Centre for Skills Development and Vocational Education, Institute of Education

Researcher ID: JPA-5027-2023 

11 Pokrovsky blvd., Moscow, 109028 

evkorotkikh@hse.ruНациональный исследовательский университет «Высшая школы экономики»РоссияNational Research University Higher School of Economics (HSE)Russian Federation20260606202635590119Copyright © Коротких Е.В., 20262026Коротких Е.В.Korotkikh E.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/6265

Массовизация высшего образования сделала университетский диплом распространённой и социально ожидаемой целью, одновременно усилив стратификацию внутри самой высшей школы. Для объяснения неравенства всё важнее не только факт поступления, но и то, в какие сегменты высшего образования попадают разные группы студентов. На этом фоне траектория «колледж – вуз» выступает значимым каналом входа в высшее образование и механизмом перераспределения студентов в иерархически организованном университетском поле. Статья представляет собой систематический обзор литературы и анализирует исследования, рассматривающие переход «колледж – вуз» как процесс образовательного выбора: как формируются образовательные притязания, оцениваются риски и издержки, выбирается принимающий университет и как трансформируются планы после зачисления. Обзор основан на анализе 117 публикаций, отобранных по установленным критериям включения и исключения из международного и российского корпуса исследований. Обзор показывает, что транзит социально стратифицирован и часто опосредован логикой избегания риска. Для менее ресурсных групп это способ снизить вероятность образовательного провала, сохранив доступ к диплому, а для более привилегированных – в отдельных случаях компенсаторная стратегия обхода селективных барьеров. Существенное значение имеет предшествующая институциональная среда. Колледжи, институционально связанные с вузами, чаще формируют инфраструктуру, поддерживающую транзит (доступ к информации, консультирование, согласованность учебных планов), тогда как менее связанный с высшей школой сектор усиливает неопределённость и повышает риски при поступлении и адаптации. На уровне высшего образования выбор принимающего университета, как правило, воспроизводит иерархию системы и нередко сопровождается «недоиспользованием» образовательных возможностей, закрепляя неравенство. Ключевой вывод статьи состоит в том, что литература по-прежнему сохраняет «чёрный ящик» между социальным происхождением и конкретным выбором университетов. Перспективным направлением Массовизация высшего образования сделала университетский диплом распространённой и социально ожидаемой целью, одновременно усилив стратификацию внутри самой высшей школы. Для объяснения неравенства всё важнее не только факт поступления, но и то, в какие сегменты высшего образования попадают разные группы студентов. На этом фоне траектория «колледж – вуз» выступает значимым каналом входа в высшее образование и механизмом перераспределения студентов в иерархически организованном университетском поле. Статья представляет собой систематический обзор литературы и анализирует исследования, рассматривающие переход «колледж – вуз» как процесс образовательного выбора: как формируются образовательные притязания, оцениваются риски и издержки, выбирается принимающий университет и как трансформируются планы после зачисления. Обзор основан на анализе 117 публикаций, отобранных по установленным критериям включения и исключения из международного и российского корпуса исследований. Обзор показывает, что транзит социально стратифицирован и часто опосредован логикой избегания риска. Для менее ресурсных групп это способ снизить вероятность образовательного провала, сохранив доступ к диплому, а для более привилегированных – в отдельных случаях компенсаторная стратегия обхода селективных барьеров. Существенное значение имеет предшествующая институциональная среда. Колледжи, институционально связанные с вузами, чаще формируют инфраструктуру, поддерживающую транзит (доступ к информации, консультирование, согласованность учебных планов), тогда как менее связанный с высшей школой сектор усиливает неопределённость и повышает риски при поступлении и адаптации. На уровне высшего образования выбор принимающего университета, как правило, воспроизводит иерархию системы и нередко сопровождается «недоиспользованием» образовательных возможностей, закрепляя неравенство. Ключевой вывод статьи состоит в том, что литература по-прежнему сохраняет «чёрный ящик» между социальным происхождением и конкретным выбором университетов. Перспективным направлением

The massification of higher education has made a university degree a widespread and socially expected goal, while simultaneously intensifying stratification within higher education itself. To explain educational inequality, it is increasingly important to examine not only whether students enter higher education, but also which segments of the higher education system they enter. Against this background, the college-to-university pathway constitutes a significant route into higher education and a mechanism for redistributing students within a hierarchically structured university field. This article presents a systematic literature review and analyses studies that conceptualize the college-to-university transition as a process of educational choice: how educational aspirations are formed, how risks and costs are assessed, how the receiving university is selected, and how plans are reshaped after enrolment. The review is based on an analysis of 117 publications selected from the international and Russian literature according to predefined inclusion and exclusion criteria. The review shows that this transition is socially stratified and often mediated by logics of risk avoidance. For students with fewer resources, it serves as a way to reduce the likelihood of educational failure while preserving access to a degree; for more privileged groups, it can in some cases function as a compensatory strategy for bypassing selective barriers. The prior institutional environment also plays a substantial role. Colleges institutionally affiliated with universities are more likely to provide an infrastructure that supports transition, including access to information, advising, and curricular alignment, whereas sectors less connected to higher education amplify uncertainty and increase risks at both the admission and adaptation stages. Within higher education, the choice of the receiving university generally reproduces the hierarchy of the system and is often accompanied by the underutilization of educational opportunities, thereby reinforcing inequality. The article’s central conclusion is that the literature still retains a “black box” between social origin and the concrete choice of universities. A promising direction for future research is to examine how students interpret the institutional landscape and translate these interpretations into actual decisions.

систематический обзор литературытраектория «колледж – вуз»переход из среднего профессионального в высшее образованиемассовизация высшего образованиястратификация высшей школыобразовательное неравенствообразовательный выборизбегание рискауниверситетские колледжиселективность университетовsystematic literature reviewcollege-to-university pathwayVET-to-HE transitionmassification of higher educationstratification of higher educationeducational inequalityeducational choicerisk avoidanceuniversity collegesuniversity selectivityИсследование осуществлено в рамках Программы фундаментальных исследований НИУ ВШЭ (HSEBR-2025-009).This article is an output of a research project (HSE-BR-2025-009) implemented as part of the Basic Research Program at HSE University.ReferencesMarginson S. The Worldwide Trend to High Participation Higher Education: Dynamics of Social Stratification in Inclusive Systems // Higher Education. – 2016. – Vol. 72. – P. 413– 434. – DOI: 10.1007/s10734-016-0016-x.Marginson, S. 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The authors declare that there are no conflicts of interest present.