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Educational Inequality and Social Stratification: A Policy Oriented Sociologyical Analysis of Access and Opportunity in Higher Education

Year: 2025
Type: article
Study design: Observational Study
Abstract: The study focused on educational inequality, its influence on social stratification, and policies concerning access to higher education, while considering educational opportunities equity among students. Adopting a quantitative methodology, data were collected from a pool of 384 individuals of varying ages, genders, academic levels, and social-economic standings. Subsequent data analyses employed correlational, regression, and ANOVA techniques. As for demographic data, the sample was diverse and almost balanced concerning the representation of masculine and feminine students, though there was a high concentration of students to be found within the undergraduate tier, and from public institutions as well. The findings from the correlational analysis were consistent with Hypothesis 1 and revealed the existence of a substantial negative relationship between educational inequality and the access to higher education, indicating that as educational inequality increases, the access to higher education opportunities decreases. The Regression results verified Hypothesis 2, showing that the absence of social mobility negatively impacts educational attainment, confirming that social divisions hinder educational achievement. The results of the ANOVA confirmed Hypothesis 3. Thus, the impact of educational policies is significant in the equalization of opportunities at the higher educational level, demonstrating that policies whose design is inclusive and equitable minimize disparities. The results, therefore, signify the necessity of narrowing demographic disparities, the removal of inequitable social structures, and the adoption of policies that provide equal opportunities. The study posits that such targeted reforms will minimize social inequities and enhance social mobility through education.
DOI: 10.59075/zz04qk14
Language: English
Open Access status: hybrid
OpenAlex ID: W4414888355
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