Coast and City, It Matters Where You Live: How Geography Shapes Progression to Higher Education in England

This is the final version. Available on open access from MDPI via the DOI in this recordData Availability Statement: The data that support the findings of this study are available from the UK Data Service using the following DOIs: http://doi.org/10.5255/UKDA-SN-7104-6 (accessed on 29 October 2023), http://doi.org/10.5255/UKDA-SN-8189-1 (accessed on 29 October 2023), http://doi.org/10.5255/UKDA-SN-5545-8 (accessed on 29 October 2023)Progression to higher education in England varies markedly by region, with lower rates of participation outside of London. While some previous studies have explored challenges in accessing higher education in rural and coastal areas, there is a lack of research which considers both individual-level and geographic effects in relation to regional variations in HE progression. In this study, using multivariate regression analysis, we examine whether regional differences in transition to higher education can be explained by the rural/coastal nature of the geographic area in which young people grow up, by area-level deprivation, or by the characteristics of young people living within these regions. The analysis uses the Longitudinal Study of Young People in England, a representative cohort study. These data have been linked to information on the proximity to the coast. Consistent with other work, we find that individual differences and area-level deprivation predict HE aspirations and progression. The newly introduced coastal/rural indicator also predicts HE aspirations and progression, but this is mitigated by the inclusion of individual differences and area-level deprivation. However, we find that unexplained regional differences persist. In particular, the South West of England emerges as a regional cold spot for HE. Consequently, policy makers should consider the role that regional dynamics may have in influencing the choices and constraints faced by young people. The approach may also be applicable to understanding inequalities in progression to HE in other countries