معرفی
Professor Vikki Boliver is a distinguished academic in the Department of Sociology at Durham University, specializing in educational inequalities and social mobility. Her research focuses on how social class and ethnic background influence access to higher status universities, with particular attention to quantitative methodologies and policy-relevant applications.
Professor Boliver's research interests center on educational inequalities, with special emphasis on social class and ethnic disparities in access to prestigious universities. Her work examines social stratification and mobility across multiple generations, investigating how family background influences educational trajectories. She is particularly known for her expertise in quantitative research methods applied to large-scale educational datasets, producing policy-relevant findings that inform university admissions practices and widening participation initiatives.
Analysis of Professor Boliver's recent publications reveals a consistent focus on educational stratification, with particular attention to contextual admissions, social mobility across generations, and ethnic disparities in higher education access. Her work spans methodological innovations in measuring educational inequality, critical examinations of meritocracy in university admissions, and cross-national comparisons of educational systems. The research demonstrates increasing attention to intersectional approaches examining how class, ethnicity, and other identity markers interact in shaping educational opportunities.
- Editorial Board member of Higher Education Policy
- British Journal of Sociology of Education editorial board member
- BSA Sociology journal editorial board member
Professor Boliver actively supervises numerous PhD students, primarily focusing on educational inequalities, social mobility, and higher education policy. Her supervision portfolio includes both current and completed doctoral projects examining topics such as educational tracking, grammar school effects, ethnic disparities in university access, and contextual admissions practices. She frequently collaborates with other faculty members on supervision teams, contributing her expertise in quantitative methods and educational policy analysis to interdisciplinary research projects.
