This is a detailed analysis of students studying engineering in Bangladesh, and the results are consistent with similar studies over the years: "we argue that socioeconomic status dominates prior engineering education to shape further academic and professional achievements. Findings also confirm that more years spent on engineering education fail to offset the influence of SES on academic and professional advancement." The authors consider the effects of prior education, GPA, signalling effects, and more. This sort of finding is important, as it makes clear that people cannot simply pull themselves up by their bootstraps; absent any intervention to promote equity, people of lower SES will continue to be constrained by policy, prejudice and privilege.
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