Nikki Shure
Biographic Data
| ID | 4459488 |
|---|---|
| NAME | Nikki Shure |
| GIVEN NAMES | Nikki |
| FAMILY NAME | Shure |
| SIGNATURE | SHURE N |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-1270-4131 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Educational aspirations and inequality in an expanding higher education system: Evidence from South Korea
Educational aspirations are recognised as crucial mediators between social origins and educational attainment, yet their role may have evolved as higher education systems expand and become internally stratified. This study examines how educational aspirations mediate socioeconomic inequality in higher education participation during a period of massive expansion in South Korea, analysing three birth cohorts (born between 1956 and 1986) who encount…
The labour market returns to graduation: Reconciling administrative and survey data estimates
Peers, parents, and self-perceptions: The gender gap in mathematics self-assessment
The online version contains supplementary material available at 10.1007/s00148-025-01087-2
SJPE Gender Norms Special Issue Introduction
Teacher Self-Efficacy, Instructional Practice, and Student Outcomes: Evidence from the Talis Video Study
In this paper we use novel data to test the direct and indirect paths between teacher self-efficacy and student outcomes. This includes how teacher self-efficacy is linked to student, teacher, and expert rater views of lesson quality. Our results illustrate how the link between teacher self-efficacy and instructional quality is sensitive to how lesson quality is measured, with large effects when based on teacher reported outcomes but no associati…
The big-fish-little-pond effect and overclaiming
Using the OECD's Programme for International Student Assessment (PISA) study, we investigate whether students’ relative ability in mathematics (in comparison to their school peers) is linked to their tendency to overclaim. Although the estimated effect size is modest (around 0.1 standard deviations) we find empirical support that being a big fish in a small pond is linked to overclaiming, with this robust to different analytic approaches and mode…
The role of academic self-concept in post-compulsory achievement, transitions and labour market outcomes
Pupils’ Academic Self-Concept (ASC) has been shown to be related to educational outcomes during compulsory school years, but there is little evidence on the role ASC plays beyond this stage. Using longitudinal data from the English Next Steps survey the authors examine whether young people with higher ASC are more likely to study A levels, participate in further education and attend university. For university attenders, they examine whether highe…
School socioeconomic status context and social adjustment in children
Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school's socioeconomic context is associated with social adjustment. In a longitudinal sample of Australian 4- to 8-year-olds ( N = 9369; 51% boys) we tested the association between school average socioeconomic status and social skills (parent and teacher reported). Models controlled for age 4 social adjustment and additional covar…
The labor market returns to “first-in-family” university graduates
We examine how first-in-family (FiF) graduates — those whose parents do not have university degrees — fare in the labor market in England. We find that among women, FiF graduates earn 7.4% less on average than graduates whose parents have a university degree. For men, we do not find a FiF wage penalty. A decomposition of the wage difference between FiF and non-FiF graduates reveals two interesting findings. First, two-thirds of the female FiF pen…
Moving on up: ‘First in family’ university graduates in England
This paper provides the first quantitative analysis on ‘first in family’ (FiF) university graduates in the UK. Using a nationally representative dataset that covers a recent cohort in England, we identify the proportion of FiF young people at age 25 as 18%, comprising nearly two-thirds of university graduates. Comparing groups with no parental higher education we find that ethnic minorities and those with higher levels of prior attainment are mor…
Is ‘first in family’ a good indicator for widening university participation
Children in jobless households across Europe: Evidence on the association with medium- and long-term outcomes
The proportion of children living in a jobless household is a key indicator of social exclusion across Europe. Yet there is little evidence on the extent to which this measure of childhood deprivation is associated with later life outcomes. We use two harmonised cross-national data sources to consider the association between children experiencing jobless households and three medium- and longterm outcomes for the first time: education, adult joble…
Children in jobless households across Europe: Evidence on the association with medium- and long-term outcomes
The proportion of children living in a jobless household is a key indicator of social exclusion across Europe. Yet there is little evidence on the extent to which this measure of childhood deprivation is associated with later life outcomes. We use two harmonised cross-national data sources to consider the association between children experiencing jobless households and three medium- and longterm outcomes for the first time: education, adult joble…
The labor market returns to “first-in-family” university graduates
We examine how first-in-family (FiF) graduates — those whose parents do not have university degrees — fare in the labor market in England. We find that among women, FiF graduates earn 7.4% less on average than graduates whose parents have a university degree. For men, we do not find a FiF wage penalty. A decomposition of the wage difference between FiF and non-FiF graduates reveals two interesting findings. First, two-thirds of the female FiF pen…
School socioeconomic status context and social adjustment in children
Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school's socioeconomic context is associated with social adjustment. In a longitudinal sample of Australian 4- to 8-year-olds ( N = 9369; 51% boys) we tested the association between school average socioeconomic status and social skills (parent and teacher reported). Models controlled for age 4 social adjustment and additional covar…
Children in jobless households across Europe: Evidence on the association with medium- and long-term outcomes
The proportion of children living in a jobless household is a key indicator of social exclusion across Europe. Yet there is little evidence on the extent to which this measure of childhood deprivation is associated with later life outcomes. We use two harmonised cross-national data sources to consider the association between children experiencing jobless households and three medium- and longterm outcomes for the first time: education, adult joble…
Moving on up: ‘First in family’ university graduates in England
This paper provides the first quantitative analysis on ‘first in family’ (FiF) university graduates in the UK. Using a nationally representative dataset that covers a recent cohort in England, we identify the proportion of FiF young people at age 25 as 18%, comprising nearly two-thirds of university graduates. Comparing groups with no parental higher education we find that ethnic minorities and those with higher levels of prior attainment are mor…
Is ‘first in family’ a good indicator for widening university participation
The labor market returns to “first-in-family” university graduates
We examine how first-in-family (FiF) graduates — those whose parents do not have university degrees — fare in the labor market in England. We find that among women, FiF graduates earn 7.4% less on average than graduates whose parents have a university degree. For men, we do not find a FiF wage penalty. A decomposition of the wage difference between FiF and non-FiF graduates reveals two interesting findings. First, two-thirds of the female FiF pen…
The big-fish-little-pond effect and overclaiming
Using the OECD's Programme for International Student Assessment (PISA) study, we investigate whether students’ relative ability in mathematics (in comparison to their school peers) is linked to their tendency to overclaim. Although the estimated effect size is modest (around 0.1 standard deviations) we find empirical support that being a big fish in a small pond is linked to overclaiming, with this robust to different analytic approaches and mode…
The role of academic self-concept in post-compulsory achievement, transitions and labour market outcomes
Pupils’ Academic Self-Concept (ASC) has been shown to be related to educational outcomes during compulsory school years, but there is little evidence on the role ASC plays beyond this stage. Using longitudinal data from the English Next Steps survey the authors examine whether young people with higher ASC are more likely to study A levels, participate in further education and attend university. For university attenders, they examine whether highe…
School socioeconomic status context and social adjustment in children
Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school's socioeconomic context is associated with social adjustment. In a longitudinal sample of Australian 4- to 8-year-olds ( N = 9369; 51% boys) we tested the association between school average socioeconomic status and social skills (parent and teacher reported). Models controlled for age 4 social adjustment and additional covar…
The labour market returns to graduation: Reconciling administrative and survey data estimates
Peers, parents, and self-perceptions: The gender gap in mathematics self-assessment
The online version contains supplementary material available at 10.1007/s00148-025-01087-2
SJPE Gender Norms Special Issue Introduction
Teacher Self-Efficacy, Instructional Practice, and Student Outcomes: Evidence from the Talis Video Study
In this paper we use novel data to test the direct and indirect paths between teacher self-efficacy and student outcomes. This includes how teacher self-efficacy is linked to student, teacher, and expert rater views of lesson quality. Our results illustrate how the link between teacher self-efficacy and instructional quality is sensitive to how lesson quality is measured, with large effects when based on teacher reported outcomes but no associati…
Educational aspirations and inequality in an expanding higher education system: Evidence from South Korea
Educational aspirations are recognised as crucial mediators between social origins and educational attainment, yet their role may have evolved as higher education systems expand and become internally stratified. This study examines how educational aspirations mediate socioeconomic inequality in higher education participation during a period of massive expansion in South Korea, analysing three birth cohorts (born between 1956 and 1986) who encount…
Economics (7 works) · Psychology (7 works) · Demographic economics (4 works) · Educational attainment (4 works) · Demography (3 works) · Developmental psychology (3 works) · Economic growth (3 works) · Education, Achievement, and Giftedness (3 works) · Elite (3 works) · Higher Education Research Studies (3 works)