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Abstract

Literature on educational inequality in Central Asia points to disadvantages for youth from lower socioeconomic backgrounds. There is a mixed picture on the effect of gender as in Kazakhstan and Kyrgyzstan girls are completing secondary school and higher education in larger numbers than boys, while in Tajikistan and Uzbekistan girls are disadvantaged. Our research employs a survey design to examine the attitudes and the transition experiences of first year undergraduate students at Nazarbayev University, an elite state funded university in Kazakhstan. In particular, we explore if there are any differences between the transition experiences of students based on the socioeconomic background and gender. A cross-sectional survey questionnaire was administered to a sample of 126 undergraduate students from three undergraduate schools of NU: Engineering, Science and Technology, and Humanities and Social Sciences. No significant differences were found in most of the academic outcomes and experiences of students based on parents' education level, income, gender, students' secondary school type, and secondary school language of instruction. At the same time, chi-square test results revealed significant differences in certain aspects of academic experiences based on gender, parents' education level, and secondary school language of instruction. For example, comparing their experience in secondary school and university, students whose father had no higher education degree are slightly more likely than those whose father had a higher education degree to find the language of instruction at NU as causing much difficulty in their academic study or adjustment to university. The study has implications for stakeholders in Central Asia and beyond, including educators, policy makers, researchers, parents, and students. It provides insights into student life at university and sheds light on the circumstances that may help improve the school to university transition experiences of students, particularly those from underprivileged backgrounds. Successful experience during the transition period has an impact on future achievements of students not only during the university but beyond that period as well.