Institutional barriers to intergenerational social inequality and higher education: a regional context

The article examines regional differences in the availability, quality and effectiveness of higher education in Russia, as well as their role in the reproduction of intergenerational poverty. Particular attention is paid to the phenomenon of closed educational trajectories - situations in which young people from vulnerable social groups formally have access to higher education, but in practice they face limited choices related to territorial and institutional barriers. The purpose of the study is to identify those characteristics of regional educational systems that contribute to reducing the availability of education and consolidate the initial social position. The methodological basis of the work includes the analysis of statistical data (Rosstat, EMISS), the results of all-Russian monitoring (HSE, RANEPA, Rostrud) and national university ratings. With the help of visualization and typologization of regions in terms of coverage, accessibility, selectivity and performance, stable groups of territories with different institutional profiles are identified. Regions that combine a low proportion of higher education enrollment with a lack of highly selective programs and limited employment opportunities for graduates demonstrate the greatest vulnerability. In conclusion, directions for adjusting educational policy are proposed, including the development of network academic formats, strengthening second-tier universities and measures of targeted support for students from socially vulnerable groups. The results obtained can be used in the design of regional monitoring tools and planning programs to equalize educational opportunities.