Paul Attewell
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0001
- Subject:
- Political Science, Comparative Politics
This chapter begins with a discussion of the rising demand for more education—especially at the tertiary level—and the internationalization of higher education. It then reviews several theories that ...
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This chapter begins with a discussion of the rising demand for more education—especially at the tertiary level—and the internationalization of higher education. It then reviews several theories that attempt of explain why higher education is so tightly linked to occupational and material success. An overview of the subsequent chapters is presented.Less
This chapter begins with a discussion of the rising demand for more education—especially at the tertiary level—and the internationalization of higher education. It then reviews several theories that attempt of explain why higher education is so tightly linked to occupational and material success. An overview of the subsequent chapters is presented.
Cristián Cox
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0002
- Subject:
- Political Science, Comparative Politics
This chapter provides an overview and analysis of changes in the educational systems of Latin American countries. The first section sketches the general picture of educational inequality in the ...
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This chapter provides an overview and analysis of changes in the educational systems of Latin American countries. The first section sketches the general picture of educational inequality in the region, compares income inequality, and distinguishes the different development agendas for the quite different levels of development that exist among the countries of the region. The second section describes the main components of educational reform in the Latin American region for the period 1990–2006, and discusses their impact on the historical patterns of inequality in the social distribution of education. The third section examines available data about years of education and grade completion by countries and social categories, by way of assessing the expansion of access to education by different generations and different socioeconomic categories. The fourth section describes learning outcomes in six Latin American countries and analyses their association with socioeconomic and institutional factors, as well as comparing them with selected OECD countries. This permits an assessment of the region's educational structures in terms of equity of their results. A final section returns to policy issues.Less
This chapter provides an overview and analysis of changes in the educational systems of Latin American countries. The first section sketches the general picture of educational inequality in the region, compares income inequality, and distinguishes the different development agendas for the quite different levels of development that exist among the countries of the region. The second section describes the main components of educational reform in the Latin American region for the period 1990–2006, and discusses their impact on the historical patterns of inequality in the social distribution of education. The third section examines available data about years of education and grade completion by countries and social categories, by way of assessing the expansion of access to education by different generations and different socioeconomic categories. The fourth section describes learning outcomes in six Latin American countries and analyses their association with socioeconomic and institutional factors, as well as comparing them with selected OECD countries. This permits an assessment of the region's educational structures in terms of equity of their results. A final section returns to policy issues.
Li Chunling
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0007
- Subject:
- Political Science, Comparative Politics
This chapter examines the relationship between social class and university entrance in the People's Republic of China during a period of major economic change towards the end of the last century. The ...
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This chapter examines the relationship between social class and university entrance in the People's Republic of China during a period of major economic change towards the end of the last century. The trends of development toward greater equality in educational opportunities were severed into two stages of development that moved in diametrically opposite directions. The first stage extended from the 1950s to the 1970s, and it was characterized by the phenomenal growth of educational opportunities, as well as the movement toward a more equitable distribution of educational opportunities. The second stage extended from the 1980s to the 1990s, and it witnessed both the expansion of educational opportunities and the growth of educational inequality. The turning point of these stages of development came with changes in social, political, and economic conditions, as well as with changes in government policies. The fluctuating influence of family origin on educational attainment demonstrates the strong impact of changes in state policy and ideology on the mechanism of distribution of educational opportunities in China.Less
This chapter examines the relationship between social class and university entrance in the People's Republic of China during a period of major economic change towards the end of the last century. The trends of development toward greater equality in educational opportunities were severed into two stages of development that moved in diametrically opposite directions. The first stage extended from the 1950s to the 1970s, and it was characterized by the phenomenal growth of educational opportunities, as well as the movement toward a more equitable distribution of educational opportunities. The second stage extended from the 1980s to the 1990s, and it witnessed both the expansion of educational opportunities and the growth of educational inequality. The turning point of these stages of development came with changes in social, political, and economic conditions, as well as with changes in government policies. The fluctuating influence of family origin on educational attainment demonstrates the strong impact of changes in state policy and ideology on the mechanism of distribution of educational opportunities in China.
Geetha B. Nambissan and S. Srinivasa Rao
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780198082866
- eISBN:
- 9780199082254
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198082866.003.0006
- Subject:
- Sociology, Education
This chapter explores the sociological aspects of educational inequality in India. There is little coherent understanding of changing patterns of educational inequality, and few clear-cut pointers to ...
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This chapter explores the sociological aspects of educational inequality in India. There is little coherent understanding of changing patterns of educational inequality, and few clear-cut pointers to explanations for continued non-participation in, and non-completion of schooling on the part of a significant number of children. The author believes that this state of affairs arises out of the theoretical inadequacies and political conservatism that characterizes much of the study of educational inequality. The author also critiques the new research agenda by analysing the issue of unequal educational access and attainment in elementary education, with a focus on those subordinated by caste, class, and gender, and identifies crucial areas that are missing in our understanding of the influence of social processes in student participation in education and in shaping the educational system. The author points to the need for a critical systemic exploration of the education system as a subsystem of society in which school structure, organization, and processes are to be placed in wider political economy and stratified social structure based on wealth and social status. The author concludes by stressing the need to open up the issue of educational inequality to wider debates operating at the level of economy, polity, and society, and to adopt wider perspectives in sociological studies of the education system.Less
This chapter explores the sociological aspects of educational inequality in India. There is little coherent understanding of changing patterns of educational inequality, and few clear-cut pointers to explanations for continued non-participation in, and non-completion of schooling on the part of a significant number of children. The author believes that this state of affairs arises out of the theoretical inadequacies and political conservatism that characterizes much of the study of educational inequality. The author also critiques the new research agenda by analysing the issue of unequal educational access and attainment in elementary education, with a focus on those subordinated by caste, class, and gender, and identifies crucial areas that are missing in our understanding of the influence of social processes in student participation in education and in shaping the educational system. The author points to the need for a critical systemic exploration of the education system as a subsystem of society in which school structure, organization, and processes are to be placed in wider political economy and stratified social structure based on wealth and social status. The author concludes by stressing the need to open up the issue of educational inequality to wider debates operating at the level of economy, polity, and society, and to adopt wider perspectives in sociological studies of the education system.
Kwang‐Yeong Shin and Byoung‐Hoon Lee
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0005
- Subject:
- Political Science, Comparative Politics
This chapter applies log-linear models to investigate the effects of fathers' social class on children's educational attainment in South Korea. It shows that with respect to educational attainment, ...
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This chapter applies log-linear models to investigate the effects of fathers' social class on children's educational attainment in South Korea. It shows that with respect to educational attainment, the middle class is the most privileged class among four social classes: the capitalist class, the petty bourgeoisie, the middle class, and the working class. The middle class has the highest odds of going to a general high school instead of a vocational high school. The ratio of children of the middle class who go to general high school rather than to vocational school is even larger than that for the capitalist class, let alone the petty bourgeoisie and the working class. However, the odds of going to university instead of not going to university or to a two-year college decrease for all social classes imply that fathers' class effect on children's transition after high school is weaker than that during the transition from middle school to high school. Children of the middle class are more likely to advance to university than those of other classes.Less
This chapter applies log-linear models to investigate the effects of fathers' social class on children's educational attainment in South Korea. It shows that with respect to educational attainment, the middle class is the most privileged class among four social classes: the capitalist class, the petty bourgeoisie, the middle class, and the working class. The middle class has the highest odds of going to a general high school instead of a vocational high school. The ratio of children of the middle class who go to general high school rather than to vocational school is even larger than that for the capitalist class, let alone the petty bourgeoisie and the working class. However, the odds of going to university instead of not going to university or to a two-year college decrease for all social classes imply that fathers' class effect on children's transition after high school is weaker than that during the transition from middle school to high school. Children of the middle class are more likely to advance to university than those of other classes.
Yi‐Lee Wong
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0008
- Subject:
- Political Science, Comparative Politics
This chapter focuses on some so-called middle-class losers: seventeen students of a middle-class origin selected from a qualitative study of community-college students in contemporary Hong Kong. They ...
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This chapter focuses on some so-called middle-class losers: seventeen students of a middle-class origin selected from a qualitative study of community-college students in contemporary Hong Kong. They all failed in their previous attempts to follow a traditional route to a local university—passing the required local public examinations—and instead chose an unconventional alternative that became available in Hong Kong in 2000, studying for an associate degree in community college, in the hope that they would transfer later to a university. Based on their personal accounts of educational achievements and failures, the chapter explores the role of emotion in their educational careers to see what we can learn from them in understanding educational inequality.Less
This chapter focuses on some so-called middle-class losers: seventeen students of a middle-class origin selected from a qualitative study of community-college students in contemporary Hong Kong. They all failed in their previous attempts to follow a traditional route to a local university—passing the required local public examinations—and instead chose an unconventional alternative that became available in Hong Kong in 2000, studying for an associate degree in community college, in the hope that they would transfer later to a university. Based on their personal accounts of educational achievements and failures, the chapter explores the role of emotion in their educational careers to see what we can learn from them in understanding educational inequality.
Louis Chauvel
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0010
- Subject:
- Political Science, Comparative Politics
This chapter presents a comparative theory and an empirical analysis of inequalities in economic opportunities and returns to education across birth cohorts. It focuses on the consequences of ...
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This chapter presents a comparative theory and an empirical analysis of inequalities in economic opportunities and returns to education across birth cohorts. It focuses on the consequences of economic slowdowns in different types of welfare regimes and analyzes how discontinuities in economic trends produce diverse effects on the balance between birth cohorts. It shows that conservative (France) and the familialistic (Italy) welfare regimes are marked by strong inter-cohort inequalities at the expense of younger social generations. In contrast, social-democratic (Denmark) and liberal (US) systems show less inter-cohort redistribution of resources. As far as education goes, while there is no clear decline in the return to education in the latter countries, the former nations show strong drops in the value of intermediate levels of education. This means that national trajectories of social change have diverged, and we should anticipate the long-term consequences of these divergences.Less
This chapter presents a comparative theory and an empirical analysis of inequalities in economic opportunities and returns to education across birth cohorts. It focuses on the consequences of economic slowdowns in different types of welfare regimes and analyzes how discontinuities in economic trends produce diverse effects on the balance between birth cohorts. It shows that conservative (France) and the familialistic (Italy) welfare regimes are marked by strong inter-cohort inequalities at the expense of younger social generations. In contrast, social-democratic (Denmark) and liberal (US) systems show less inter-cohort redistribution of resources. As far as education goes, while there is no clear decline in the return to education in the latter countries, the former nations show strong drops in the value of intermediate levels of education. This means that national trajectories of social change have diverged, and we should anticipate the long-term consequences of these divergences.
Fenella Fleischmann
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780197265741
- eISBN:
- 9780191771934
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197265741.003.0008
- Subject:
- Education, Educational Policy and Politics
This chapter examines whether the second generation has assimilated to Western patterns of female advantage in education. In contrast to most industrialised societies, which have witnessed a change ...
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This chapter examines whether the second generation has assimilated to Western patterns of female advantage in education. In contrast to most industrialised societies, which have witnessed a change towards female advantage in education in recent decades, gender gaps in education in ethnic minorities’ origin countries vary greatly, with persistent female disadvantage in world regions where many of the minorities under study originate. Interactions between female gender and ethnic background are examined for the five educational outcomes analysed in the previous chapters, thus covering the entire educational career. The results show that gender gaps among the second generation are on the whole as large and in the same direction as among the majority population. Thus the female disadvantage found in the parental generation disappears in the children's generation and is replaced by the same pattern of female advantage that is found among majority groups in Western countries.Less
This chapter examines whether the second generation has assimilated to Western patterns of female advantage in education. In contrast to most industrialised societies, which have witnessed a change towards female advantage in education in recent decades, gender gaps in education in ethnic minorities’ origin countries vary greatly, with persistent female disadvantage in world regions where many of the minorities under study originate. Interactions between female gender and ethnic background are examined for the five educational outcomes analysed in the previous chapters, thus covering the entire educational career. The results show that gender gaps among the second generation are on the whole as large and in the same direction as among the majority population. Thus the female disadvantage found in the parental generation disappears in the children's generation and is replaced by the same pattern of female advantage that is found among majority groups in Western countries.
Prudence L. Carter
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199899630
- eISBN:
- 9780199951147
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199899630.003.0008
- Subject:
- Sociology, Education, Race and Ethnicity
Chapter Seven summarizes the findings and arguments, ranging from cross-national to inter-organizational to between-group analyses. The chapter returns to the question: what are the features of ...
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Chapter Seven summarizes the findings and arguments, ranging from cross-national to inter-organizational to between-group analyses. The chapter returns to the question: what are the features of school environments that make students' of color incorporation in education greater at some schools and smaller at others? It offers some recommendations for policy makers and educators to consider in attempts to uproot the weeds of educational inequality that have long vexed two national systems. Overall, it encapsulates the research discussed throughout Stubborn Roots, maintaining how the obstinate legacy of past injustices can be overturned to weed out the invasion of both overt and latent practices that stifle the growth of equity in schools found within two just, democratic societies.Less
Chapter Seven summarizes the findings and arguments, ranging from cross-national to inter-organizational to between-group analyses. The chapter returns to the question: what are the features of school environments that make students' of color incorporation in education greater at some schools and smaller at others? It offers some recommendations for policy makers and educators to consider in attempts to uproot the weeds of educational inequality that have long vexed two national systems. Overall, it encapsulates the research discussed throughout Stubborn Roots, maintaining how the obstinate legacy of past injustices can be overturned to weed out the invasion of both overt and latent practices that stifle the growth of equity in schools found within two just, democratic societies.
Malcolm Keswell
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0004
- Subject:
- Political Science, Comparative Politics
This chapter examines changes in the causal structure of racial inequality in South Africa. It derives an analytical framework with testable hypotheses concerning equal opportunity. Using this ...
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This chapter examines changes in the causal structure of racial inequality in South Africa. It derives an analytical framework with testable hypotheses concerning equal opportunity. Using this framework and recent nationally representative panel data, it shows that while opportunities have been substantially equalized, as evidenced by an overall decline in the white-black wage differential, a new form of racial inequality has emerged, operating not directly on income, as in the heyday of job reservation, influx control, and school segregation, but indirectly, through inequality in the rewards for effort (as witnessed by sharply divergent patterns in the returns to education between the races). Differences in the returns to education now account for about 40% of the white–black wage differential, whereas a decade ago this effect was virtually zero.Less
This chapter examines changes in the causal structure of racial inequality in South Africa. It derives an analytical framework with testable hypotheses concerning equal opportunity. Using this framework and recent nationally representative panel data, it shows that while opportunities have been substantially equalized, as evidenced by an overall decline in the white-black wage differential, a new form of racial inequality has emerged, operating not directly on income, as in the heyday of job reservation, influx control, and school segregation, but indirectly, through inequality in the rewards for effort (as witnessed by sharply divergent patterns in the returns to education between the races). Differences in the returns to education now account for about 40% of the white–black wage differential, whereas a decade ago this effect was virtually zero.
Andreas Hadjar and Rolf Becker
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447326106
- eISBN:
- 9781447326212
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326106.003.0012
- Subject:
- Education, Educational Policy and Politics
According to the meritocratic principle, the ideological legitimation of social inequalities, educational and status attainment should only depend on achievement and ability rather than on ascriptive ...
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According to the meritocratic principle, the ideological legitimation of social inequalities, educational and status attainment should only depend on achievement and ability rather than on ascriptive factors such as social origin. There is a long-standing tradition of educational policies and reforms which attempted to weaken the influence of social origin and, thus, to develop greater equality of educational and status attainment. This chapter focuses on the impact of institutional settings on the mechanisms of the meritocratic triad, namely the link between social origin (class of origin) and educational attainment, the link between educational attainment and status attainment, and the direct link between social origin and status, net of educational level. Again, the characteristics of the educational system in terms of stratification appear to be influential with regard to educational inequalities and social inequalities, for example with regard to school-to-work transitions.Less
According to the meritocratic principle, the ideological legitimation of social inequalities, educational and status attainment should only depend on achievement and ability rather than on ascriptive factors such as social origin. There is a long-standing tradition of educational policies and reforms which attempted to weaken the influence of social origin and, thus, to develop greater equality of educational and status attainment. This chapter focuses on the impact of institutional settings on the mechanisms of the meritocratic triad, namely the link between social origin (class of origin) and educational attainment, the link between educational attainment and status attainment, and the direct link between social origin and status, net of educational level. Again, the characteristics of the educational system in terms of stratification appear to be influential with regard to educational inequalities and social inequalities, for example with regard to school-to-work transitions.
Mohd. Sanjeer Alam
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780198076940
- eISBN:
- 9780199080946
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198076940.003.0007
- Subject:
- Sociology, Sociology of Religion
Inter-group inequality in education is a function of a complex web of factors. As the constraints to schooling are often interrelated and mutually reinforcing, they are therefore not always easily ...
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Inter-group inequality in education is a function of a complex web of factors. As the constraints to schooling are often interrelated and mutually reinforcing, they are therefore not always easily distinguishable. In this context, the challenge that lies ahead is to systematically disentangle the influence of underlying factors and to determine the contribution of individual factors to understand inequality between individuals and groups. Only then it would be possible to understand what actually determines educational inequality between different socio-religious groups and how the mechanism of inter-group inequality works. This chapter tries to uncover this mechanism. In order to understand the complexity, the analysis uses a multi-layered/multi-level analytical framework.Less
Inter-group inequality in education is a function of a complex web of factors. As the constraints to schooling are often interrelated and mutually reinforcing, they are therefore not always easily distinguishable. In this context, the challenge that lies ahead is to systematically disentangle the influence of underlying factors and to determine the contribution of individual factors to understand inequality between individuals and groups. Only then it would be possible to understand what actually determines educational inequality between different socio-religious groups and how the mechanism of inter-group inequality works. This chapter tries to uncover this mechanism. In order to understand the complexity, the analysis uses a multi-layered/multi-level analytical framework.
Andreas Hadjar and Christiane Gross (eds)
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447326106
- eISBN:
- 9781447326212
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326106.001.0001
- Subject:
- Education, Educational Policy and Politics
Recent research has shown profound impacts of institutional settings of education systems on educational inequalities, i.e. systematic disadvantages and advantages in education being structured by ...
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Recent research has shown profound impacts of institutional settings of education systems on educational inequalities, i.e. systematic disadvantages and advantages in education being structured by characteristics like class, gender, ethnicity, (dis)ability and their intersections. The main education system characteristics which have been identified as driving forces are stratification (tracking), standardisation and vocational specificity. The text centres on questions of how and via which social factors and processes these characteristics of education systems produce inequalities – not only in educational attainment but also in status attainment and life chances. The first part of the book comprises contributions that focus on theory and methods to examine the effects of educational systems on educational inequalities. The second part contains works on the influences of social attributes on educational attainment in terms of competencies or credentials. The third and last part of the book centres on social inequalities in educational returns while including both job related factors (job prestige, income, etc.) and nonmonetary educational returns (health, well-being, etc.). Finally, a discussion on “good” and “bad” education systems centres on the question of how an ideal education system could look like.Less
Recent research has shown profound impacts of institutional settings of education systems on educational inequalities, i.e. systematic disadvantages and advantages in education being structured by characteristics like class, gender, ethnicity, (dis)ability and their intersections. The main education system characteristics which have been identified as driving forces are stratification (tracking), standardisation and vocational specificity. The text centres on questions of how and via which social factors and processes these characteristics of education systems produce inequalities – not only in educational attainment but also in status attainment and life chances. The first part of the book comprises contributions that focus on theory and methods to examine the effects of educational systems on educational inequalities. The second part contains works on the influences of social attributes on educational attainment in terms of competencies or credentials. The third and last part of the book centres on social inequalities in educational returns while including both job related factors (job prestige, income, etc.) and nonmonetary educational returns (health, well-being, etc.). Finally, a discussion on “good” and “bad” education systems centres on the question of how an ideal education system could look like.
Christiane Gross, Heinz-Dieter Meyer, and Andreas Hadjar
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447326106
- eISBN:
- 9781447326212
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326106.003.0002
- Subject:
- Education, Educational Policy and Politics
The main objective of this chapter is to theorise how education systems shape inequalities. In the first part of the chapter, we outline an institutionalist theoretical approach and offer an ...
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The main objective of this chapter is to theorise how education systems shape inequalities. In the first part of the chapter, we outline an institutionalist theoretical approach and offer an illustrative case comparison regarding the institutionalisation of educational inequalities in Germany and the United States. Although the principle of equal educational opportunity seems almost universally accepted, nations often face seemingly intractable obstacles towards its realisation. In the second part, we adopt a multi-level perspective to better explain the effect of education systems on educational inequalities. Integrating causal influences at the macro-, meso-, and micro-level, we describe how characteristics of education systems at the macro-level and school characteristics at the meso-level influence the relevance of individual attributes (of students, their parents, and teachers) to the educational attainment of students. In a second step, we deal with explanations of educational inequalities at the individual level.Less
The main objective of this chapter is to theorise how education systems shape inequalities. In the first part of the chapter, we outline an institutionalist theoretical approach and offer an illustrative case comparison regarding the institutionalisation of educational inequalities in Germany and the United States. Although the principle of equal educational opportunity seems almost universally accepted, nations often face seemingly intractable obstacles towards its realisation. In the second part, we adopt a multi-level perspective to better explain the effect of education systems on educational inequalities. Integrating causal influences at the macro-, meso-, and micro-level, we describe how characteristics of education systems at the macro-level and school characteristics at the meso-level influence the relevance of individual attributes (of students, their parents, and teachers) to the educational attainment of students. In a second step, we deal with explanations of educational inequalities at the individual level.
Antonio S. A. Guimarães
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0003
- Subject:
- Political Science, Comparative Politics
This chapter provides a case study of educational fairness or equity in Brazil, focusing on the intake of black and public school students by the elite University of São Paolo (USP). Brazil has long ...
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This chapter provides a case study of educational fairness or equity in Brazil, focusing on the intake of black and public school students by the elite University of São Paolo (USP). Brazil has long been proud of the high quality of its public universities, both federal and state institutions. Young people from many sectors of society—both the elite and the poor—aspire to enter them. However, admission is highly competitive and depends on a student's score on an entrance exam, the Vestibular. Children from socially and economically privileged families, who typically attend private high schools, tend to do well on this exam. Children from lower class backgrounds do less well and are therefore underrepresented at USP.Less
This chapter provides a case study of educational fairness or equity in Brazil, focusing on the intake of black and public school students by the elite University of São Paolo (USP). Brazil has long been proud of the high quality of its public universities, both federal and state institutions. Young people from many sectors of society—both the elite and the poor—aspire to enter them. However, admission is highly competitive and depends on a student's score on an entrance exam, the Vestibular. Children from socially and economically privileged families, who typically attend private high schools, tend to do well on this exam. Children from lower class backgrounds do less well and are therefore underrepresented at USP.
Andreas Hadjar and Christiane Gross
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447326106
- eISBN:
- 9781447326212
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326106.003.0001
- Subject:
- Education, Educational Policy and Politics
The introduction discusses the background of political and public awareness of education systems and the various reasons for which countries might criticize their own systems and the ways in which ...
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The introduction discusses the background of political and public awareness of education systems and the various reasons for which countries might criticize their own systems and the ways in which they might attempt to reform them. It discusses the overall theme of the text, questioning how characteristics of education systems shape educational inequalities. The unique characteristics of education systems are varied and multi-layered. Education systems are affected by factors such as stratification, vocational specificity, and standardisation, while also being affected by factors of social context such as migration, welfare and gender regimes. The introduction explains how the text will determine the ways in which these individual characteristics affect the inequalities of educational systems in various countries, delivering an international perspective on a topic that has global effects.Less
The introduction discusses the background of political and public awareness of education systems and the various reasons for which countries might criticize their own systems and the ways in which they might attempt to reform them. It discusses the overall theme of the text, questioning how characteristics of education systems shape educational inequalities. The unique characteristics of education systems are varied and multi-layered. Education systems are affected by factors such as stratification, vocational specificity, and standardisation, while also being affected by factors of social context such as migration, welfare and gender regimes. The introduction explains how the text will determine the ways in which these individual characteristics affect the inequalities of educational systems in various countries, delivering an international perspective on a topic that has global effects.
Martin Neugebauer, David Reimer, Steffen Schindler, and Volker Stocké
- Published in print:
- 2013
- Published Online:
- June 2013
- ISBN:
- 9780804783026
- eISBN:
- 9780804784481
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804783026.003.0003
- Subject:
- Sociology, Social Stratification, Inequality, and Mobility
This chapter considers class inequalities in Germany for cohorts born in the 1980s and 1990s. It focuses on the transitions from primary school to the classical academic track, Gymnasium and from ...
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This chapter considers class inequalities in Germany for cohorts born in the 1980s and 1990s. It focuses on the transitions from primary school to the classical academic track, Gymnasium and from Gymnasium to university, and relates the influence of primary and secondary effects in the transition to university on the decisions made at previous transition points. The discussion emphasizes two institutional characteristics that are most relevant for understanding inequality in educational opportunity in Germany: first, the early and very consequential sorting of students into stratified secondary school tracks after primary school, where school performance serves as the prime allocation principle; and second, the existence of an attractive system of vocational training that constitutes a popular educational alternative even for those students who obtain the qualification to go on to university.Less
This chapter considers class inequalities in Germany for cohorts born in the 1980s and 1990s. It focuses on the transitions from primary school to the classical academic track, Gymnasium and from Gymnasium to university, and relates the influence of primary and secondary effects in the transition to university on the decisions made at previous transition points. The discussion emphasizes two institutional characteristics that are most relevant for understanding inequality in educational opportunity in Germany: first, the early and very consequential sorting of students into stratified secondary school tracks after primary school, where school performance serves as the prime allocation principle; and second, the existence of an attractive system of vocational training that constitutes a popular educational alternative even for those students who obtain the qualification to go on to university.
Hartmut Esser
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447326106
- eISBN:
- 9781447326212
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326106.003.0006
- Subject:
- Education, Educational Policy and Politics
This contribution evaluates some paradoxical results regarding international comparisons of educational systems and educational inequalities. This evaluation follows a general model to explain the ...
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This contribution evaluates some paradoxical results regarding international comparisons of educational systems and educational inequalities. This evaluation follows a general model to explain the effects of educational systems on achievements in secondary education after the institutional sorting by ability at the end of elementary school in differentiated educational systems, the ‘Model of Ability Tracking’ (MoAbiT). The main result of the theoretical reconstruction is that institutional sorting alone is not sufficient to explain the effects of differentiation, and that three level-models are necessary to show specific system-effects of differentiation on educational inequality. Unfortunately all analyses of both approaches rely on PISA-data, which does not contain the necessary information, so that a reliable evaluation of the estimation of effects of educational systems on educational inequalities was not really possible until now. Contributions, however, which approach the correct specification, demonstrate that effects of social origin (sharply) decrease, if abilities before sorting are considered.Less
This contribution evaluates some paradoxical results regarding international comparisons of educational systems and educational inequalities. This evaluation follows a general model to explain the effects of educational systems on achievements in secondary education after the institutional sorting by ability at the end of elementary school in differentiated educational systems, the ‘Model of Ability Tracking’ (MoAbiT). The main result of the theoretical reconstruction is that institutional sorting alone is not sufficient to explain the effects of differentiation, and that three level-models are necessary to show specific system-effects of differentiation on educational inequality. Unfortunately all analyses of both approaches rely on PISA-data, which does not contain the necessary information, so that a reliable evaluation of the estimation of effects of educational systems on educational inequalities was not really possible until now. Contributions, however, which approach the correct specification, demonstrate that effects of social origin (sharply) decrease, if abilities before sorting are considered.
Gabriele Ballarino, Fabrizio Bernardi, and Nazareno Panichella
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447326106
- eISBN:
- 9781447326212
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326106.003.0008
- Subject:
- Education, Educational Policy and Politics
This work studies how the inequality of educational opportunities (IEO) is shaped by two institutional features of the educational system: its expansion, that is the extent to which individuals ...
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This work studies how the inequality of educational opportunities (IEO) is shaped by two institutional features of the educational system: its expansion, that is the extent to which individuals participate in it, and its design, or the way the process of schooling is organised. The empirical analysis is driven by a micro-level theoretical model, based on the “choice-within-constraints” paradigm, which includes both the level of participation in a given school system (or school level within a system) and its institutional features. Using data from ESS (2002-2010) and EU-SILC (2005) by means of a two steps multilevel model, empirical results confirm a negative association between school expansion and IEO in both upper secondary and tertiary education. Results concerning school design are less straightforward: a negative association was found between IEO and measures of tracking and vocational specificity, while results for standardisation change depending on the chosen indicator.Less
This work studies how the inequality of educational opportunities (IEO) is shaped by two institutional features of the educational system: its expansion, that is the extent to which individuals participate in it, and its design, or the way the process of schooling is organised. The empirical analysis is driven by a micro-level theoretical model, based on the “choice-within-constraints” paradigm, which includes both the level of participation in a given school system (or school level within a system) and its institutional features. Using data from ESS (2002-2010) and EU-SILC (2005) by means of a two steps multilevel model, empirical results confirm a negative association between school expansion and IEO in both upper secondary and tertiary education. Results concerning school design are less straightforward: a negative association was found between IEO and measures of tracking and vocational specificity, while results for standardisation change depending on the chosen indicator.
Anthony Heath and Catherine Rothon
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780197265741
- eISBN:
- 9780191771934
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197265741.003.0003
- Subject:
- Education, Educational Policy and Politics
This chapter investigates the grades and test scores of second-generation minorities at the end of compulsory schooling (around age fifteen). We document the differences in overall achievement both ...
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This chapter investigates the grades and test scores of second-generation minorities at the end of compulsory schooling (around age fifteen). We document the differences in overall achievement both between minorities and between countries, showing that Chinese and some other Asian groups out-perform the majority group while Turkish, North African, Caribbean, Sub-Saharan African groups and many European minorities all perform less well. Whilst the disadvantage of many European minorities can largely be explained by their disadvantaged socioeconomic backgrounds, socioeconomic background does not explain the disadvantages experienced by minorities with Turkish and North African backgrounds, meaning that these groups experience significant ‘ethnic penalties’ even after controlling for their parent's socioeconomic circumstances. Conversely, the Chinese experience substantial ‘ethnic premia’. We then investigate explanations for these ethnic premia and penalties, concluding by considering the extent to which different countries offer more or less favourable environments for the educational success of the children of immigrants.Less
This chapter investigates the grades and test scores of second-generation minorities at the end of compulsory schooling (around age fifteen). We document the differences in overall achievement both between minorities and between countries, showing that Chinese and some other Asian groups out-perform the majority group while Turkish, North African, Caribbean, Sub-Saharan African groups and many European minorities all perform less well. Whilst the disadvantage of many European minorities can largely be explained by their disadvantaged socioeconomic backgrounds, socioeconomic background does not explain the disadvantages experienced by minorities with Turkish and North African backgrounds, meaning that these groups experience significant ‘ethnic penalties’ even after controlling for their parent's socioeconomic circumstances. Conversely, the Chinese experience substantial ‘ethnic premia’. We then investigate explanations for these ethnic premia and penalties, concluding by considering the extent to which different countries offer more or less favourable environments for the educational success of the children of immigrants.
