Comment: On ignoring the literature and relevant tests in evaluating effectively maintained inequality

2018 ◽  
Vol 71 ◽  
pp. 1-5
Author(s):  
Samuel R. Lucas
Keyword(s):  
Effectively Maintained Inequality

When Different Types of Education Matter

2017 ◽  
Vol 61 (1) ◽  
pp. 94-113 ◽  
Author(s):  
Soo-yong Byun ◽  
Hyunjoon Park
Keyword(s):  
High School ◽  
South Korea ◽  
Postsecondary Education ◽  
Junior College ◽  
Disadvantaged Students ◽  
Vocational High School ◽  
Academic High School ◽  
Different Types ◽  
Nationally Representative ◽  
Effectively Maintained Inequality

Using longitudinal data for a nationally representative sample of ninth graders in South Korea, we examine socioeconomic differences in the likelihood of making transitions into different types of high school and college with a goal of testing the validity of the effectively maintained inequality hypothesis. We find significant socioeconomic disparities in the likelihood of attending an academic high school and a 4-year university. However, the predicted probabilities suggest that even disadvantaged students typically choose an academic high school relative to a vocational high school. Furthermore, although disadvantaged students likely end up with a 2-year junior college, those disadvantaged students graduating from an academic high school typically choose a 4-year university, after controlling for academic achievement and other variables. We discuss the relevance of the effectively maintained inequality hypothesis for South Korea and broad implications for elsewhere where postsecondary education is increasingly available for the majority of population.

scholarly journals The Effectively Maintained Inequality Hypothesis and Socioeconomic Inequalities in the Greek Higher Education Sector

2018 ◽  
Vol 2 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Iakovos Tsiplakides
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Educational Opportunity ◽  
Socioeconomic Background ◽  
New Methods ◽  
Research Findings ◽  
Potential Benefits ◽  
Modern Knowledge ◽  
The Difference ◽  
Effectively Maintained Inequality

In this paper we draw on the hypothesis of “Effectively Maintained Inequality” (EMI), which holds that inequalities in higher education concern differentiation as regards the institutions or study programmes which people from different socioeconomic backgrounds choose, rather than the difference between participating and non-participating. It is an important issue, as in modern knowledge and information societies, characterized by new methods of getting, processing and distributing information, higher education is important as a means of equipping people with the knowledge necessary to participate actively in them, for personal growth and national growth. It also impacts positively on social justice, equality of educational opportunity and can boost intergenerational social mobility. These potential benefits, however, are undermined by segregation within higher education. In this paper we present the findings of a research study that examined the breadth of segregation of the higher sector in Greece by socioeconomic background. Research findings indicate a correlation among cultural, social and financial capital and programme or institution, thus conforming the theory of “Effectively Maintained Inequality”.

scholarly journals Universal Algebra I policy, access, and inequality: Findings from a national survey

2017 ◽  
Vol 25 ◽  
pp. 101
Author(s):  
Janine T. Remillard ◽  
John Y. Baker ◽  
Michael D. Steele ◽  
Nina D. Hoe ◽  
Anne Traynor
Keyword(s):  
School Districts ◽  
Educational Opportunity ◽  
Algebra I ◽  
National Policy ◽  
Eighth Grade ◽  
Poverty Level ◽  
The Us ◽  
Unequal Access ◽  
Nationally Representative ◽  
Effectively Maintained Inequality

Many in the US view algebra as a gatekeeper to advanced study of mathematics, and increasing enrollment in algebra courses as a strategy to address unequal access to educational opportunity. As a result, universal enrollment policies, which require all students to complete Algebra I by grade 8 or 9, have garnered attention in school districts or states. Based on a view that school districts are the primary implementers of state and national policy in the US, this study surveyed a nationally representative sample of districts to investigate the prevalence of such policies and their relationship to algebra enrollment. Districts reported substantial increases in Algebra I enrollments in eighth grade, although ninth grade remains the most common year students enroll. Only 26% of districts reported having universal enrollment policies; in these districts, linear regression indicated that an association with higher eighth grade Algebra I enrollment was moderated by poverty level (measured by FRL). As a result, universal policies, while decreasing within-district disparities, may increase disparities between districts. These disparities may be explained by maximally maintained inequality (Raftery & Hout, 1993) and effectively maintained inequality theories (Lucas, 2001), which posit that more affluent groups take deliberate action to perpetuate inequalities.

scholarly journals Industry, Firm, Job Title: The Layered Nature of Early-Career Advantage for Graduates of Elite Private Universities

2019 ◽  
Vol 5 ◽  
pp. 237802311985971 ◽  
Author(s):  
Daniel Davis ◽  
Amy Binder
Keyword(s):  
Job Search ◽  
The United States ◽  
Early Career ◽  
University Graduates ◽  
High Status ◽  
Data Set ◽  
Inequality Theory ◽  
Horizontal Stratification ◽  
Job Titles ◽  
Effectively Maintained Inequality

Using concepts associated with effectively maintained inequality theory and horizontal stratification, the authors ask whether the private-public dividing line is a “threshold of consequence” for early-career market entry. To address this empirically, the authors use a novel LinkedIn data set to analyze job pathways for the graduating class of 2016 from the top 25 private and top 25 public universities in the United States. In line with past qualitative research, the authors find evidence that elite private graduates enter high-status industries in greater proportion than their public university counterparts. They also tend to get jobs at more prestigious and higher paying firms and to attain more prestigious job titles. On the basis of the evidence, the authors call for more closely analyzing the layers of advantage that may accumulate to elite graduates during key transitional moments, such as during the postgraduation job search. The authors also shed additional light on how the private-public divide is a threshold of consequence for university graduates.

scholarly journals Seven Principles for Assessing Effectively Maintained Inequality

2017 ◽  
Vol 61 (1) ◽  
pp. 132-160 ◽  
Author(s):  
Samuel R. Lucas ◽  
Delma Byrne
Keyword(s):  
General Theory ◽  
Educational Attainment ◽  
Educational Inequality ◽  
Social Background ◽  
Seven Principles ◽  
Effectively Maintained Inequality

Effectively maintained inequality (EMI) was proposed as a general theory of inequality, but the theory flows from a decades-long tradition of studying social background effects on educational attainment. After an orienting discussion of several historic challenges of the study of social background effects on educational inequality, proposed and adopted solutions to those challenges, and subsequent critiques of those solutions, we offer and justify seven principles that, if followed, produce a solid assessment of EMI. After conveying the seventh principle, two illustrative ways in which EMI addresses historic challenges with studying inequality are conveyed.

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