scholarly journals Educational Inequality, Educational Expansion and Intergenerational Mobility

2016 ◽  
Vol 45 (4) ◽  
pp. 589-614 ◽  
Author(s):  
JO BLANDEN ◽  
LINDSEY MACMILLAN
Keyword(s):  
Educational Outcomes ◽  
Educational Achievement ◽  
Educational Inequality ◽  
Family Background ◽  
Social Background ◽  
Educational Expansion ◽  
Future Trends ◽  
Educational Inequalities ◽  
Market Returns ◽  
The Uk

AbstractThe distribution of education by social background and the mobility prospects of society are intimately connected. To begin to predict future trends in mobility in the UK we bring together evidence on educational inequality by family background for cohorts from 1958 to 2000 for a range of educational outcomes. There is evidence that educational inequalities have narrowed among recent cohorts as the overall level of educational achievement has increased. This could be promising for mobility provided the labour market returns to these qualifications are maintained. However, stubborn inequalities by background at higher attainment levels imply that narrowing inequalities and expanding equality of opportunity throughout the educational distribution is a difficult task.

The reproduction of educational elites through natural cultivation. A qualitative analysis of educational child-rearing practices as strategies of cultural distinction

Soziale Welt ◽  
2021 ◽  
Vol 72 (1) ◽  
pp. 55-83
Author(s):  
Tim Sawert
Keyword(s):  
Educational Inequality ◽  
Symbolic Capital ◽  
Child Rearing ◽  
Educational Expansion ◽  
Educational Strategies ◽  
Structured Interviews ◽  
Ancient Greek ◽  
Upper Secondary ◽  
The Usa ◽  
The Uk

During the last decades, the socially inclusive educational expansion diluted the previous exclusiveness of upper secondary degrees. Unlike the UK, the USA, or France, no explicit “elite” institutions do exist in the German educational system. Nevertheless, educational inequality is no less pronounced. Hence, what child-rearing practices do educationally privileged families in Germany apply to intergenerationally transfer their social privilege in times of educational expansion? The article focusses on one such practice: the acquisition of humanist knowledge by learning Latin and Ancient Greek as a strategy of cultural distinction. To analyse educational strategies and whether people draw lines of distinction along knowledge in Latin and Ancient Greek, I conducted semi-structured interviews with parents of adolescents who had chosen different foreign language profiles. I show how the acquisition of this specific symbolic capital is embedded in a child-rearing practice aimed at obtaining horizontal educational distinction for a privileged academic class. Additionally, I show that the highly privileged status of particularly established academic families results in a child-rearing practice that I call natural cultivation, a more invisible strategy of distinctive child-rearing that appears almost passive compared to those already discussed more widely (e.g. Lareau 2003).

Home or Care? A Comparison of Educational Outcomes for Maltreated Children

2020 ◽  
Author(s):  
Linda Cusworth ◽  
Louise Tracey ◽  
Helen Baldwin ◽  
Nina Biehal
Keyword(s):  
Educational Attainment ◽  
Educational Outcomes ◽  
Educational Achievement ◽  
Receptive Vocabulary ◽  
Teacher Assessments ◽  
The Uk ◽  
Children In Care ◽  
The Impact ◽  
Care System ◽  
At Home

Abstract Previous research has highlighted the poor educational attainment of children in out-of-home care, until relatively recently seen as a potential failure of the care system itself. However, the relationship between care and education outcomes is complex. It is important to disentangle the impact of the care system from that of adverse circumstances leading to admission to care. In this study, educational outcomes for 68 children (aged 3–9 years) in foster-care due to concerns about abuse or neglect were compared to those for 166 children with current or past child welfare involvement living at home. Data from teacher assessments of communication and literacy, and a standardized measure of receptive vocabulary were analysed. Accounting for key differences between the two groups, there was little evidence that educational attainment of children in care was significantly worse than that of children living at home. The findings suggest that being in care is unlikely to be the direct cause of poor educational achievement amongst children in care relative to the wider population of children. The study has implications for the ways in which schools and other services, both across the UK and internationally, work with children in and on the margins of care.

scholarly journals Educational Transitions and Educational Inequality: A Multiple Pathways Sequential Logit Model Analysis of Finnish Birth Cohorts 1960–1985

2020 ◽  
Vol 36 (5) ◽  
pp. 700-719
Author(s):  
Juho Härkönen ◽  
Outi Sirniö
Keyword(s):  
Educational Outcomes ◽  
Logit Model ◽  
Educational Inequality ◽  
Social Background ◽  
Weighted Sum ◽  
Educational Transitions ◽  
Birth Cohorts ◽  
Educational Stratification ◽  
Upper Secondary ◽  
Educational Persistence

Abstract We developed a multiple pathways sequential logit model for analysing social background inequality in completed education and applied it to analyse educational inequality in Finland (birth cohorts 1960–1985). Our model builds on the sequential logit model for educational transitions, originally presented by Robert D. Mare and later extended by Maarten Buis, which disaggregates inequality in completed education into the weighted sum of inequalities in the transitions leading to it. Although the educational transitions framework is popular among educational stratification researchers, its applications have almost exclusively focused on analysing inequalities in separate educational transitions. Buis presented a unifying model of inequalities in educational transitions and completed education, which gives a substantive interpretation to the weights that link them. We applied this to an educational system in which the same educational outcomes can be reached through multiple pathways. Our analysis of Finnish register data shows that intergenerational educational persistence increased, particularly among women. The main reasons are increased inequality in academic upper-secondary (gymnasium) completion and gymnasium expansion that increased the weight of this transition as well as of the transition to university. We discuss the integration of structural and allocative mechanisms in educational stratification research.

scholarly journals Associations between school enjoyment at age 6 and later educational achievement: evidence from a UK cohort study

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Tim T. Morris ◽  
Danny Dorling ◽  
Neil M. Davies ◽  
George Davey Smith
Keyword(s):  
Sex Differences ◽  
Cognitive Ability ◽  
Educational Outcomes ◽  
Educational Achievement ◽  
Family Background ◽  
Socioeconomic Background ◽  
Early School ◽  
Modifiable Factor ◽  
Research Questions ◽  
Grade Increase

AbstractEducation is influenced by a broad range of factors but there has been limited research into the role that early school enjoyment plays in pupil’s educational achievement. Here we used data from a UK cohort to answer three research questions. What is the association between early school enjoyment and later academic achievement? To what extent do family background factors underlie this association? Do sex differences in school enjoyment underlie sex differences in achievement? School enjoyment was self-reported in two questionnaires completed at age 6. We used multiple imputation to account for missing covariates in this study, giving an imputed sample size of 12,135. Children’s school enjoyment at age 6 associated with sex and cognitive ability but not family socioeconomic background. For example, girls were twice as likely to report enjoying school than boys (OR: 1.97; 95% CI: 1.56, 2.48). School enjoyment strongly associated with later achievement in age 16 compulsory GCSE exams even after adjustment for socioeconomic background and cognitive ability; pupils who reported enjoying school scored on average 14.4 (95% CI: 6.9, 21.9) more points (equivalent to almost a 3-grade increase across all subjects) and were 29% more likely to obtain 5 + A*-C GCSE’s including Maths and English (OR: 1.29; 95% CI: 0.99, 1.7) than those who did not enjoy school. These results highlight the importance of school enjoyment for educational achievement. As a potentially more modifiable factor than socioeconomic background, cognitive ability or sex, school enjoyment may represent a promising intervention target for improving educational outcomes.

scholarly journals Social inequality in child educational development in China

2020 ◽  
Vol 6 (2) ◽  
pp. 219-238 ◽  
Author(s):  
Airan Liu ◽  
Wangyang Li ◽  
Yu Xie
Keyword(s):  
Educational Outcomes ◽  
Parenting Practices ◽  
Educational Achievement ◽  
Educational Development ◽  
Educational Inequality ◽  
Social Contexts ◽  
Individual Characteristics ◽  
Western Countries ◽  
Structural Forces ◽  
The Relationship

Nearly all past studies on educational inequality have examined the relationship between family and children’s educational achievement in western countries. Very few have examined this question in other social contexts, such as China. This article investigates differences in factors that influence children’s development between China and western countries. Capitalizing on recent national representative data, we extend previous studies by using more recent data and considering different measurements of educational outcomes. Our findings show that structural forces, such as hukou and residence, are more important than family and individual characteristics in China for influencing children’s educational outcomes; and that family non-monetary resources such as expectations and parenting practices are more important than family monetary resources such as income, for children’s educational achievement.

Childhood Intelligence Predicts Adult Trait Openness

2016 ◽  
Vol 37 (2) ◽  
pp. 105-111 ◽  
Author(s):  
Adrian Furnham ◽  
Helen Cheng
Keyword(s):  
Structural Equation Modeling ◽  
Structural Equation ◽  
Social Background ◽  
Study Data ◽  
Equation Modeling ◽  
Direct Effects ◽  
Data Set ◽  
National Child Development Study ◽  
Nationally Representative ◽  
The Uk

Abstract. This study used a longitudinal data set of 5,672 adults followed for 50 years to determine the factors that influence adult trait Openness-to-Experience. In a large, nationally representative sample in the UK (the National Child Development Study), data were collected at birth, in childhood (age 11), adolescence (age 16), and adulthood (ages 33, 42, and 50) to examine the effects of family social background, childhood intelligence, school motivation during adolescence, education, and occupation on the personality trait Openness assessed at age 50 years. Structural equation modeling showed that parental social status, childhood intelligence, school motivation, education, and occupation all had modest, but direct, effects on trait Openness, among which childhood intelligence was the strongest predictor. Gender was not significantly associated with trait Openness. Limitations and implications of the study are discussed.

scholarly journals People from lower social classes elicit greater prosociality: Compassion and deservingness matter

2021 ◽  
pp. 136843022098207
Author(s):  
Niels J. Van Doesum ◽  
Paul A. M. Van Lange ◽  
Joshua M. Tybur ◽  
Ana Leal ◽  
Eric Van Dijk
Keyword(s):  
Social Class ◽  
The Netherlands ◽  
Prosocial Behavior ◽  
Family Background ◽  
Lower Class ◽  
Social Classes ◽  
Target Class ◽  
Dictator Games ◽  
The Uk

People are quick to form impressions of others’ social class, and likely adjust their behavior accordingly. If social class is linked to prosociality, as literature suggests, then an interaction partner’s class should affect prosocial behavior, especially when costs or investments are low. We test this expectation using social mindfulness (SoMi) and dictator games (DG) as complementary measures of prosociality. We manipulate target class by providing information regarding a target’s (a) position on a social class ladder, and (b) family background. Three studies using laboratory and online approaches ( Noverall = 557) in two nations (the Netherlands [NL], the UK), featuring actual and hypothetical exchanges, reveal that lower class targets are met with greater prosociality than higher class targets, even when based on information about the targets’ parents (Study 3). The effect of target class was partially mediated by compassion (Studies 2 and 3) and perceived deservingness of the target (Study 3). Implications and limitations are discussed.

Asylum rejected: ‘appeal rights exhausted' Afghan care leavers facing return

2017 ◽  
Author(s):  
Kim Robinson ◽  
Lucy Williams
Keyword(s):  
Young People ◽  
Family Background ◽  
Immigration Policies ◽  
Immigration Status ◽  
Daily Lives ◽  
Care Leavers ◽  
Dangerous Place ◽  
The Uk ◽  
Care System

Kim Robinson and Lucy Williams focus on young Afghan men’s asylum claims in terms of their family background, citizenship and immigration status within the Care system under vulnerability. All young Afghans have had their asylum claims considered classified as Appeals Rights Exhausted and face return to Afghanistan. The chapter reveals how young Afghans’ narratives speak of a dangerous place where they have no links or connections yet at the same time, their description of the UK is often negative and critical of the support they have received here. The findings illustrate how immigration policies impact on marginality and affect the daily lives of these young people who are caught between two unpalatable futures, one back in Afghanistan and one living in destitution and illegality in the UK.

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