scholarly journals Different systems, same inequalities? Post-compulsory education and young adults’ literacy in 18 OECD countries

2017 ◽  
Vol 27 (4) ◽  
pp. 332-345 ◽  
Author(s):  
Camilla Borgna
Keyword(s):  
Young Adults ◽  
Social Stratification ◽  
Parental Education ◽  
Open Systems ◽  
Tertiary Education ◽  
Compulsory Education ◽  
Social Background ◽  
Oecd Countries ◽  
Literacy Skills ◽  
The Social

Education is increasingly seen as a substitute for social policy, but opportunities for skill development vary by social background and educational institutions are not neutral in this respect. While previous research has extensively examined how schooling affects skills distribution, the role of post-compulsory education has been long overlooked. Using data from the 2011/2012 Programme for International Assessment of Adult Competences, this article investigates how selected features of upper secondary and tertiary education are connected to the social stratification of young adults’ literacy skills in 18 OECD countries. First, I use individual-level regressions to assess the extent to which disparities in the skills of 24- to 29-year-old individuals are explained by parental education in each country. Second, I apply fuzzy-set qualitative comparative analysis across countries to investigate under which institutional conditions the social stratification of young adults’ literacy skills is most severe. The findings point to the existence of functionally equivalent education regimes: young adults face severe disparities not only in socially selective higher education systems but also in relatively open systems characterized by institutional differentiation; moreover, disparities arising during compulsory schooling are consequential for the skill distribution of young adults, underscoring the importance of a life-course approach to education policies.

De sociale achtergrond van de lokale politieke elite in Vlaanderen 1946-1988

Res Publica ◽  
1997 ◽  
Vol 39 (1) ◽  
pp. 45-62
Author(s):  
Herwig Reynaert
Keyword(s):  
Social Stratification ◽  
Social Background ◽  
Political Elite ◽  
The Other ◽  
Social Classes ◽  
Other Hand ◽  
The Social ◽  
Representative System

From the analysis of the social background of the local elected people in Flanders during the period 1946-1988 one can conclude that there are barriers for women, lower social classes and certain age categories preventing them from moving up the local political elite. The democratization process of the Flemish local political elite bas not yet made much progress. It appears from the fact that men are more numerous in political fonctions, that the distribution among the various professional categories strongly deviates from the general social stratification and from the conclusion that certain age categories are clearly dominant. It is however clear that the composition of the elites neverfully reflect society as a whole. On the other hand, the important fact is that the differences cannot be reduced to smaller variances which inevitably go together with any representative system.

scholarly journals The Evolution of Educational Expectations in Spain (2003-2018): An Analysis of Social Inequality Using PISA

2021 ◽  
Vol 10 (1) ◽  
pp. 82
Author(s):  
Manuel Tomás Valdés
Keyword(s):  
Tertiary Education ◽  
Compulsory Education ◽  
Educational Expectations ◽  
Disadvantaged Students ◽  
Socioeconomically Disadvantaged ◽  
Student Body ◽  
Upper Secondary Education ◽  
Academic Track ◽  
The Social ◽  
Upper Secondary

This paper examines the educational expectations of the Spanish student body at the end of compulsory education. Using the 2003 and 2018 waves of PISA, I report a remarkable increase in the educational ambition of the Spanish student body. Two aspects are worth noting. Firstly, virtually all 15-years-old students expect to enroll in Upper Secondary Education by 2018. Secondly, Higher Vocational Education has become a very appealing alternative at tertiary level. Furthermore, significant inequalities have been documented in the configuration of educational expectations. However, inequality has been reduced in the expectations of enrolment in Upper Secondary and Tertiary Education due to the higher educational ambition among socioeconomically disadvantaged students. In turn, inequality has increased in the horizontal expectation of enrolment in the academic track in both levels because a larger share of socioeconomically disadvantaged students preferred the vocational track in 2018 (diversion thesis). Using counterfactual analysis, I have observed that this increase in horizontal inequality would have been larger had it not been for the change in the social structure between 2003 and 2018

scholarly journals The Social Stratification of Choice in the Transition to Adulthood

2019 ◽  
Vol 35 (5) ◽  
pp. 599-615 ◽  
Author(s):  
Francesco C Billari ◽  
Nicole Hiekel ◽  
Aart C Liefbroer
Keyword(s):  
Young Adults ◽  
Longitudinal Data ◽  
Transition To Adulthood ◽  
Social Stratification ◽  
Economic Status ◽  
Theoretical Framework ◽  
Low Ses ◽  
Socio Economic Status ◽  
The Social ◽  
And Gender

AbstractThe occurrence and timing of major demographic decisions in the transition to adulthood is strongly stratified, with young adults with a high socio-economic status (SES) background usually experiencing many of these events later than young adults with a low SES background. To explain this social stratification, we outline a theoretical framework in which social stratification affects choice in the transition to adulthood through three, potentially reinforcing, pathways: stratified socialization, stratified agency, and stratified opportunity. We test our framework against longitudinal data from two waves of the Generations and Gender Surveys for Austria, Bulgaria, and France. We find evidence for the importance of all three pathways. Furthermore, processes differ little by gender, age and country context.

scholarly journals “We Have No Proletariat”: Social Stratification and Occupational Homogamy in Industrial Switzerland, Winterthur 1909/10–1928

2005 ◽  
Vol 50 (S13) ◽  
pp. 65-91 ◽  
Author(s):  
Reto Schumacher ◽  
Luigi Lorenzetti
Keyword(s):  
Social Stratification ◽  
Social Background ◽  
Engineering Industry ◽  
Class Consciousness ◽  
Labour Movement ◽  
Active Labour ◽  
The Social ◽  
Long Term Impact ◽  
General Strike

The aim of this study is to examine, by analysing marital origin-related homogamy and mobility, the fluidity of a system of social stratification marked by a heterogeneous working class and likely to lead to increasing social-group solidarity during the phase of a more active labour movement in the early twentieth century. Data from Winterthur, a Swiss town characterized by the expansion of an important engineering industry, reveal that occupational homogamy was most pronounced at the top, among higher managers and professionals, and at the bottom of the social hierarchy, among unskilled factory workers. There is no empirical evidence of increased homogamous behaviour after the nationwide general strike of 1918, which is said to have had a long-term impact on workers' class-consciousness. Our analyses show, however, that the association between the social background of spouses depended on their geographical origin. This result may point to a regionally determined class-consciousness.

scholarly journals Housing and family trajectories of young adults in five countries: Sweden, Germany, United Kingdom, Italy and Serbia: Sequence analysis of European social survey data

Sociologija ◽  
2021 ◽  
Vol 63 (2) ◽  
pp. 262-288
Author(s):  
Dragan Stanojevic ◽  
Aleksandar Tomasevic
Keyword(s):  
Young Adults ◽  
United Kingdom ◽  
Young People ◽  
Survey Data ◽  
Parental Education ◽  
European Social Survey ◽  
Individual Characteristics ◽  
Family Transitions ◽  
Social Survey ◽  
The Social

The aim of this paper is to analyse housing and family transitions among the young and young adults in five countries: Sweden, Germany, United Kingdom, Italy and Serbia, representing the Social-democratic, Conservative, Liberal, Mediterranean and (SEE) Post-socialist models of welfare regimes. For the purposes of our analysis, we used round 9 of European Social Survey data. The focus of our analysis was on the rotating module ?Timing of life? which aims to capture the views of European citizens about their life courses and their strategies to plan their own lives, as well as measures the timing of key life events. Variables from this module were used to construct life trajectories of respondents which are statistically modelled as sequences. Interpretation of the obtained results leads to two important conclusions. First, the differences in the types of family transitions of young people between countries are significant. Second, these differences can be explained both by individual characteristics and by the social and cultural context that determines the horizon of opportunities for young people. Even after controlling the effects of individual characteristics such as gender, age, education, parental education, religious affiliation, statistical differences between countries persist, indicating that a significant part of variability cannot be explained on an individual-level but exclusively by social and institutional context.

Discourses in Teachers’ Talk about Writing

2019 ◽  
Vol 36 (4) ◽  
pp. 503-537 ◽  
Author(s):  
Erika Sturk ◽  
Eva Lindgren
Keyword(s):  
21St Century ◽  
Social Practice ◽  
Teaching Practices ◽  
Compulsory Education ◽  
Literacy Skills ◽  
Political Life ◽  
Teaching Materials ◽  
Strong Focus ◽  
The Social

Views about what writing is and how it should be taught have varied over the years as well as across contexts. Studies of curricula, teaching materials, and teaching practices have shown a strong focus on skills, genres, and processes, but few have asked teachers about their perspectives on writing. In this article we explore what views, or discourses, of writing are currently active among teachers in Swedish compulsory education, covering ages from 7 to 15. Sixty teachers answered a questionnaire with open and closed questions. Using Ivanič’s framework for discourses of writing, the answers were analyzed holistically in order to define what main discourse, or discourses, each teacher represented. Results show that most teachers represent one main discourse, but that a combination of discourses occur, in particular among teachers from the earliest school years (1–3). The most common discourse was the process discourse, followed by genre, creativity, skills, and thinking. None of the teachers represented the social practice or the sociopolitical discourse. The results concur with findings from studies of curricula, teaching materials, and teaching practices both in Sweden and globally and are discussed in relation to what literacy skills may be necessary in the 21st century in order to participate in social and political life.

Communist party membership in five former Soviet bloc countries, 1945–1989

2004 ◽  
Vol 37 (2) ◽  
pp. 241-263 ◽  
Author(s):  
Gary N. Marks
Keyword(s):  
Soviet Union ◽  
Political Participation ◽  
Communist Party ◽  
Social Stratification ◽  
Social Background ◽  
Soviet Bloc ◽  
Party Membership ◽  
Policy Model ◽  
Highly Educated ◽  
The Social

This study examines the social composition of the communist party in the Soviet Union and four East European countries during the post-war period. Two alternative explanations for joining the communist party are examined: the classical political participation model from Western political science and the party policy model. In Western countries, the people who join political parties tend to be male, older, married, highly educated and in higher status occupations. According to the party policies model, recruitment should reflect the party’s policies, ideologies and intentions to promote particular social groups such as, workers, peasants, young people, women and those with proletarian backgrounds. The data analyzed are from nationally representative surveys from the Social Stratification in Eastern Europe after 1989 study. Stronger support was found for the political participation model. Generally, parental party membership, being male, married, highly educated and working in an administrative position influenced joining, whereas social background, a manual occupation, and political time period had little or no influence. Between-country differences in the process of joining were minor. There was little evidence that recruitment reflected the parties’ ideologies or policies.

scholarly journals Ama dalam Drama Amachan Karya Kankuro Kudo

HUMANIS ◽  
2018 ◽  
pp. 618
Author(s):  
Andreas I Putu Alvan Adi ◽  
Silvia Damayanti ◽  
Ni Putu Luhur Wedayanti
Keyword(s):  
Social Stratification ◽  
Coastal Area ◽  
Qualitative Method ◽  
Sociological Theory ◽  
Social Background ◽  
Ferdinand De Saussure ◽  
Tourism Sector ◽  
The Social ◽  
Semiotic Theory ◽  
Descriptive Qualitative

The tittle of this thesis is “Ama in Drama of Amachan which is made by Kankuro Kudo”. This research is aimed to understand the social background of society in coastal area of Kitasanriku in the drama of Amachan which is made by Kankuro Kudo and the character of ama in coastal area of Kitasanriku in the drama of Amachan which is made by Kankuro Kudo. The method used in this research is descriptive-qualitative method. This research uses the sociological theory of Wellek and Warren literature (1990), semiotic theory of Ferdinand de Saussure (1913). Based on the result of the research, there is social background of the Kitasanriku society in the drama of Amachan. They are the habit of the society of coastal area of Kitasanriku, the traditions of of the society of coastal area of Kitasanriku, the attitude and believe of the Kitasanriku society, dialect of Sodegahama as the identity of Kitasanriku society, and social stratification of the Kitasanriku society. The profession of Ama has a big contribution for the society of Kitasanriku in Drama of Amachan which is made by Kankuro Kudo, they are roles in tourism sector and economical sector.

scholarly journals Students as rational decision-makers: the question of beliefs and attitudes

2006 ◽  
Author(s):  
Alice Sullivan
Keyword(s):  
Rational Choice ◽  
Compulsory Education ◽  
Social Background ◽  
Decision Makers ◽  
Rational Decision ◽  
Academic Abilities ◽  
The Social ◽  
Students Attitudes ◽  
And Gender ◽  
Beliefs And Attitudes

Rational choice theorists have analysed rates of participation in post-compulsory education, and, in particular, class differentials in these rates. Various claims have been made about the motivations of student decision-makers, but these claims have not been grounded empirically. This paper will assess the question of whether students' attitudes to education and beliefs about their own academic abilities vary according to social background and gender. Evidence is presented that students' attitudes to education do not vary greatly according to gender or social background, but that both the social background and gender of students affect their perception of their own abilities.

scholarly journals Study on the Connection Problems and Countermeasures of the Integration of Ideological and Political Courses in Colleges and Primary and Middle Schools

2021 ◽  
Vol 5 (2) ◽  
pp. 17
Author(s):  
Zhang Hao ◽  
Zhang Rui
Keyword(s):  
Political Theory ◽  
Teaching Practice ◽  
Compulsory Education ◽  
Social Background ◽  
Research Direction ◽  
Universities And Colleges ◽  
Basic Task ◽  
The Social ◽  
The Subject ◽  
New Challenges

The integration of ideological and political curriculum which exists in colleges and compulsory education is a powerful guarantee for enhancing the effectiveness of the course. Putting theoretical content as well as teaching practice into effect contributes to every improvement and new idea about the curriculum. Facing the new circumstances, new tasks, and new challenges under the social background, it is necessary to reinforce the connection of the integration of the subject in universities and colleges and compulsory education, and take problems as the research direction for the sake of expanding the channels for courses ideological and political construction, and understand the integrated evolution of ideological and political theory courses of undergraduate and specialist education and compulsory education to a higher degree. Grasping the current situation and problems of the theory curriculum in colleges and compulsory education, and exploring the content of the theory in undergraduate and specialist education and compulsory education are of great significance, both in the integrated construction of ideological and political theory courses of undergraduate and specialist education and compulsory education and in making the best of the courses to implement the basic task of fostering people.

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