Social Background and Educational Transitions in England

2013 ◽  
pp. 253-278
Author(s):  
Michelle Jackson
Keyword(s):  
Social Background ◽  
Educational Transitions

Compensatory advantage in educational transitions

2018 ◽  
Vol 63 (1) ◽  
pp. 40-62 ◽  
Author(s):  
Fabrizio Bernardi ◽  
Moris Triventi
Keyword(s):  
Educational Outcomes ◽  
Parental Education ◽  
Social Background ◽  
Educational Transitions ◽  
Birth Cohorts ◽  
Upper Secondary ◽  
Transition From High School ◽  
New Evidence ◽  
Simulated Scenario

In this article, first, we present new evidence on a specific type of compensatory advantage (CA) mechanism in educational transitions and attainment, whereby students from socio-economically advantaged families compensate the negative event of achieving poor grades by ignoring them and disproportionally moving on to the next level of education. Using two independent data sources, we focus on the attainment of an upper secondary degree and the transition from high school to university in Italy, investigating the role of parental education and social class in compensating for an early poor academic performance. Second, we develop a simulated scenario analysis to assess how much of the observed social background inequality is due to the educational outcomes of poorly performing students from high social backgrounds. The results are consistent with the notion that a CA mechanism is in place and show that the advantage of individuals with higher backgrounds over those from lower backgrounds is much larger among students with bad marks in earlier school stages. We estimate that at least one-third of the observed social background inequality in educational transitions in Italy can be attributed to the CA mechanism. This result is consistent across different outcomes, samples and birth cohorts, and is robust to a number of sensitivity checks.

scholarly journals Predicting Postsecondary Pathways: The Effect of Social Background and Academic Factors on Routes through School

2020 ◽  
Vol 6 ◽  
pp. 237802311989517
Author(s):  
Rebecca L. Boylan
Keyword(s):  
Early Adulthood ◽  
Extended Period ◽  
Social Background ◽  
Educational Institutions ◽  
Educational Transitions ◽  
Academic Factors ◽  
Individual Level ◽  
Educational Pathways ◽  
The Life Course ◽  
Educational Careers

Access to institutions of higher education has increased in recent decades; however, increased access has not led to parallel increases in degree completion among all types of students. In this article, I examine the associations between individual-level factors and the particular paths through educational institutions that students follow as they navigate their educational careers. Research on educational pathways has typically examined individual educational “transitions” but failed to examine the full “trajectories” that students experience. Applying optimal matching sequence analysis techniques to the Educational Longitudinal Study of 2002, I capture the long-term postsecondary educational experiences of respondents across 107 months in early adulthood. Examining how social background factors affect the extent and ordering of postsecondary experiences over this extended period of the life course contributes to our understanding of the ways these factors may influence whole educational careers and provides a holistic counterpart to the more traditional transitions-focused literature.

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 Late-Stage Educational Inequality: Can Selection on Noncognitive Skills Explain Waning Social Background Effects?

2019 ◽  
Author(s):  
Christian Michael Smith ◽  
Eric Grodsky ◽  
John Robert Warren
Keyword(s):  
Socioeconomic Status ◽  
Family Of Origin ◽  
Educational Inequality ◽  
High School Completion ◽  
Social Background ◽  
Past Research ◽  
Academic Skills ◽  
Noncognitive Skills ◽  
Educational Transitions ◽  
College Entry

Past research finds that the effect of socioeconomic origin on the probability of making educational transitions decreases for successively higher educational transitions, suggesting for example that one’s family of origin matters less for college entry than it does for high school completion. This pattern of waning effects could well be the result of selective attrition, since those of modest social origins who make a given transition may have unobserved characteristics, such as cognitive or noncognitive skills, that help them make the next transition, while better off individuals may be less steeply selected on these characteristics. I study a sample of American 10th graders from 1980 to assess how much the pattern of waning effects is due to selective attrition along academic and noncognitive skills for this cohort. I find that controlling for academic skills makes the effect of socioeconomic status more stable across transitions, but controlling for noncognitive skills does not. Socioeconomic advantage does not decline uniformly across transitions, and it appears most pronounced at the transition into college. These results do not support a claim that late transitions are egalitarian.

The Social Origins and Provenance of the English Bishops during the Reign of Edward II

1959 ◽  
Vol 9 ◽  
pp. 51-79
Author(s):  
K. Edwards
Keyword(s):  
Middle Ages ◽  
Social Background ◽  
Early Career ◽  
The Political ◽  
Social Origins ◽  
Political Activities ◽  
Edward Ii ◽  
The Social ◽  
Complete Study ◽  
History Of

During the last twenty or twenty-five years medieval historians have been much interested in the composition of the English episcopate. A number of studies of it have been published on periods ranging from the eleventh to the fifteenth and early sixteenth centuries. A further paper might well seem superfluous. My reason for offering one is that most previous writers have concentrated on analysing the professional circles from which the bishops were drawn, and suggesting the influences which their early careers as royal clerks, university masters and students, secular or regular clergy, may have had on their later work as bishops. They have shown comparatively little interest in their social background and provenance, except for those bishops who belonged to magnate families. Some years ago, when working on the political activities of Edward II's bishops, it seemed to me that social origins, family connexions and provenance might in a number of cases have had at least as much influence on a bishop's attitude to politics as his early career. I there fore collected information about the origins and provenance of these bishops. I now think that a rather more careful and complete study of this subject might throw further light not only on the political history of the reign, but on other problems connected with the character and work of the English episcopate. There is a general impression that in England in the later middle ages the bishops' ties with their dioceses were becoming less close, and that they were normally spending less time in diocesan work than their predecessors in the thirteenth century.

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.

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