scholarly journals Reaching Higher? Horizontal Stratification in the Educational Careers of Immigrant Descendants

2021 ◽  
Author(s):  
Solveig Topstad Borgen ◽  
Are Skeie Hermansen
Keyword(s):  
Immigrant Parents ◽  
Upper Secondary Education ◽  
Life Chances ◽  
School Grades ◽  
Fields Of Study ◽  
System P ◽  
Horizontal Stratification ◽  
Early School ◽  
Upper Secondary ◽  
Educational Careers

Educational expansion raises the influence of sorting across fields of study for children’s future life chances. Yet, we have little knowledge about horizontal stratification in the educational careers of children of immigrant parents, who often are positively selected on education relative to non-migrants in their origin country despite having comparatively low levels of absolute schooling. This paper examines the educational careers of immigrant descendants relative to majority children using Norwegian administrative data. We find that most immigrant descendants of non-Western origin experience substantial ethnic disadvantages in early school grades and have a lower likelihood of completing upper secondary education. However, they also have a higher probability of entering higher education, and they select more prestigious and better-paying fields of study. The ethnic penalty in school grades and upper secondary school completion disappears when adjusting for parental years of education, likely because immigrant parents are positively selected from their origin country. However, parental selectivity provides little insight into immigrant children’s high ambitions later in their educational careers. Overall, our findings reveal a complex pattern where immigrant descendants overcome early disadvantages at school by making increasingly ambitious choices as they progress through the educational system.

scholarly journals La percepción del profesorado de Educación Primaria y Educación Secundaria sobre las variables que influyen en el Abandono Escolar Temprano

2018 ◽  
Vol 37 (1) ◽  
pp. 181-200 ◽  
Author(s):  
DIEGO GONZALEZ RODRIGUEZ ◽  
MARIA JOSE VIEIRA ALLER ◽  
JAVIER VIDAL GARCIA
Keyword(s):  
Secondary Education ◽  
Survey Methodology ◽  
Family Characteristics ◽  
Early School Leaving ◽  
Upper Secondary Education ◽  
Early School ◽  
Upper Secondary ◽  
The Individual ◽  
Educación Primaria ◽  
School Activity

El Abandono Escolar Temprano es un problema que preocupa a los países de todo el mundo. Esto se debe a que afecta directamente tanto a la vida de los estudiantes que abandonan como a la sociedad en general. El objetivo del presente estudio es conocer la percepción que tienen los docentes de las etapas de Educación Primaria, Educación Secundaria Obligatoria y Bachillerato sobre las variables más influyentes en el Abandono Escolar Temprano. La investigación llevada a cabo sigue una metodología de encuesta, mediante la administración de un cuestionario con 85 variables identificadas en la literatura científica. Se obtuvieron 134 respuestas de docentes de toda España. Los resultados indican que las variables consideradas más relacionadas con el Abandono Escolar Temprano son las vinculadas a características individuales y familiares. En menor medida, se consideran relacionadas la actividad escolar del individuo como estudiante, la actitud del profesorado, el comportamiento de los compañeros de clase y las características del centro. Se concluye que estamos ante un fenómeno de causas complejas que no debe ser abordado exclusivamente desde una perspectiva académica sino multidisciplinar. Early School Leaving is a problem that worries countries around the world. This is because it directly affects both the lives of students who abandon and society in general. The objective of the present study is to know the perception that Primary Education, Compulsory Secondary Education and Upper Secondary Education teachers have on the most influential variables that affect Early School Leaving. The research carried out follows a survey methodology, by administering a questionnaire with 85 variables identified in the scientific literature. 134 responses were obtained from teachers throughout Spain. The results indicate that the variables considered more related to Early School Leaving are those related to individual and family characteristics. To a lesser extent, the school activity of the individual as a student, the attitude of the faculty, the behaviour of the classmates and the characteristics of the school are considered related. We conclude that we are facing a phenomenon of complex causes that should not be approached exclusively from an academic perspective but multidisciplinary.

scholarly journals Adult Vocational Qualifications Reduce the Social Gradient in Education

2019 ◽  
Vol 7 (3) ◽  
pp. 95-109
Author(s):  
Bernt Bratsberg ◽  
Torgeir Nyen ◽  
Oddbjørn Raaum
Keyword(s):  
Parental Education ◽  
Birth Cohorts ◽  
Social Differences ◽  
Upper Secondary Education ◽  
Vocational Qualifications ◽  
Early School ◽  
The Social ◽  
Upper Secondary ◽  
Lower Education ◽  
Alternative Routes

Many youth leave school early without an upper secondary education, impeding their chances in the labor market. Early school leavers come disproportionately from families with low parental education. In some countries, there are alternative routes to upper secondary qualifications as adults. Does adult attainment reduce initial social differences in educational attainment, or does it reinforce such differences? Norway is one of the countries where many attain upper secondary qualifications in adulthood. Using individual data from administrative registers, we follow five Norwegian birth cohorts (1973–1977) from age 20 to 40. We document that the association between parental education and upper secondary completion declines monotonically with age, ending at age 40 about 35% below that at age 20. We also document that the alternative routes to adult qualifications recruit students of different family backgrounds. In particular, adults who acquire vocational qualifications via the experience-based route come from families with lower education than other groups. Our evidence suggests that institutions that offer opportunities for certifying qualifications acquired at work mitigate social gradients, fostering more equal opportunities within the education system.

scholarly journals Ethnic Differences in Early School-leaving

2014 ◽  
Author(s):  
Jan O. Jonsson ◽  
Elina Kilpi-Jakonen ◽  
Frida Rudolphi
Keyword(s):  
Minority Students ◽  
Minority Groups ◽  
Minority Group ◽  
Early School Leaving ◽  
Upper Secondary Education ◽  
Majority Group ◽  
Early School ◽  
Upper Secondary ◽  
The Usa ◽  
Very High

In this chapter we study the differences between ethnic groups in early school-leaving in six of the countries: England and Wales, Finland, France, the Netherlands, Sweden, and the USA. We find sizeable gross differences in early school-leaving between the majority group and some, but far from all, ethnic minority groups, mainly to the disadvantage of minorities. Most differences disappear when we compare those with similar social origins, however, and once we also control for educational performance (grades, or test results) a substantially important disadvantage remains for only one minority group out of the 42 we study. In particular, except for those from the Middle East, Asian minority groups have very high continuation rates into upper secondary education. There is little evidence to suggest that there is any intrinsic or cultural ethnic disadvantage that discourages minority students from staying on in school, or that discrimination or unfair treatment pushes them out.

scholarly journals Gender Differences in Fields of Study: The Role of Comparative Advantage for Trajectory Choices in Upper Secondary Education

2021 ◽  
pp. 002205742110323
Author(s):  
Maaike van der Vleuten
Keyword(s):  
Gender Differences ◽  
Secondary Education ◽  
Comparative Advantage ◽  
Upper Secondary Education ◽  
Educational Trajectories ◽  
Fields Of Study ◽  
Typical Trajectory ◽  
Path Analyses ◽  
Upper Secondary

Absolute ability/achievement does not explain gender differences in educational trajectories, but the role of comparative advantage (i.e., being better in one subject compared to another) has received much less attention. To study this, longitudinal data collected among 1,352 individuals (age 15-16) in upper secondary education in the Netherlands are used. Multinomial path analyses showed that compared to girls, boys are on average 15% more likely to enter the most male-typical trajectory and 16% less likely to enter the most female-typical trajectory. Although having a comparative advantage affects trajectory choices, it does not explain gender differences in trajectory choices in secondary education.

scholarly journals The politics of educational transitions: Evidence from Catalonia

2020 ◽  
pp. 147490412097604
Author(s):  
Aina Tarabini ◽  
Judith Jacovkis
Keyword(s):  
Secondary Education ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Educational Transitions ◽  
Early School Leaving ◽  
Upper Secondary Education ◽  
Early School ◽  
Upper Secondary ◽  
And Training

Transitions to upper secondary education are of crucial importance to understanding educational inequalities. They are also vital in explaining the contemporary dynamics of Early School Leaving. Global hegemonic discourses around educational transitions and Early School Leaving shape student pathways in terms of rational and linear choices, assuming equal opportunities for lifelong learning. Simultaneously, the European Strategy attributes key roles to Vocational Education and Training and to guidance in order to smooth educational transitions, reduce Early School Leaving and meet the needs of the knowledge-based economy. The aim of the article is to problematise the linear relationship between Early School Leaving, Vocational Education and Training, and guidance policies representing the dominant contemporary rhetoric concerned with ensuring smooth transitions and opening up long-term educational pathways for young people. The article provides an in-depth analysis of the political construction of the transition from lower to upper secondary education in Catalonia, identifying how it is conceptualised at a discursive level by policy actors and also how it is implemented at the institutional level. The results aim to be regarded as a useful analytical resource to inform critical policy analyses of educational transitions and their implications in terms of social inequalities.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Caracterrsticas de la Oferta de la Educaciin Media en Colombia (Upper Secondary Education in Colombia)

2017 ◽  
Author(s):  
Sandra Garcia ◽  
Darro Maldonado ◽  
Marcela Acosta ◽  
Nicolas Castro ◽  
David Granada ◽  
...  
Keyword(s):  
Secondary Education ◽  
Upper Secondary Education ◽  
Upper Secondary

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

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