scholarly journals Does More Schooling Lead to Less or More Inequality of Educational Opportunity?

2021 ◽  
Author(s):  
Michael Grätz
Keyword(s):  
Educational Attainment ◽  
Educational Opportunity ◽  
Empirical Studies ◽  
Educational Inequalities ◽  
Formation Model ◽  
Long Term Effects ◽  
Skill Formation ◽  
Regular School ◽  
Critical Theories ◽  
Inequality Of Educational Opportunity

Critical theories of education but also the dynamics of skill formation model predict that the education system reproduces educational inequalities. Contrary to this hypothesis, empirical studies comparing the change in inequalities in academic performance over the summer to the change in these inequalities during the school year, have argued that schooling reduces inequalities in educational performance. The present study sheds new light on the question whether schooling affects educational inequalities by analyzing a natural experiment, which induces exogenous variation in the length of schooling, and allows us to investigate the causal, long-term effects of the length of schooling on educational inequalities. Some German states moved the school start from spring to summer in 1966/1967. These states introduced two short school years, which were each three months shorter than regular school years. We use variation in the short school years across cohorts and states to estimate the causal effects of the length of schooling on inequalities in educational attainment using two German panel surveys. Less schooling due to the short school years did not affect inequalities in educational attainment. This finding runs counter to the results from the summer learning literature but also to the predictions of the dynamics of skill formation model and critical theories of education. We conclude by discussing the implications of this finding for our understanding of inequality of educational opportunity.

scholarly journals Inequality of Educational Opportunity – The Role of Performance and Choice

2020 ◽  
Vol 28 (S1) ◽  
pp. S44-S55
Author(s):  
Robert Erikson
Keyword(s):  
Educational Attainment ◽  
Educational Opportunity ◽  
Political Agenda ◽  
Parental Origin ◽  
Political Leaders ◽  
Educational Levels ◽  
Tertiary Institutions ◽  
Upper Secondary ◽  
Inequality Of Educational Opportunity

Equality of opportunity is a central aim in the political agenda of many nations, and political leaders consequently speak about the importance of reducing differences in educational attainment between young persons from differing social origins. Such differences are apparent at two educational steps – the transition from compulsory school to upper secondary and at the transition from upper secondary school to tertiary institutions. Both steps have to be considered if the interest lies in attainment of university degrees, since the outcome at the first transition affects that at the second. Differences in educational attainment by parental origin appear through two separate mechanisms. Children from higher origins tend to perform better at school than other children, and consequently they more than others continue to higher educational levels. However, also among children who did perform equally well, children from more advantaged origins more often than other children choose to continue to higher and more academically oriented tracks. Children of immigrants tend to perform less well at school than native-born children, but given performance, they tend more than the native-born to choose to continue in academically oriented school tracks.

scholarly journals Trends in educational mobility: How does China compare to Europe and the United States?

2019 ◽  
Vol 5 (2) ◽  
pp. 214-240
Author(s):  
Rob J Gruijters ◽  
Tak Wing Chan ◽  
John Ermisch
Keyword(s):  
Educational Opportunity ◽  
The United States ◽  
International Standards ◽  
Educational Mobility ◽  
The Us ◽  
The Usa ◽  
Economic Boom ◽  
The Uk ◽  
Large Decline ◽  
Inequality Of Educational Opportunity

Despite an impressive rise in school enrolment rates over the past few decades, there are concerns about growing inequality of educational opportunity in China. In this article, we examine the level and trend of educational mobility in China, and compare them to the situation in Germany, the Netherlands, the UK and the USA. Educational mobility is defined as the association between parents’ and children’s educational attainment. We show that China’s economic boom has been accompanied by a large decline in relative educational mobility chances, as measured by odds ratios. To elaborate, relative rates of educational mobility in China were, by international standards, quite high for those who grew up under state socialism. For the most recent cohorts, however, educational mobility rates have dropped to levels that are comparable to those of European countries, although they are still higher than the US level.

scholarly journals The Role of Parent Educational Attainment in Parenting and Children’s Development

2021 ◽  
Vol 30 (2) ◽  
pp. 186-192
Author(s):  
Pamela E. Davis-Kean ◽  
Lauren A. Tighe ◽  
Nicholas E. Waters
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Educational Attainment ◽  
Home Environment ◽  
Family Income ◽  
Developmental Outcomes ◽  
Cognitive Stimulation ◽  
Educational Inequalities ◽  
Powerful Predictor

Socioeconomic status (SES)—indexed via parent educational attainment, parent occupation, and family income—is a powerful predictor of children’s developmental outcomes. Variations in these resources predict large academic disparities among children from different socioeconomic backgrounds that persist over the years of schooling, perpetuating educational inequalities across generations. In this article, we provide an overview of a model that has guided our approach to studying these influences, focusing particularly on parent educational attainment. Parents’ educational attainment typically drives their occupations and income and is often used interchangeably with SES in research. We posit that parent educational attainment provides a foundation that supports children’s academic success indirectly through parents’ beliefs about and expectations for their children, as well as through the cognitive stimulation that parents provide in and outside of the home environment. We then expand this model to consider the intergenerational contributions and dynamic transactions within families that are important considerations for informing potential avenues for intervention.

scholarly journals Regional Variation in Inequality of Educational Opportunity across Europe

2021 ◽  
Vol 7 ◽  
pp. 237802312110198
Author(s):  
Bastian A. Betthäuser ◽  
Caspar Kaiser ◽  
Nhat An Trinh
Keyword(s):  
Regional Variation ◽  
Educational Opportunity ◽  
Large Body ◽  
European Social Survey ◽  
Regional Level ◽  
Social Survey ◽  
Policy Makers ◽  
National Differences ◽  
Inequality Of Educational Opportunity ◽  
Cross National

A large body of literature documents cross-national variation in the level of inequality of educational opportunity (IEO) among children from different social backgrounds. By contrast, relatively little attention has been given to the extent to which IEO varies within counties and across regions. On the basis of data from the European Social Survey, the authors map variation in IEO across regions in Europe and show that IEO varies substantially within counties. This visualization of the heterogeneity of IEO within European countries highlights the need for researchers and policy makers to extend the current focus on cross-national differences and to investigate and address IEO at the regional level. The visualization raises important questions with respect to the contours, causes, and consequences of cross-regional variation in IEO.

The Ethical Summons Extended by Le Clézio’s “Martin” and Other Casualties of Peer-Victimization

Janus Head ◽  
2014 ◽  
Vol 13 (2) ◽  
pp. 125-135
Author(s):  
Keith Moser ◽  
Keyword(s):  
Peer Victimization ◽  
Short Story ◽  
Empirical Studies ◽  
Nobel Laureate ◽  
Daily Basis ◽  
Social Consequences ◽  
Long Term Effects ◽  
The World ◽  
Effects Of Bullying ◽  
Invaluable Tool

This interdisciplinary essay investigates J.M.G. Le Clézio’s short story “Martin” from the collection entitled La Fièvre (Fever) from the lens of recent empirical studies related to bullying. The 2008 Nobel Laureate in Literature creates a rending portrait of the physical and cerebral anguish suffered by casualties of peer-victimization. The profound inner turmoil experienced by the protagonist Martin mirrors the searing pain felt by millions of innocent victims around the world on a daily basis. Although the nefarious, long-term effects of bullying are often dismissed by misinformed individuals as a reflection of “boys being boys,” research unequivocally demonstrates that bullying is a global pandemic that should be taken seriously. In this disquieting narrative from the early part of his illustrious career, Le Clézio extends an ethical summons to the reader which compels us to think harder about the dire social consequences of bullying. Specifically, the tragic dénouement leaves little room for ambivalence concerning the author’s position related to the anguish experienced by casualties of peer-victimization. In “Martin,” it is the destabilizing realism that attacks the sensibilities of the reader the most. Although this text is a work of fiction, it deeply resonates with the reader given that deplorable incidents, which leave deep inner scars, like the one described in “Martin” occur far too often all across the globe. When analyzed in conjunction with the disconcerting research compiled by international scholars from around the world, “Martin” is an invaluable tool that allows us to catch a small glimpse of the unbearable torment felt by the victims of these heinous crimes.

scholarly journals CAN FOREIGN DIRECT INVESTMENT REDUCE UNEMPLOYMENT IN HOME COUNTRIES? ANALYSIS FOR ASEAN COUNTRY

2019 ◽  
Vol 4 (2) ◽  
pp. 143
Author(s):  
ELSA WIDIA ◽  
ENDRIZAL RIDWAN ◽  
FAJRI MUHARJA
Keyword(s):  
Empirical Studies ◽  
Direct Foreign Investment ◽  
Annual Data ◽  
Long Term Effects ◽  
Correction Model ◽  
Vector Error Correction ◽  
Vector Error ◽  
Long Run ◽  
Asean Country

Direct Foreign Investment (FDI) has been considered as one of the important strategies in long-term economic development. FDI is seen not only as a capital transfer but also has an important effect on increasing the host economy. FDI then became popular in many countries, so it was interesting to analyze the effects produced, both positive and negative. This research focuses on countries in the Association of Southeast Asian Nations (ASEAN) with the aim of conducting empirical studies on opportunities for employment creation by FDI. However, due to limited data in several countries, this study only involved Indonesia, Singapore, Malaysia and Thailand. The type of data used in this study is annual data covering from 1980-2017. Using estimation Vector Error Correction Model (VECM) allows to see short-term and long-term effects. The test results prove that the influence between variables is more visible in the long run

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