A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education

Parker, Philip D.; Jerrim, John; Schoon, Ingrid; Marsh, Herbert W.

doi:10.3102/0002831215621786

Cited by 64 publications

(84 citation statements)

References 65 publications

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“…However, supporting our claim that this is not conducive to more equitable outcomes, the degree of ability stratification is associated with a negative relationship between social class and aspirations and attainment and a weaker relationship between self-beliefs and task values and these outcomes (see Parker et al, 2016). This is not to say that BFLPE type processes are not in operation for aspirations and attainment; empirical research suggests they are (e.g., Marsh, 1991).…”

Section: Signaling and Inequalitysupporting

confidence: 58%

“…Likewise, as we imply in our set of counterfactual models in Study 2, there is no guarantee that reducing secondary effects can be done in a way that keeps primary effects constant. Countries in our research that had the largest gap in self-beliefs and values favoring working class children also tended to have the largest gap in achievement favoring salariat children and the largest proportion of the total effect of social class on aspirations explained by achievement (based on Parker et al, 2016).…”

Section: Studymentioning

confidence: 65%

See 1 more Smart Citation

An information distortion model of social class differences in math self-concept, intrinsic value, and utility value.

Parker¹,

Marsh²,

Guo³

et al. 2018

Journal of Educational Psychology

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In this paper we develop an information distortion model (IDM) of social class differences in self-beliefs and values. The IDM combines psychological biases on frame-of-reference effects with sociological foci on ability stratification. This combination is hypothesized to lead to working class children having more positive math self-beliefs and values than equally able salariat children. We further suggest that the same conditions that give rise to the working class benefit in self-beliefs and values are associated with signaling effects, which suppress educational aspirations and attainment. These hypotheses are tested in one cross-sectional multi-national and one longitudinal study. The results in favor of the IDM challenge cultural models of social class differences and have implications for rational action theory. Educational Impact And Implications StatementWorking class children have higher academic self-concept and task value than equally able, more advantaged, peers in school systems that are stratified by academic ability. However, our cross-national and longitudinal research shows that this advantage does not appear to translate into higher aspirations or attainment. We suggests that the very educational structures that give rise to self-concept and task value advantage for poorer children simultaneously restrict the possibility of their using this advantage to their benefit in terms of educational attainment.

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Section: Signaling and Inequalitysupporting

confidence: 58%

Section: Studymentioning

confidence: 65%

An information distortion model of social class differences in math self-concept, intrinsic value, and utility value.

Parker¹,

Marsh²,

Guo³

et al. 2018

Journal of Educational Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Ross () combined items on students’ attitudes towards school, school work and lessons (a 10‐item scale) with a measurement of their truancy and school leaving aspirations. In England, students’ expectations for attending higher education are associated with their social class (Chowdry et al ., ; Parker et al ., ) therefore possibly explaining why SES differences were observed in Ross’ () study and not in ours. Also, Janosz et al .…”

Section: Discussioncontrasting

confidence: 42%

Developmental trajectories of emotional disengagement from schoolwork and their longitudinal associations in England

Symonds

Schoon

Salmela‐Aro

2016

British Educational Res J

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of Jyv€ askyl€ a, Jyv€ askyl€ a, FinlandThis study identified the varied ways in which emotional disengagement from schoolwork typically developed between 14 and 16 years of age, in the Longitudinal Study of Young People in England. Using growth mixture modelling we found eight main trajectories of (dis)engagement, with four trajectories of either increasing or stable emotional disengagement with schoolwork (41% of the sample). Using propensity score matching to create groups balanced on a wide range of covariates at Wave 1, we compared disengaged students to their engaged counterparts to identify the longitudinal effects of disengagement-trajectory membership on behavioural engagement, psychological wellbeing, substance use, career pathways and achievement. Using linear and binary logistic regressions, we established that students in disengagement trajectories developed lower achievement across compulsory secondary school, and participated less in education and more in employment at age 17 years. In young adulthood (age 19-20 years) they were less likely to attend university and more likely to be unemployed. During secondary schooling, they developed higher levels of substance use and poorer psychological wellbeing, which persisted in the year after compulsory school. However, in young adulthood, the differences in substance use dissipated and students in most of the disengagement trajectories had relatively similar life satisfaction to their counterparts. These findings suggest that students (except perhaps those who became unemployed) were able to develop healthily and happily after leaving the schoolwork environments from which they were emotionally disengaged.

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“…An often‐cited counterargument is that tracking creates homogenous classes and thus reduces positive spillover effects from stronger students (Zimmer ). More complex arguments refer to the impact of tracking on educational inheritance and educational returns (e.g., Allmendinger ; Parker, Jerrim, Schoon and Marsh ). As we will argue, tracking may also have an impact on social reproduction, depending on how direct effects of social origin are affected.…”

Section: Education and School Tracking As Central Elements Of Social mentioning

confidence: 99%

School tracking and its role in social reproduction: reinforcing educational inheritance and the direct effects of social origin

Reichelt

Collischon

Eberl

2019

British Journal of Sociology

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The degree of social reproduction varies considerably between industrialized countries, raising the question of which institutional regulations promote or restrict this process. Education is considered the main mediator of social reproduction. Because school tracking – the sorting of children according to ability and interest at different ages – is known to affect educational attainment and the degree of tracking varies strongly across countries, it may thus account for differences in social reproduction. However, empirical studies are scarce, and the total impact of tracking on social reproduction remains ambiguous. Using the European Social Survey (ESS) 2012 and 2014 from 24 countries, we demonstrate that school tracking is strongly associated with higher degrees of social reproduction. Decomposing the process of social reproduction into educational inheritance, educational returns and direct effects of social origin, we find that although all channels contribute to social reproduction, the impact of tracking seems to be exerted through educational inheritance and to a similar degree through direct effects of social origin, whereas educational returns do not seem to be affected. Even net of educational attainment, social origin thus has a stronger effect on social status in tracked systems. We ascribe this effect to differences in qualitative choices within educational tracks, such as fields of study.

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A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education

Cited by 64 publications

References 65 publications

An information distortion model of social class differences in math self-concept, intrinsic value, and utility value.

An information distortion model of social class differences in math self-concept, intrinsic value, and utility value.

Developmental trajectories of emotional disengagement from schoolwork and their longitudinal associations in England

School tracking and its role in social reproduction: reinforcing educational inheritance and the direct effects of social origin

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