Academic Achievement, Tracking Decisions, and Their Relative Contribution to Educational Inequalities

Ichou, Mathieu; Vallet, Louis‐André

doi:10.11126/stanford/9780804783026.003.0005

Cited by 21 publications

(16 citation statements)

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“…Maurice et al's evidence was largely taken from only a portion of the industrial distribution (metal and petrochemical manufacturing). Moreover, their research is now over three decades old and does not reflect changes that have taken place in the French educational system (Goux and Maurin 1998;Ichou and Vallet 2013). It is important, therefore, to investigate the comparative linkage structure of these two countries to determine whether the observations of Maurice et al adequately describe the current reality.…”

Section: The Theoretical Relevance Of Linkagementioning

confidence: 99%

“…More recently, scholars have noted important changes in the French educational system in the 1990s and 2000s, which Ichou and Vallet (2013, p. 121) describe as creating a more "unified and massified" system, with internal stratification beginning at the end of collège, after which 62% of pupils are channeled into the vocational lycée and the remainder go on technological or academic tracks. The expansion of the French educational system has increased the pressure by higher class families to get their children admitted to grandes écoles (Ichou and Vallet 2013). But the current literature has not taken cognizance of the potential impact of this expansion for school-work linkage.…”

Section: Substantive Implications: Some Illustrations Occupation Spacmentioning

confidence: 99%

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School-to-Work Linkages in the United States, Germany, and France

DiPrete

Eller

Bol

et al. 2017

American Journal of Sociology

128

111

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A new research agenda is proposed for assessing the strength of linkages between educational credentials, including fields of study, and occupational positions. The authors argue that a theoretically fruitful conception of linkage strength requires a focus on granular structure as well as the macroinstitutional characteristics of pathways between education and the labor market. Building on recent advances in the study of multigroup segregation, the authors find that Germany has stronger overall linkage strength than France or the United States. However, the extent to which the three countries differ varies substantially across educational levels and fields of study. The authors illustrate the substantive importance of the new approach by showing, first, that the standard organization space/qualification space distinction poorly describes the contemporary difference between Germany and France and, second, that relative mean occupational wages in Germany and the United States vary directly with the relative linkage strength for occupations in the two countries.

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Section: The Theoretical Relevance Of Linkagementioning

confidence: 99%

Section: Substantive Implications: Some Illustrations Occupation Spacmentioning

confidence: 99%

School-to-Work Linkages in the United States, Germany, and France

DiPrete

Eller

Bol

et al. 2017

American Journal of Sociology

128

111

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“…Although migrants generally have high educational aspirations (e.g. Ichou & Vallet, 2013;Jackson et al, 2012), in Germany these tend to relate to general educational qualifications and courses of higher education study rather than being directed towards vocational education and training (Becker, 2011).…”

Section: Reasons For Differences In Educational Success Between the Nmentioning

confidence: 99%

Transition to company-based vocational training in Germany by young people from a migrant background – the influence of region of origin and generation status

Beicht

Walden

2019

IJRVET

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Purpose: For young people with a migrant background in Germany transition from school to company-based vocational training is much more difficult than for non-migrants. This remains true, when data is controlled for the lower performance of young migrants in general education. In this paper we investigate if and how far the chances of transition to company-based vocational training and the acquisition of different school leaving certificates depend from the migration generation and the region of origin of young migrants. The question is, if disadvantages of young migrants diminish with a longer stay of their family in Germany and if this is also the case for the different groups of regions of origin (Southern Europe, East Europe, Turkey, other Middle East and North Africa, Other regions). Methods: We conduct multivariate analyses on the basis of data from the German Educational Panel Study (NEPS). Our analyses relate to young people who left a general education school after Year 9 in the summer of 2011 or Year 10 in the summer of 2012. Our database comprises information provided by a total of 5,952 school leavers. Results: For all four origin groups worse chances in comparison to non-migrants were detected. But there are differences in the disadvantages of opportunity between the various groups. They acquire more often lower school qualifications than their counterparts not from a migrant background and also have worse chances than the latter of successfully progressing to company-based vocational education and training. This applies even if other important influencing factors such as social origin are taken into account. Young people from a Turkish or Arab background have the lowest chances in general education and vocational training. As generation status rises disadvantages diminish for all origin groups, but with different magnitudes. A clear upwards-directed integration can be observed solely for the East European origin group. Conclusion: The results of our analyses signalise a clear need for action on the part of German policy makers and German society to reduce the educational disadvantages suffered by young migrants and to develop an effective support mechanism. Integration is rarely achieved in the short term. It is a long-term task which frequently extends over several generations.

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“…Selon une monographie historique au sein des établissements secondaires de l'agglomération d'Orléans, la proportion d'enfants d'ouvriers dans la filière générale de la classe de seconde a crû de 8,7 % en 1947-1949 à 15,5 % en 1952-1954, puis à 21,5 % en 1962-1964, alors que la part relative des enfants de cadres et de professions libérales est demeurée beaucoup plus stable (Prost, 1986, p. 145). D'après cette étude, l'inégalité des chances scolaires a donc diminué en conséquence de la réforme de Carcopino, mais la tendance est restée largement inaperçue au niveau de l'ensemble du pays car, à la fin de la décennie 1950 comme au début des années 1960, les statistiques scolaires nationales portaient surtout attention à l'entrée dans la filière secondaire, c'est-à-dire à la classe de sixième pour laquelle les probabilités d'accès étaient fortement inégales selon l'origine sociale (Girard et Bastide, 1963 ;Ichou et Vallet, 2013).…”

Section: L'unification Et L'expansion Du Système éDucatif Français Auunclassified

Mobilité entre générations et fluidité sociale en France

Vallet¹

2017

Revue De l'OFCE

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À partir des enquêtes Formation – Qualification Professionnelle (INSEE) de 1970, 1977, 1985, 1993 et 2003, cet article analyse l’évolution de la mobilité sociale entre générations et de la fluidité sociale en France pour les hommes et femmes nés entre 1906 et 1973. Il établit que l’association statistique entre classe d’origine et classe de destination est plus faible dans les cohortes récentes que dans les cohortes anciennes, et montre aussi que la même association s’atténue avec l’avancée en âge, c’est-à-dire au fil de la carrière professionnelle. Il établit enfin que le changement relatif à l’éducation a joué un rôle-clé dans l’accroissement de la fluidité sociale. Dans la cohorte 1945-1954, la réduction de l’inégalité des chances scolaires constitue le facteur principal et l’expansion de l’enseignement le facteur secondaire pour expliquer la réduction de l’inégalité des chances sociales, mais l’importance relative de ces deux facteurs est inversée dans les cohortes 1955-1964 et 1965-1973.

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Academic Achievement, Tracking Decisions, and Their Relative Contribution to Educational Inequalities

Cited by 21 publications

References 0 publications

School-to-Work Linkages in the United States, Germany, and France

School-to-Work Linkages in the United States, Germany, and France

Transition to company-based vocational training in Germany by young people from a migrant background – the influence of region of origin and generation status

Mobilité entre générations et fluidité sociale en France

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