Class Analysis and the Reorientation of Class Theory: The Case of Persisting Differentials in Educational Attainment

Causation, Statistics, and Sociology

“…There are in fact quite close analogies here, via the`structural' theory of aspirations (Keller and Zavalloni, 1964), with processes that have been suggested, and have received some support, in explaining persistence and change in class and gender di¡erentials in educational attainment more generally (cf. Boudon, 1974;Gambetta, 1987;Goldthorpe, 1996b;Breen and Goldthorpe, 1997). None the less, it is important to note that what the authors claim is still only evidence for, and not de¢nitive proof of, the operation of such a process, and they are careful to point out what might prove to be special features of the Swedish case.…”

“…Working-class children have in fact taken up expanding educational opportunities at much the same rate as children of other class origins, although they have not in most countries being able to exploit these new opportunities to the extent necessary to close the attainment gap. I have elsewhere attempted, together with Richard Breen (Goldthorpe, 1996b;Breen and Goldthorpe, 1997) to develop an alternative account of educational decision-making in di¡erent class situations that is adequate to explaining the regularities empirically established^and likewise those revealing declining gender di¡erentials. 15.…”

El rol de la escuela en las decisiones educativas de sus alumnos en el contexto de la transición a las instituciones públicas de educación media superior de la Ciudad de México

“…El grado de asequibilidad de las aspiraciones puede ser fuerte, débil o inexistente (García y Bartolucci, 2007). Asimismo, se ha visto que el cumplimiento de la aspiración educativa se asocia a los recursos de origen social (Goldthorpe, 2010;Hauser y Anderson, 1991). Sin embargo, nosotros mismos hemos suavizado esa mirada determinista: constatamos que las aspiraciones también pueden jugar como factores del logro educativo en sí mismos, pues los jóvenes de estratos socioeconómicos inferiores que han dicho tener las máximas aspiraciones educativas incrementan su probabilidad de continuar en el sistema escolar luego de experimentar diversas transiciones (Solís, Rodríguez Rocha y Brunet, 2013).…”

Penge, (ud)dannelse, forbindelser eller brains?: En test af fire forældreressourcers betydning for unges uddannelsesvalg i Danmark

“…Hvis de sociale mekanismer, der i dag skaber og opretholder sociale uligheder i uddannelseschancer i Skandinavien, ikke primaert er økonomiske eller socioøkonomiske, så er den konventionelle teoretiske forklaringsmodel for disse mekanismer, som er baseret på sociale klasser (fx Shavit & Blossfeld 1993;Goldthorpe 1996), ikke nødvendigvis et saerligt praecist analyseredskab i den skandinaviske kontekst. Begrebet social klasse anvendes i forskningslitteraturen som en deskriptiv, hierarkisk aggregering af systematiske forskelle i indkomst og erhvervsposition i befolkningen, dvs.…”