Effectively Maintained Inequality in Education

¿Capital económico o cultural? El efecto del origen social sobre las desventajas académicas de los hijos de inmigrantes en España

“…Sin embargo, la universalidad de esta etapa no hace de ella un espacio libre de competencia económica, ya que los padres y las madres también han de afrontar costes indirectos de la educación (material escolar, transporte, clases privadas, etc.) (Lucas, 2001).…”

The Academic Advantage of Devotion: Measuring Variation in the Value of Weekly Worship in Late Adolescence on Educational Attainment Using Propensity Score Matching

“…Mixed findings suggest that religion may not affect all individuals equally or that varying aspects of religion may affect outcomes differently. Education literature has extensively examined differences in academic outcomes by class, race, and gender (Condron ; Dumais ; Entwisle, Alexander, and Olson ; Lareau ; Lareau and Horvat ; Lucas ; Wagmiller et al. ).…”

“…Mixed findings suggest that religion may not affect all individuals equally or that varying aspects of religion may affect outcomes differently. Education literature has extensively examined differences in academic outcomes by class, race, and gender (Condron 2009;Dumais 2002;Entwisle, Alexander, and Olson 2007;Lareau 2003;Lareau and Horvat 1999;Lucas 2001;Wagmiller et al 2006). Research has explained stratification in educational outcomes by income and race as a result of differential access to various forms of social and cultural capital (Coleman 1988;Farkas et al 1990;Portes 1998).…”

The Effectively Maintained Inequality Hypothesis and Socioeconomic Inequalities in the Greek Higher Education Sector

“…In this framework, researchers have argued that socioeconomic inequality in education can be accounted for using the theory of 'Effectively Maintained Inequality' (EMI). As the theory is applied to tertiary education, it means that inequalities are an issue or differentiation as regards the institutions or "programmes of study pursued" (Lucas and Byrne, 2017) from people from different socioeconomic backgrounds, rather than the difference between participating and non-participating in tertiary education (Lucas, 2001). In essence, scholars argue that the EMI hypothesis can adequately explain socioeconomic inequalities in education, since "socioeconomic inequalities are 'maintained' by students from lower socioeconomic backgrounds taking less advantageous curricula influencing their post-school destinations" (Marks, 2013(Marks, : 1635.…”