Equal Opportunities in the Secondary‐School Curriculum in Scotland, 1977‐91

Croxford, Linda

doi:10.1080/0141192940200402

Cited by 44 publications

(47 citation statements)

References 9 publications

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“…Through this process new forms of social inequality are implemented within an official common-core curriculum. We note that a similar pattern of social inequalities through option choices has been observed in other countries such as Scotland (Croxford 1994). On the whole, the level of social inequalities at this level in France is comparable with Germany, but this occurs through different mechanisms: early differentiation takes place in Germany, while a more continuous form takes place in France.…”

Section: France In Com Parative Perspectivesupporting

confidence: 52%

Inequalities in educational opportunities in France: educational expansion, democratization or shifting barriers?

Duru‐Bellat¹,

Kieffer²

2000

Journal of Education Policy

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Section: France In Com Parative Perspectivesupporting

confidence: 52%

Inequalities in educational opportunities in France: educational expansion, democratization or shifting barriers?

Duru‐Bellat¹,

Kieffer²

2000

Journal of Education Policy

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“…Still, there is clear evidence that female students are less often found in higher-level mathematics and science courses (Croxford, 1994;Hallinan & Sorensen, 1987;Lamb, 1996;Oakes, 1990;Sells, 1980;Vanfossen, Jones, & Spade, 1987). The differential course placement of males and females is not explained by variations in their ability (Hallinan & Sorensen, 1987;Vanfossen et al, 1987).…”

Section: Student Characteristicsmentioning

confidence: 89%

Students, Schools, and Enrollment in Science and Humanity Courses in Israeli Secondary Education

Ayalon¹,

Yogev

1997

Educational Evaluation and Policy Analysis

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“…In Northern Ireland, for example, students from less prestigious socio-economic backgrounds are less likely to study science at GCSE level (Shuttleworth and Daly 1997). In Scotland, social class is one factor -with sex, prior attainment, and school attended -related to the choice of subjects (Croxford 1994(Croxford , 1997). …”

Section: Parental Influencementioning

confidence: 99%

The impact of socio‐economic status on participation and attainment in science

Gorard

See

2009

Studies in Science Education

104

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In this paper we combine the findings from two recent studies relating to participation and attainment in school science -a re-analysis of existing official data for England ) and a review of wider international research evidence in the literature relevant to the UK . Although the secondary data are drawn mainly from England, the comprehensiveness of these datasets, together with our inclusion of a review of international studies on maths and science participation (such as Wobmann 2003, Marks 2007, provides a useful reference point for an international audience. The research was prompted by concerns over a reduction in the uptake of the physical sciences post-16 and especially in higher education (HE), and interest in ways of encouraging the study of science by students from less prestigious socio-economic status (SES) backgrounds. Such concerns are not unique to the UK (Berends et al 2005, Fullarton et al 2003, Khoury and Voss 1985, Yang 2003. Using large-scale official datasets we show that participation and attainment in science are stratified by socio-economic status (SES). Students from poorer families are less likely to take sciences at post-16 than many other subjects, and those who do are then less likely to obtain grades high enough to encourage further study of the subject.No conclusive evidence has been found to explain this satisfactorily. Plausible reasons suggested in the literature include the relative scarcity of local opportunities putting off those who do not wish to study away from home, or the perceived time demands of studying science, and so the difficulties of combining part-time study and part-time work for those needing to continue earning while studying. Direct support from professional parents may also lead to greater participation in post-16 science for students from higher SES. Perhaps the simplest explanation is that participation in science at any level is often predicated upon success at the previous educational stage. There are clear differences in science attainment at age 16 between students of differing backgrounds, which could explain the subsequent differential participation. However, these differences are not dissimilar to those for all subjects. The largest gap presented in the paper is between students eligible and not eligible for free school meals (FSM). We also show that these patterns appear early in the life of children. At ages 7 and 11, attainment in the three core subjects (English Maths and Science) is negatively related to living in an area of deprivation. The paper ends with a discussion of suggestions for research, policy and practice, emerging from this review of the evidence.

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Equal Opportunities in the Secondary‐School Curriculum in Scotland, 1977‐91

Cited by 44 publications

References 9 publications

Inequalities in educational opportunities in France: educational expansion, democratization or shifting barriers?

Inequalities in educational opportunities in France: educational expansion, democratization or shifting barriers?

Students, Schools, and Enrollment in Science and Humanity Courses in Israeli Secondary Education

The impact of socio‐economic status on participation and attainment in science

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