Persistent Inequality: Changing Educational Attainment in Thirteen Countries

Lawton, Denis; Shavit, Yossi; Blossfeld, Hans‐Peter

doi:10.2307/3121687

Cited by 35 publications

(39 citation statements)

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“…Enduring inequalities in outcomes tarnish the significant accomplishments of American educational institutions. The United States is not unique in this regard: Blossfeld and Shavit (1993) examined 13 industrialized nations and found that the relative likelihood of graduating from secondary school and entering higher education for people from different socioeconomic backgrounds has remained essentially the same over the past several decades despite an enormous expansion of educational capacity in all 13 nations. In the Netherlands and Sweden, where overall social inequality declined, so did the effects of social background on educational attainment.…”

Section: Social Structural Explanationsmentioning

confidence: 99%

When are Racial Disparities in Education the Result of Racial Discrimination? A Social Science Perspective

Mickelson

2003

Teachers College Record: The Voice of Scholarship in Education

164

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In this article I seek to answer the question, “When are racial disparities in education the result of racial discrimination?” To answer it I synthesize the social science research on racially correlated disparities in education. My review draws from the sociology, anthropology, political science, psychology, history, and education literatures. I organize explanations into six categories: biological determinism, social structure, school organization and opportunities to learn, family background, culture, and the state. I arrive at three answers. The first is a definition: Racial discrimination in education arises from actions of institutions or individual state actors, their attitudes and ideologies, or processes that systematically treat students from different racial/ethnic groups disparately or inequitably. The second answer is that while distinguishing racial discrimination from disparities may be an interesting intellectual, legal, and statistical challenge, the conclusion probably is less meaningful than social scientists and policy makers might hope. The third answer follows from the first two. I propose the following reformulation of the original question: “When are racial disparities in education not due to discrimination?” I argue that the reformulated question is more likely to bring solutions to the race gap than the original one. Even if we conclude that discrimination does not cause racial disparities in education, we should not conclude that schools have no role in addressing them. If public schools do not address educational disparities, then who or what institution will?

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Section: Social Structural Explanationsmentioning

confidence: 99%

When are Racial Disparities in Education the Result of Racial Discrimination? A Social Science Perspective

Mickelson

2003

Teachers College Record: The Voice of Scholarship in Education

164

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“…It can be also related to socioeconomic background as mentioned in some studies [25,26]. Children growing up in low-income families tend to deal with difficult situations that impact their academic achievement [27]. e influence of family income is more notable in the early years of childhood than in adolescence [28].…”

Section: Discussionmentioning

confidence: 99%

Effect of Student, Family-Related Features on Academic Achievement

Bouiri

Lotfi

Talbi

2022

Education Research International

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The main objective of this study is to determine the effect of socio-familial characteristics, gender, class repetition, and extracurricular activities on school results using a quantitative methodology, based on a non-experimental and correlational study. The sample was composed of 695 students from two schools (middle and high school) in the provincial administration of Mediouna. In order to collect the information, the participants were asked to fill in a questionnaire on their personal and socio-family data. The results obtained were processed by IBM SPSS 26 software. The results showed that the effect of socio-familial characteristics had a partially significant relationship with school grades with a weak effect. Same for class repetition, revision aid and extracurricular activities contribute significantly to school grades variation. Some have highly significant and significant effects for others with a weak partial square condition, on several school subject scores, namely, revision help on the physical education and sports score, extracurricular activities on the physics and chemistry score, etc. In short, considerable effort is needed to better understand the multidimensionality of school success and to ensure effective and relevant educational intervention.

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“…With the improvement of women's educational attainment, the proportion of educational homogamy marriages is gradually increasing. Educational attainment affects the youth's preference for a particular spouse, and the preference for choosing a spouse among the same kinds of people further solidifies social stratification (Shavit & Blossfeld, 1993). Li (2008) used the 2000 1‰ census long-volume data to show the educational matching degree of Chinese marriages from 1949 to 2000 and the changing trend of their patterns annually.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Worldwide, the higher educational attainment population in developed countries is larger and more likely to break marriage barriers, while developing countries are more inclined to educational homogamy (Smits, 2003). The global expansion of education and the increase in the proportion of females participating in the labor market have unintentionally increased the positive match of education marriage (Erikson & Jonsson, 1996; Shavit & Blossfeld, 1993). Further comparison between developed and developing countries, in the 1850s, the proportion of educational homogamy in the United States was declining (Schwartz & Mare, 2005), while data from Canada and Spain showed that more youths chose educational homogamy (Hou & Myles, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Does individual educational attainment affect educational homogamy?—Evidence from CGSS

Huo

Chen

2022

International Studies of Economics

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Family is the basic unit that constitutes social relations, and marriage‐matching determines the development trajectory of a household. Education has become one of the most important ingredients of marriage in modern society, and the proportion of homogamy is increasing day by day. This article employs the data from the Chinese General Social Survey to research the mechanism of educational attainment on the educational homogamy. To eliminate the effect of endogeneity, we use the Probit model and instrumental variables for testing. The empirical results indicate that social members with higher educational backgrounds are more likely to choose educational homogamy. After controlling for other variables, social members and female members with lower ages are more likely to choose spouses with similar educational backgrounds.

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Persistent Inequality: Changing Educational Attainment in Thirteen Countries

Cited by 35 publications

References 0 publications

When are Racial Disparities in Education the Result of Racial Discrimination? A Social Science Perspective

When are Racial Disparities in Education the Result of Racial Discrimination? A Social Science Perspective

Effect of Student, Family-Related Features on Academic Achievement

Does individual educational attainment affect educational homogamy?—Evidence from CGSS

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