Pupil selection segments urban comprehensive schooling in Finland: composition of school classes in pupils’ school performance, gender, and ethnicity

Berisha, Anna-Kaisa; Seppänen, Piia

doi:10.1080/00313831.2015.1120235

Cited by 33 publications

(35 citation statements)

References 51 publications

(37 reference statements)

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“…This study set out to examine the way parental education, and especially the socio-economic composition of a lower secondary school's student population, are connected to parental school satisfaction in urban Finland and to thus provide further empirical evidence regarding one of the mechanisms of segregation in basic education. The rationale for this stems from recent research results concerning the segregation of comprehensive schools with regard to the social and ethnic compositions of student populations (Berisha & Seppänen, 2017;From et al, 2014), reputation and popularity of schools and classes (Kosunen, 2014;Rinne, Carrasco, & Flores, 2015;Seppänen, 2006), and students' academic achievements (Bernelius, 2011;Kupari et al, 2013) in the Finnish school system, which has been internationally acknowledged for its ability to promote educational equality. Three factors of parental satisfaction were derived from the survey data: school culture, homeschool cooperation, and child's school satisfaction and learning.…”

Section: Discussionmentioning

confidence: 99%

“…The differences between schools in the socioeconomic composition of student populations and in learning results are growing in Finland (e.g. Berisha & Seppänen, 2017;Bernelius & Kauppinen, 2011;Kuusela, 2012;Vettenranta et al, 2016), and the effect of students' socio-economic backgrounds on their learning outcomes has gotten stronger (OECD, 2016). Even though there are complex social processes behind parents' views of their children's school that cannot be explained with only school-level factors, the results obtained in this study suggest that school SES is connected toin addition to the immediate prerequisites of producing learning results (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…There is growing evidence of systematic growth in differences between and within schools in learning results and socioeconomic composition of the student populations (e.g. Berisha & Seppänen, 2017;Bernelius & Kauppinen, 2011;Bernelius & Vattovaara, 2016;Kosunen & Seppänen, 2015b;Kuusela, 2012). The gap between the best and the weakest comprehensive schools in terms of student performance is growing (Kupari et al, 2013, p. 44;Vettenranta et al, 2016), and in the capital city Helsinki, a group of 'failing' schools has emerged (Bernelius, 2011).…”

Section: Segregation Of Basic Education In Finlandmentioning

confidence: 99%

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Parental school satisfaction in the context of segregation of basic education in urban Finland

Tikkanen

2019

Nordic Journal of Studies in Educational Policy

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This article examines the implications of the school choice policy, which has contributed to the segregation of basic education in urban Finland, by analysing the connection between the socio-economic status (SES) of schools' student populations and parents' satisfaction with their children's schools. The 318 participants were parents of lower secondary school students attending socio-economically affluent, average, and disadvantaged schools in three Finnish cities. Multiple indicators multiple causes modelling, with school SES and parental education as covariates, was used to test the hypothesis that a school's higher SES is connected to higher levels of parental school satisfaction with different aspects of the school's functioning. The hypothesis was partially verified as the results showed that a higher SES of a school implied more parental satisfaction with home-school cooperation and school culture. The findings suggest that the social segregation of basic education in urban Finland has implications beyond the differentiation of students' academic achievements and provide empirical evidence on the workings of one of the segregation mechanisms. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Segregation Of Basic Education In Finlandmentioning

confidence: 99%

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Parental school satisfaction in the context of segregation of basic education in urban Finland

Tikkanen

2019

Nordic Journal of Studies in Educational Policy

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“…For instance, studies on school choice and pupil selection (e.g. Berisha & Seppänen, 2017, in the Finnish context) are not identified as part of intercultural or social justice education research. However, these studies as well as a number of others engage with issues of social justice and equality and cover cultural aspects such as gender and ethnicity.…”

Section: Avoiding the Term "Intercultural Education"mentioning

confidence: 99%

Intercultural education in transition: Nordic perspectives

2018

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Over the last several decades intercultural education has played a key role in many educational policies and practices, both across the Nordic countries and internationally. In this article we examine current conceptual discourses on intercultural education with an emphasis on developments in the Nordic research context. The analysis shows how the concept of intercultural education and its focus on "culture" has been criticised in the Nordic countries and internationally for the pitfalls of essentialism and relativism. This criticism is linked to a perceived lack of focus on power issues in education, which undermines the development of a social justiceorientated intercultural education. However, the analysis within the Nordic research context shows signs of re-conceptualisations, which includes a widening of the field and the emergence of new and more critically-orientated approaches.

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“…It has been shown in a vast amount of research on school choice in Finland that selection into a class with a special emphasis is meritocratic and class based (Seppänen et al, 2015a;Berisha & Seppänen, 2016). Highly educated and middleclass families possess the most information about the reputations and hierarchies of schools, which they use as a powerful tool to make "good" choices.…”

Section: Local Politicking For Soft School Choicementioning

confidence: 99%

Dynamics in Education Politics

Simola¹,

Kauko²,

Varjo³

et al. 2017

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Dynamics in Education Politics: Understanding and Explaining the Finnish Case intro duces a new theoretical framework characterised as Comparative Analytics of Dynamics in Education Politics (CADEP). Albeit the topicality of comparative research is obvious in the current era of global large-scale assessment, with its concomitant media visibility and political effects, comparative education is still suffering from certain methodological deficits and is in need of robust theo risation. Focusing on relational dynamics between policy threads, actors and institutions in education politics CADEP seriously considers the phenomena of complexity, contingency and trans-nationality in late-modern societies. In this book CADEP is applied and validated in analysing the "Finnish Edu cational Miracle" that has been attracting attention in the educational world ever since they rocketed to fame following the PISA studies during the 2000s. This book will open up opportunities for mutual understanding and learn ing rather than just celebrating the exceptional circumstances or sustainable leadership.

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Pupil selection segments urban comprehensive schooling in Finland: composition of school classes in pupils’ school performance, gender, and ethnicity

Cited by 33 publications

References 51 publications

Parental school satisfaction in the context of segregation of basic education in urban Finland

Parental school satisfaction in the context of segregation of basic education in urban Finland

Intercultural education in transition: Nordic perspectives

Dynamics in Education Politics

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