School choice and post hoc family preference in Spain: Do they match up?

Abstract

The process of school choice depends on a wide range of circumstances including those related to the accessibility to schools and parental preferences. This paper has three goals: (1) Identify whether the preferences for the different kinds of schools (public, publicly-funded private, or private) vary according to the family’s traits; (2) estimate the degree of concurrence between the kind of school their children attend and the kind of school the parents prefer a posteriori; and (3) identify which social groups demonstrate lower levels of concurrence. We used a sub-sample of people with children registered in compulsory grades or post-compulsory grades up to university from representative national survey (2012). Results show that post hoc school preferences differ by educational level, economic status, religious orientation, and size of town. Likewise, we find divergences between the school parents prefer and the school their children attend, something that occurs more frequently among those with less economic resources.

Does Home or School Matter More? The Effect of Family and Institutional Socialization on Religiosity: The Case of Hungarian Youth

“…The situation is different in those countries where the majority of schools, at some school levels up to three quarters, are maintained by churches (e.g., in the Netherlands and Belgium). In such cases, the positive effect of schools on religiosity is small even during the school years; the proportion of students who identify themselves as religious or practice their religiosity is extremely low [22]. Since students attend religiously diverse classrooms, (where religious activity differs by ethno-religious groups), the expression of religiosity is not supported, and religious education is being pushed back even at denominational schools, students, parents, and teachers characterized by religious disaffiliation.…”

Narrativas familiares e institucionales sobre las barreras de acceso a centros escolares en familias migrantes: Un estudio de caso en España

“…(E28, público, medio-alto, Marruecos, CAC-3) Estos impedimentos actuaban por sí mismos como inhibidores de una búsqueda activa de centros concertados, extrapolando lo ocurrido en este colegio concertado elitista al resto de centros de la misma red, por lo que acababan buscando directamente centros públicos. Asumían que todos los centros concertados no permitirían su escolarización por el hecho de ser extranjeros, como apuntan algunas investigaciones respecto a la influencia de estos centros más elitistas en la concentración escolar (Carabaña & Córdoba, 2009;Rogero-García & Andrés-Candelas, 2020).…”