Social Inequalities of Post-Secondary Educational Aspirations: Influence of Social Background, School Composition and Institutional Context

Dupriez, Vincent; Monseur, Christian; Campenhoudt, Maud Van; Lafontaine, Dominique

doi:10.2304/eerj.2012.11.4.504

Cited by 44 publications

(49 citation statements)

References 29 publications

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“…We interpret this result as the assimilation effect dominating the contrast effect with respect to educational aspirations. This is consistent with existing research on the links between school composition and educational aspirations (Dupriez, Monseur, Van Campenhoudt, & Lafontaine, 2012;Buchmann & Park, 2009) and research which finds that grammar school pupils are more likely to attend university (Anders, 2012;Clark, 2010).…”

Section: Discussionsupporting

confidence: 91%

How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study

Jerrim¹,

Sims²

2019

American Educational Research Journal

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An extensive literature has investigated the link between living in an area with an academically selective schooling system and young people’s educational outcomes. In contrast, evidence on the link between selective education and young people’s wider outcomes is relatively sparse. This article uses rich survey data to test whether young people living in selective education areas in England have better academic, social, and emotional outcomes than their peers who live in nonselective areas. Results show that exposure to the selection process has limited impact upon young people’s socioemotional outcomes. We do find, however, that selective systems increase the socioeconomic gradient of educational aspirations, driven by divergence between those who do and do not gain entry to the selective track.

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Section: Discussionsupporting

confidence: 91%

How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study

Jerrim¹,

Sims²

2019

American Educational Research Journal

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“…Teniendo en cuenta este índice, la influencia de las estrategias institucionales se reduce con claridad (coeficiente: 0.155; p-valor: 0.036), lo cual puede ser explicado por la relación existente entre ambas variables. El coeficiente correspondiente al índice de composición sociocultural del colegio revela una muy fuerte relación entre la composición social del colegio y la posibilidad de acceder a las universidades selectivas, lo cual probablemente se explica a través de las diferentes formas de influencia de los pares sobres las aspiraciones de estudio y el desempeño académico (Dupriez, Monseur, Van Campenhoudt y Lafontaine, 2012). La varianza explicada por el modelo 3 es de 51.8% de la varianza total.…”

Section: Principales Resultadosunclassified

Acceso a las universidades selectivas en Chile: ¿pueden las estrategias institucionales de los establecimientos secundarios atenuar el peso del capital cultural?

González

Dupriez

2016

Rev. Complut. Educ

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Este estudio examina el impacto de las estrategias institucionales de promoción de estudios universitarios por parte de los establecimientos secundarios sobre los resultados en la prueba de selección universitaria y el acceso de los alumnos a las universidades selectivas, en un contexto de masificación desigual de los estudios universitarios y donde las condiciones socioeconómicas y culturales de origen pesan fuertemente sobre el acceso a estas instituciones. Para este estudio se utilizó una encuesta aplicada a una muestra representativa de 817 alumnos de último año de enseñanza secundaria pertenecientes a establecimientos de modalidad científico-humanista de la provincia de Concepción, en Chile. Los resultados del estudio comprueban la influencia del capital cultural individual y de la composición social del colegio sobre los resultados de los alumnos en la prueba de selección universitaria y el acceso a las universidades selectivas, pero muestran también que las estrategias institucionales de los establecimientos secundarios pueden moderar esta influencia y que son especialmente provechosas para los alumnos que más las requieren.

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“…Aspiring to attend university is in keeping with the studies of Dupriez et al (2012) and Frost (2007).…”

Section: Sub-theme Which Addresses the Question: International Schoolingmentioning

confidence: 99%

An investigation into how a globalised lifestyle, international capital and an international schooling experience influence the identities and aspirations of young people

Young

2017

Jnl of Research in Internatl Education

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This research project focussed on the aspirations and identities of students in an international school in Belgium. Aspirations are framed and formed by both macrolevel factors such as social and international capital and schooling and micro-level factors such as well-being, identity, agency, relationships and motivation: in short, via the interaction and interrelationship of self and social context. The originality of this work is in its emphasis on students' own perceptions of the influences on their aspirations, within the geographical space of Belgium and the social sub-culture of a fluid, semi-transient international social context and a local student population. The study explains, from the students' viewpoint, the factors which affect the aspirations of a privileged group of young people. This research indicates convincingly that socioeconomic background and international capital are crucial factors framing and influencing young people's expectations and aspirations. This study also shows us that home is not bound by space and mobility does not limit the participants' sense of selfworth. Also, transience does not threaten nor hinder their stable sense of identity as their relationships with family and friends are strong and bounded by trust. In the worlds of these 'third' and 'fourth' culture young people, identities are not at all 'fragmented', as has been previously claimed. Additionally, the participants are very similar due to their privilege, are not naïve about their own advantage and are not 'blinkered' by their position. These findings could be of great interest to those working in an international school context. This study might help schools maximise on the international experiences of students to reflect on their global citizenship and altruism. This project has the possibility to help international school educators, who are active players in this culturally complex field better support young people in their process of identity formation in a global society.

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Social Inequalities of Post-Secondary Educational Aspirations: Influence of Social Background, School Composition and Institutional Context

Cited by 44 publications

References 29 publications

How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study

How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study

Acceso a las universidades selectivas en Chile: ¿pueden las estrategias institucionales de los establecimientos secundarios atenuar el peso del capital cultural?

An investigation into how a globalised lifestyle, international capital and an international schooling experience influence the identities and aspirations of young people

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