The Persistence of Educational Inequalities in State-Socialist Hungary: Trajectory-Maintenance versus Counterselection

Hanley, Eric; McKeever, Matthew

doi:10.2307/2673189

Cited by 54 publications

(25 citation statements)

References 12 publications

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“…For example, access to select educational and occupational positions was sometimes limited to children with working-class parents, a clear counterselective mechanism (e.g., Mateju 1993; although cf. Hanley and McKeever 1997). This narrative has not emerged as a full-blown theory of the transition because of various empirical problems with it.…”

Section: The Implications Of Marketization For Equality Of Opportunitymentioning

confidence: 99%

Rebuilding Walls: Market Transition and Social Mobility in the Post-Socialist Societies of Europe

Jackson¹,

Evans²

2017

SocScience

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Abstract:We ask whether the transition from socialism to the market is consequential for social mobility, and, by implication, the permeability of class structures. While the short-term effects of market transition on patterns of social mobility have been documented for a small number of countries, we are able to examine the long-term effects of market transition for a group of 13 central and eastern European (CEE) countries. Only in the longer term can we properly appreciate the settled effects of transition on the distribution of resources, the organization of class and economic structures, and the transmission of inequalities across generations. We use data drawn from nationally representative cross-national surveys of CEE countries to compare patterns of social mobility in the early 1990s with those in the late 2000s. We find a significant decline in relative social mobility between the two periods and show that this decline is a consistent feature of mobility patterns across the region. We argue that changes in the institutions that regulate the transfer of capital across generations are likely to explain why the move from socialism to the market is associated with declining levels of social fluidity.

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Section: The Implications Of Marketization For Equality Of Opportunitymentioning

confidence: 99%

Rebuilding Walls: Market Transition and Social Mobility in the Post-Socialist Societies of Europe

Jackson¹,

Evans²

2017

SocScience

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“…Middle class and upper class parents fit this profile more fully than those from working class households Hanafin and Lynch, 2002;Hanley and McKeever, 1997). Working class students are more likely to be perceived as a liability, a risk to the status of the school in a market-driven system (Reay and Ball, 1997).…”

Section: Selection and Admission And The Ideology Of The Marketmentioning

confidence: 97%

Equality in education

Lynch

Baker

2005

Theory and Research in Education

143

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ab s t rac tTransforming schools into truly egalitarian institutions requires a holistic and integrated approach. Using a robust conception of 'equality of condition', we examine key dimensions of equality that are central to both the purposes and processes of education: equality in educational and related resources; equality of respect and recognition; equality of power; and equality of love, care and solidarity.We indicate in each case some of the major changes that need to occur if we are to promote equality of condition. Starting with inequalities of resources, and in particular with inequalities tied to social class, we argue for abandoning rigid grouping policies, challenging the power of parents in relation to both selection and grouping, and changing curricula and assessment systems to make them more inclusive of the wide range of human intelligences. In relation to respect and recognition, we call for much more inclusive processes for respecting differences, not only in schools' organizational cultures, but also in their curriculum, pedagogy and assessment systems. Regarding inequalities of power, we call for democratization of both teacher-student relationships and school and college organization. For promoting equality of love, care and solidarity, we argue that schools need to develop an appreciation of the intrinsic role that emotions play in the process of teaching and learning, to provide a space for students and teachers to talk about their feelings and concerns, and to devise educational experiences that will enable students to develop their emotional skills or personal intelligences as a discrete area of human capability. ke ywo r d s democracy, emotions, equality, recognition, social class i n t r o duc t i o n M o st o f t h e discussion about equality in education is focused on how to equalize access to and participation within different levels of formal education [ 1 3 1 ] Theory and Research in Education

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“…Previous analyses of unequal opportunities for academic progress in schools under communism clearly demonstrate that complete state control of the school system did not make educational opportunities more equal (Ganzeboom and Nieuwbeerta 1999). As in most of the advanced societies, gender inequalities in access to higher education have decreased in Hungary (Simkus and Andorka 1982) but the effect of social origin on educational opportunities did not decline over the communist decades (Simkus and Andorka 1982;Róbert 1991;Szelényi and Aschaffenburg 1993;Hanley and McKeever 1997). Previous research on inequalities in the allocation of education has also revealed that the choice of secondary school is the most important and influential decision made by pupils and their parents during the student's educational career.…”

Section: Introductionmentioning

confidence: 94%

Has educational sector any impact on school effectiveness in Hungary? A comparison of the public and the newly established religious grammar schools

Dronkers

Róbert

2004

European Societies

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The aim of the paper is to test whether the pupils of religious gymnasiums in Hungary have higher grades and a better opportunity to enter vocational college or university than comparable pupils of public gymnasiums have. For the first time the effectiveness of public and religious schools is compared in one of the former communist societies. Data are from a self-administered survey among 4th grade secondary school students in spring of 1998. Our results show clearly that pupils at religious gymnasiums in Hungary get higher grades and that they have more success in entering tertiary education and university. This is especially true for pupils at Catholic gymnasiums but there are clear indications that the Calvinist and Lutheran gymnasiums might catch up Catholic gymnasiums in the near future, if they get the time to develop themselves. A more selective social composition of these schools, higher earlier school achievements or a higher academic ambition of religious pupils cannot explain these better results of pupils in religious gymnasiums. We conclude from these results that the religious grammar schools in a post-communist country like Hungary are on average more effective than public grammar schools. This does not hold only for Catholic schools but also for Protestant schools, just as in other European societies.

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The Persistence of Educational Inequalities in State-Socialist Hungary: Trajectory-Maintenance versus Counterselection

Cited by 54 publications

References 12 publications

Rebuilding Walls: Market Transition and Social Mobility in the Post-Socialist Societies of Europe

Rebuilding Walls: Market Transition and Social Mobility in the Post-Socialist Societies of Europe

Equality in education

Has educational sector any impact on school effectiveness in Hungary? A comparison of the public and the newly established religious grammar schools

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