Evaluating effectively maintained inequality : School and post-school transitions, socioeconomic background, academic ability and curricular placement

Journal article


Marks, Gary. (2013) Evaluating effectively maintained inequality : School and post-school transitions, socioeconomic background, academic ability and curricular placement. Social Science Research. 42(6), pp. 1635 - 1649. https://doi.org/10.1016/j.ssresearch.2013.07.004
AuthorsMarks, Gary
Abstract

Effectively Maintained Inequality (EMI) is proposed as an explanation for contemporary socioeconomic inequalities in education. Socioeconomic inequalities are ‘maintained’ by students from lower socioeconomic backgrounds taking less advantageous curricula influencing their post-school destinations. The purpose of this study is to evaluate EMI by addressing several hypotheses derived from the EMI thesis using Australian longitudinal data. It analyses within-school transitions and the transition from school to post-school destinations (elite university, other university, vocational and no post-school study or training). The study also models curricular placement (subject choice). It finds that the transitions within- and post-school are more powerfully influenced by students’ academic ability than by socioeconomic background. Furthermore, subject choice has strong impacts on the transitions. Similarly, Year 12 subject choice is only weakly predicted by socioeconomic background, and more strongly influenced by ability and occupational interests. In turn, occupational interests are largely independent of socioeconomic background. The EMI thesis is not supported.

Year2013
JournalSocial Science Research
Journal citation42 (6), pp. 1635 - 1649
ISSN0049-089X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ssresearch.2013.07.004
Page range1635 - 1649
Permalink -

https://acuresearchbank.acu.edu.au/item/880x2/evaluating-effectively-maintained-inequality-school-and-post-school-transitions-socioeconomic-background-academic-ability-and-curricular-placement

Restricted files

Publisher's version

  • 2
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Do the labour market returns to university degrees differ between high and low achieving youth? Evidence from Australia
Marks, Gary. (2018) Do the labour market returns to university degrees differ between high and low achieving youth? Evidence from Australia. Journal for Labour Market Research. 52(1), pp. 1 - 14. https://doi.org/10.1186/s12651-018-0241-0
The impact of school SES on student achievement: Evidence from U.S. statewide achievement data
Armor, David J., Marks, Gary and Malatinszky, Aron. (2018) The impact of school SES on student achievement: Evidence from U.S. statewide achievement data. Educational Evaluation and Policy Analysis: a quarterly publication of the American Educational Research Association. 40(4), pp. 613 - 630. https://doi.org/10.3102/0162373718787917
Students in Australian Catholic and independent schools have more positive learning environments: Evidence from the 2012 PISA study
Marks, Gary. (2017) Students in Australian Catholic and independent schools have more positive learning environments: Evidence from the 2012 PISA study. Journal of School Choice. 11(3), pp. 426 - 441. https://doi.org/10.1080/15582159.2017.1301176
The contribution of genes and the environment to educational and socioeconomic attainments in Australia
Marks, Gary. (2017) The contribution of genes and the environment to educational and socioeconomic attainments in Australia. Twin Research and Human Genetics. 20(4), pp. 281 - 289. https://doi.org/10.1017/thg.2017.32
University and vocational education, and youth labour market outcomes in Australia
Marks, Gary. (2017) University and vocational education, and youth labour market outcomes in Australia. Journal of Education and Work. 30(8), pp. 868 - 880. https://doi.org/10.1080/13639080.2017.1366648
Family income has only weak effects on cognitive scores in Australia: A comment on Khanam and Nghiem
Marks, Gary. (2017) Family income has only weak effects on cognitive scores in Australia: A comment on Khanam and Nghiem. Demography. 54(2), pp. 801 - 807. https://doi.org/10.1007/s13524-017-0557-3
Explaining the substantial inter-domain and over-time correlations in student achievement: The importance of stable student attributes
Marks, Gary Neil. (2016) Explaining the substantial inter-domain and over-time correlations in student achievement: The importance of stable student attributes. Educational Research and Evaluation. 22(1-2), pp. 45 - 64. https://doi.org/10.1080/13803611.2016.1191359
The relative effects of socio-economic, demographic, non-cognitive and cognitive influences on student achievement in Australia
Marks, Gary Neil. (2016) The relative effects of socio-economic, demographic, non-cognitive and cognitive influences on student achievement in Australia. Learning and Individual Differences. 49, pp. 1 - 10. https://doi.org/10.1016/j.lindif.2016.05.012
The declining influence of family background on educational attainment in Australia : The role of measured and unmeasured influences
Marks, Gary and Mooi-Reci, Irma. (2016) The declining influence of family background on educational attainment in Australia : The role of measured and unmeasured influences. Social Science Research. 55, pp. 171 - 185. https://doi.org/10.1016/j.ssresearch.2015.10.002
School sector differences in student achievement in Australian primary and secondary schools: A longitudinal analysis
Marks, Gary. (2015) School sector differences in student achievement in Australian primary and secondary schools: A longitudinal analysis. Journal of School Choice. 9(2), pp. 219 - 238. https://doi.org/10.1080/15582159.2015.1028827
Do Catholic and Independent schools add-value to students tertiary entrance performance? Evidence from longitudinal population data
Marks, Gary Neil. (2015) Do Catholic and Independent schools add-value to students tertiary entrance performance? Evidence from longitudinal population data. Australian Journal of Education. 59(2), pp. 133 - 157. https://doi.org/10.1177/0004944115586658
The size, stability, and consistency of school effects: Evidence from Victoria
Marks, Gary. (2015) The size, stability, and consistency of school effects: Evidence from Victoria. School Effectiveness and School Improvement. 26(3), pp. 397 - 414. https://doi.org/10.1080/09243453.2014.964264
Are school-SES effects statistical artefacts? Evidence from longitudinal population data
Marks, Gary. (2015) Are school-SES effects statistical artefacts? Evidence from longitudinal population data. Oxford Review of Education. 41(1), pp. 122 - 144. https://doi.org/10.1080/03054985.2015.1006613
Education, social background and cognitive ability: The decline of the social
Marks, Gary Neil. (2014) Education, social background and cognitive ability: The decline of the social Routledge.
Demographic and socioeconomic inequalities in student achievement over the school career
Marks, Gary. (2014) Demographic and socioeconomic inequalities in student achievement over the school career. Australian Journal of Education. 58(3), pp. 223 - 247. https://doi.org/10.1177/0004944114537052
Reaching Year 12 in Victoria, Australia: Student and school influences
Marks, Gary. (2014) Reaching Year 12 in Victoria, Australia: Student and school influences. Educational Research and Evaluation. 20(5), pp. 333 - 347. https://doi.org/10.1080/13803611.2014.964262
Reproduction of economic inequalities : Are the figures for the United States and United Kingdom too high?
Marks, Gary. (2013) Reproduction of economic inequalities : Are the figures for the United States and United Kingdom too high? Comparative Social Research. 30, pp. 341 - 363. https://doi.org/10.1108/S0195-6310(2013)0000030016
Predictors of accuracy of diagnosis of chronic obstructive pulmonary disease in general practice
Zwar, Nick, Marks, G., Hermiz, O., Middleton, Sandy, Comino, E., Hasan, I., Vagholkar, S. and Wilson, S F.. (2011) Predictors of accuracy of diagnosis of chronic obstructive pulmonary disease in general practice. Medical Journal of Australia. 195(4), pp. 168 - 171.
Issues in the Conceptualisation and Measurement of Socioeconomic Background: Do Different Measures Generate Different Conclusions?
Marks, Gary Neil. (2011) Issues in the Conceptualisation and Measurement of Socioeconomic Background: Do Different Measures Generate Different Conclusions? Social Indicators Research. 104(2), pp. 225 - 251. https://doi.org/10.1007/s11205-010-9741-1