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A multination study of socioeconomic inequality in expectations for progression to higher education
Parker, Philip D. Jerrim, John Schoon, Ingrid Marsh, Herbert W.
Parker, Philip D.
Jerrim, John
Schoon, Ingrid
Marsh, Herbert W.
Abstract
Persistent inequalities in educational expectations across societies are a growing concern. Recent research has explored the extent to which inequalities in education are due to primary effects (i.e., achievement differentials) versus secondary effects (i.e., choice behaviors net of achievement). We explore educational expectations in order to consider whether variations in primary and secondary effects are associated with country variation in curricular and ability stratification. We use evidence from the PISA 2003 database to test the hypothesis that (a) greater between-school academic stratification would be associated with stronger relationships between socioeconomic status and educational expectations and (b) when this effect is decomposed, achievement differentials would explain a greater proportion of this relationship in countries with greater stratification. Results supported these hypotheses.
Keywords
educational expectations, educational inequality, primary and secondary effects, curricular tracking, ability stratification
Date
2016
Type
Journal article
Journal
American Educational Research Journal
Book
Volume
53
Issue
1
Page Range
6-32
Article Number
ACU Department
Faculty of Education and Arts
Institute for Positive Psychology and Education
Institute for Positive Psychology and Education
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open