Table 3 - uploaded by Meir Yaish
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Average academic performance scores (standardized) of students by class background and class differences Class Salariat Intermediate Working
Source publication
In this article we start from Boudon's important, but still surprisingly neglected, distinction between `primary' and `secondary' effects in the creation of class differentials in educational attainment. Primary effects are all those, whether of a genetic or socio-cultural kind, that are expressed via the association between children's class backgr...
Context in source publication
Context 1
... primary effects, i.e. effects stemming from performance, can be expected to operate on class differentials in transition rates; and the figures would not suggest that, over the period covered, these effects are weakening. In fact, as is shown in Table 3, while differ- ences in academic performance, as we have measured it, between students of differing class background were somewhat narrower in 1986 than in 1974, they were then wider again in 2001 than in either 1986 or 1974. 12 Turning next to the curves in Figures 1-3 showing estimated transition propensities, we would note the following three features of interest. ...
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Citations
... In addition, educational systems also play a role in the generation of disparities. Besides what Boudon (1974) named as primary effects, the differentials in achievement due to SES, these differences may be exacerbated during educational transitions, i.e., secondary effects (Jackson et al., 2007). This means that in addition to the presence or absence of achievement gaps between SES groups, the features of educational systems have an influence on the magnitude and importance of these gaps (Strietholt et ...
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... In contrast, students who perform poorly are less likely to enrol in academic tracks irrespective of their parents' educational background. In other words, secondary effects are most evident at intermediate performance levels, which is consistent with previous research (Jackson et al., 2007). ...
... First, it assumes that the decision between academic and vocational tracks is made after lower secondary education exams, ignoring the possibility that these decisions could be anticipated. Previous studies have highlighted how anticipated decisions are likely to influence students' performance in subsequent examinations either positively or negatively (Jackson et al., 2007;Erikson and Rudolphi, 2010). As a result, using GPA at the end of compulsory school to separate primary and secondary effects may lead to underestimation of secondary effects. ...
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... In the above study, the choice that individuals face is not whether to pursue further education, but which specific type of education to pursue: vocational education or general/academic education. A key issue explored in research into historical changes in individual educational choice is the process by which social class origin shapes educational choice (Breen et al., 2009), and embodies the secondary effect of class differentials in educational attainment (Boudon, 1974;Jackson et al., 2007). Researchers have found that children of upper-middleclass families tend to choose more academic paths and enter university, while children of lower-class families tend to choose vocational education paths (Goldthorpe, 1996;Kipnis, 2019). ...
Purpose
This paper examines students’ educational choices in vocational education and training (VET) to understand the low reputation of vocational education in China. By analysing the individualisation of these choices within structural and individual relationships, the study explores how the decline of state endorsement and the shift towards rational, individualistic actions influence students' decisions.
Design/methodology/approach
Multiple types of data were collected in this study, including administrative records, interviews and autobiographical stories, which were analysed using individualisation theory.
Findings
The research indicated three historical periods of the educational choice of Chinese VET students. Stage one (1978–1991) saw vocational education treated as “the first choice” for graduates. Stage two (1992–2000) was marked by the polarisation of educational choice during the social transition from a socialist planned economy to a market economy. During this period, more students started to choose academic high schools over vocational schools, even though the latter still had certain advantages for attracting the better-performing students. The third stage (2001-now) is a time in which vocational education is viewed as “the last choice” under the socialist market economy system. During this period, junior high school graduates prefer to enrol in academic high schools rather than in vocational schools. Aligned with the overall individualisation trend in Chinese society, vocational education decisions situated between societal structures and individuals are also experiencing a shift towards more micro-level individualized behaviours.
Research limitations/implications
The paper provides a historical analysis of education and training provision in China and the complexity of students’ educational choices, revealing the influencing factors across different stages.
Originality/value
This paper draws a comprehensive analysis of the developmental trajectory of vocational education in China across different historical periods, notably under the socialist planned economy and the socialist market economy systems.
... Выбор образовательной организации чаще всего рассматривается в контексте образовательного неравенства [Jackson, Jonsson, Rudolphi, 2012]. В таких работах выявляются связи принятия решения с социально-экономическим статусом семьи и воспроизводством социального неравенства [Boudon, 1974;Jackson et al., 2007; Косякова и др., 2016; Хавенсон, Чиркина, 2019 и др.]. Исследования показывают, что для обучающихся из семей с более низким статусом присущ менее амбициозный образовательный выбор [Jackson et al., 2007;Erikson, Rudolphi, 2010]. ...
... В таких работах выявляются связи принятия решения с социально-экономическим статусом семьи и воспроизводством социального неравенства [Boudon, 1974;Jackson et al., 2007; Косякова и др., 2016; Хавенсон, Чиркина, 2019 и др.]. Исследования показывают, что для обучающихся из семей с более низким статусом присущ менее амбициозный образовательный выбор [Jackson et al., 2007;Erikson, Rudolphi, 2010]. Они склонны отталкиваться от доступных вариантов, в том числе доступных с финансовой точки зрения [Шпаковская, 2015]. ...
В статье рассматриваются контексты родительского вторичного выбора школы при ее смене. На данных онлайн-опроса родителей школьников, проведенного в рамках Мониторинга экономики образования в 2020/2021 учебном году, показано, что вторичный выбор школы связан с комплексом контекстных факторов — территориальными особенностями, характеристиками семей и самих обучающихся, спецификой деятельности общеобразовательной организации. Поведение семей, их мотивация к смене школы разнообразны и зависят от ряда объективных и субъективных факторов, которые могут действовать в различных сочетаниях, определяя характер причин смены школы. Причины могут определяться внешними обстоятельствами или образовательными устремлениями и амбициями семей. Так или иначе, смена школы становится поворотным решением в жизни ребенка, которое принимается, как правило, родителями. Выявлено, что значимость смены школы как жизненного события связана с факторами, являющимися стрессовыми для семьи и ребенка. Это касается совмещения процесса смены школы со сменой места жительства, образовательного и социального окружения ребенка, требований, предъявляемых новой школой к его поведению и прилежанию, уровню образовательных результатов. Авторы исследуют различия между теми, кто менял школу однократно и многократно, в том числе в удовлетворенности этих групп школой, в которой их дети обучаются в данный момент. Обнаружено, что родители школьников, менявших школу неоднократно, демонстрируют наиболее высокий уровень неудовлетворенности, а также наибольшую готовность сменить школу снова.
... Recent decades have witnessed a significant development of Boudon's (1974) process theory of inequalities in educational opportunity (Erikson, 2019;Erikson et al., 2005;Jackson et al., 2007;Thompson, 2018). Scholars including Erikson et al. (2005) and Jackson et al. (2007) developed mathematical approach to explicitly demonstrate the separation between the primary and secondary SES effects. ...
... Recent decades have witnessed a significant development of Boudon's (1974) process theory of inequalities in educational opportunity (Erikson, 2019;Erikson et al., 2005;Jackson et al., 2007;Thompson, 2018). Scholars including Erikson et al. (2005) and Jackson et al. (2007) developed mathematical approach to explicitly demonstrate the separation between the primary and secondary SES effects. Jackson and her collaborators further utilised this approach to explore the relative importance of primary and secondary effects across eight developed countries (i.e. ...
Despite being a target of various policy interventions across developed countries, disparities in higher education participation among students from different socio-economic backgrounds remain persistent. While previous literature has outlined the processes through which parental resources can shape students’ educational decisions and pathways, the evidence remains scarce on how the effects of social origin on the participation in higher education vary along the academic performance distribution. Utilising multilevel models applied to large-scale linked administrative and survey data from Australia, this study explores how the participation in higher education varies along the students’ performance distribution by their social origins. Our results show that the effects of social origins on university participation are most pronounced in the middle of the academic performance distribution and taper off towards either end. Consideration is also given to exploring different ways to capture socio-economic status (SES) (i.e. through parental education and occupation) as an indicator of social origins. The results show that parental education serves as a better predictor of students’ university participation than does parental occupation. The paper discusses the implications of these findings for educational policies aimed at increasing university participation among individuals from low-SES backgrounds.
... The head start of those from more advantaged backgrounds can result in their scoring more highly on measures of acquired knowledge and skills (Breen et al., 2009;Hossler et al., 2019;Jackson et al., 2007). It can motivate them to attain higher levels of education (Boudon, 1974;Fleche, 2016;Jacob & Kennedy, 2002;Saltiel, 2020). ...
... It may also be, as researchers have shown, that performance in higher education once admitted depends significantly on non-cognitive traits, such as the motivation of less privileged students to learn and to acquire the cultural capital of the privileged (Caviglia-Harris & Maier, 2020;Cunha et al., 2010;Heckman & Kautz, 2012). Previous research on entrance into secondary (Jackson et al., 2007) and tertiary education (Bachsleitner, 2020;Boliver, 2013;Jerrim et al., 2015) is clear: family SES has more effect on test scores than it does on performance once admitted. ...
Some universities, often the most prestigious in a higher education system, select qualified applicants solely on the basis of their measured academic or cognitive abilities. The universities' assumption is that these cognitive abilities are an accurate and complete measure of the applicants' capacity to benefit from university study. This study assesses the extent to which the cognitive measures used are partially the result of other, non-cognitive factors unrelated to future academic performance. Sole reliance on cognitive measures skews university admission in favour of those of higher socioeconomic status. Data for the study were collected by the University of Chile's Department of Evaluation, Measurement and Educational Registration (DEMRE) from 190,000 applicants seeking admission to Chile's 39 selective universities in 2019. The analysis identifies the direct and indirect effects of variables measuring applicants' cognitive and non-cognitive attributes. Logistic regression models were constructed to estimate the differential effect of the two types of factors on admission. The results indicate that non-cognitive factors have an indirect effect on admission through their effect on cognitive scores. Access to selective universities in Chile is partially influenced by students' prior social, cultural, and economic conditions. As a consequence, university education is distributed partially on the basis of social origin and not just ability. The admission process should be changed to reduce discrimination against applicants based on their social origin.
... working class families) and were to assume the transition probabilities to the Gymnasium of a different social group (e.g., the salariat). Using these estimated transition proportions to the Gymnasium, the average of the resulting two log odds ratios between two social classes can be used to estimate the respective primary and secondary effects for different social classes (Jackson et al. 2007). ...
BiKS Project 7 investigates the mechanisms of disparities in educational success by migration background, especially among students from Turkey, before and after the transition from primary to secondary school in Germany. Using data from the BiKS-8-18 cohort, educational disparities between children with and without an immigrant background were empirically examined using the theoretical distinction between primary and secondary effects of social origin developed by Boudon. The results of the project show that the importance and mechanisms of primary and secondary effects on educational participation differ between students with and without immigrant background. On the one hand, the primary effect of social origin is much stronger for migrant children due to often insufficient German language skills, a lack of context-specific German cultural capital, and familial cultural capital that has lost at least some of its value due to migration. In contrast, the secondary effects of social origin are much weaker for migrant children: When children’s academic performance is controlled for, migrant children have a higher transition rate to upper secondary school, regardless of their social class of origin. Thus, migrant parents’ realization of more ambitious educational goals for their children (small secondary effect) is primarily hampered by their children’s poorer academic performance (strong primary effect).
... The secondary effects, in particular, might explain why some students, despite having adequate grades for HE, opt for immediate employment or prioritise practical over theoretical knowledge. Research by Simonova and Soukup (2015), Kloosterman et al. (2009) andJackson et al. (2007) highlights the significance of considering both effects in understanding students' educational choices during transitional phases. ...
Despite rising participation rates in Portugal, a gap persists
between general and vocational upper secondary students'
transition to higher education (HE). This study employs a
qualitative methodology, specifically through content analysis
of focus group discussions, to explore the factors influencing
vocational students' reluctance towards higher education,
amidst specific policies designed to aid their transition.
Empirical findings suggest that vocational students may exhibit
reservations stemming from self-perceived
academic deficiencies,
impacting their self-confidence
in continuing their
education at a HE level. Nevertheless, confidence in market-valued
practical skills might motivate HE consideration within
a vocational domain. Their practical focus also makes HE seem
less immediately applicable in the labour market. Many prioritise
integration into the workforce for short-run
objectives,
seeking breaks, experience and financial earnings. Aiming for
earning and practicality, many lean towards the labour market
over HE, even considering emigrating to achieve financial stability.
The study emphasises the need for Portuguese educational
policies to align vocational training with HE, supporting
diverse student ambitions and holistic career paths.
