an article by Judith Glaesser and Barry Cooper (Durham University, UK) published in Cambridge Journal of Education Volume 42 Issue 4 (December 2012)
Abstract
We investigate the relations between gender, parental education, ability, and educational achievement in Britain, focusing on the way in which gender and parental education interact with ability to contribute to a pupil’s obtaining secondary school qualifications. This allows us to provide evidence relevant to claims concerning the effects of differences in the way in which working- and middle-class familial cultures interact with gender-specific behaviour in school.
Given the configurational nature of the processes likely to be involved, we employ Ragin’s Qualitative Comparative Analysis as our method.
We find that, in both academically selective and non-selective schools, high ability is a quasi-sufficient condition for obtaining certain levels of qualification, but that at lower levels of ability, either being female or having highly educated parents (or both) have to be present, too.
Boys without highly educated parents perform less well than girls from a similar background.
Showing posts with label parental_education. Show all posts
Showing posts with label parental_education. Show all posts
Tuesday, 11 December 2012
Friday, 16 November 2012
Decomposing ‘social origins’: The effects of parents’ class, status and educational on the educational attainment of their children
Barnett Papers in Social Research Ref: 2/2012
Erzsébet Bukodi and John H. Goldthorpe (Oxford Institute of Social Policy and Nuffield College, University of Oxford)
Abstract
Divergent findings on trends in inequalities in educational attainment associated with individuals’ social origins have led to much discussion of how far these reflect real differences by place and time or, rather, differences in research procedures.
But in this latter regard one issue has received relatively little attention: i.e. that of the conceptualisation and measurement of social origins.
We propose decomposing social origins into parental class, parental status and parental education.
Following this approach, we analyse data from three British birth cohort studies. We show that these three components of social origins have independent and distinctive effects on educational attainment, and ones that persist or change in differing ways across the cohorts.
We also make some assessment of their combined effects. We consider the methodological implications of our findings, in particular for analyses of trends in educational inequalities, and, further, how they might result from other, independently established, changes in social stratification in Britain over the historical period covered.
Full report (PDF 29pp)
Erzsébet Bukodi and John H. Goldthorpe (Oxford Institute of Social Policy and Nuffield College, University of Oxford)
Abstract
Divergent findings on trends in inequalities in educational attainment associated with individuals’ social origins have led to much discussion of how far these reflect real differences by place and time or, rather, differences in research procedures.
But in this latter regard one issue has received relatively little attention: i.e. that of the conceptualisation and measurement of social origins.
We propose decomposing social origins into parental class, parental status and parental education.
Following this approach, we analyse data from three British birth cohort studies. We show that these three components of social origins have independent and distinctive effects on educational attainment, and ones that persist or change in differing ways across the cohorts.
We also make some assessment of their combined effects. We consider the methodological implications of our findings, in particular for analyses of trends in educational inequalities, and, further, how they might result from other, independently established, changes in social stratification in Britain over the historical period covered.
Full report (PDF 29pp)
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