School tracking and its role in social reproduction: reinforcing educational inheritance and the direct effects of social origin1
School tracking and its role in social reproduction: reinforcing educational inheritance and the direct effects of social origin1
复制标题
学校跟踪及其在社会再生产中的作用：强化教育传承和社会出身的直接影响1
DOI：
10.1111/1468-4446.12655
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Andreas Eberl
中科院分区：
文献类型：
--
作者：
Malte Reichelt;Matthias Collischon;Andreas Eberl
社会再生产的程度在工业化国家之间差异很大，这就提出了一个问题，即哪些制度规定促进或限制了这一过程。教育被认为是社会再生产的主要媒介。由于学校跟踪-根据不同年龄的能力和兴趣对儿童进行分类-已知会影响教育程度，而且跟踪程度在各国之间差异很大，因此它可能解释了社会再生产的差异。然而，实证研究很少，跟踪对社会再生产的总体影响仍然模糊不清。利用2012年和2014年来自24个国家的欧洲社会调查（ESS），我们证明了学校跟踪与更高程度的社会再生产密切相关。将社会再生产过程分解为教育传承、教育回报和社会来源的直接效应，我们发现，尽管所有渠道都对社会再生产有贡献，但追踪的影响似乎是通过教育传承发挥的，并在相当程度上通过社会来源的直接效应发挥，而教育回报似乎不受影响。因此，即使扣除教育程度，社会出身对跟踪系统中的社会地位也有更大的影响。我们将这种影响归因于教育轨道内的质量选择的差异，如研究领域。
Abstract The degree of social reproduction varies considerably between industrialized countries, raising the question of which institutional regulations promote or restrict this process. Education is considered the main mediator of social reproduction. Because school tracking – the sorting of children according to ability and interest at different ages – is known to affect educational attainment and the degree of tracking varies strongly across countries, it may thus account for differences in social reproduction. However, empirical studies are scarce, and the total impact of tracking on social reproduction remains ambiguous. Using the European Social Survey (ESS) 2012 and 2014 from 24 countries, we demonstrate that school tracking is strongly associated with higher degrees of social reproduction. Decomposing the process of social reproduction into educational inheritance, educational returns and direct effects of social origin, we find that although all channels contribute to social reproduction, the impact of tracking seems to be exerted through educational inheritance and to a similar degree through direct effects of social origin, whereas educational returns do not seem to be affected. Even net of educational attainment, social origin thus has a stronger effect on social status in tracked systems. We ascribe this effect to differences in qualitative choices within educational tracks, such as fields of study.