Intergenerational Educational Mobility during Expansion Reform: Evidence from Mexico.
Intergenerational Educational Mobility during Expansion Reform: Evidence from Mexico.
复制标题
扩张改革期间的代际教育流动性：来自墨西哥的证据。
DOI：
10.1007/s11113-018-9466-4
复制
发表时间：
2018
影响因子：
2.4
通讯作者：
Urbina,DanielaR
中科院分区：
文献类型：
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作者：
Urbina,DanielaR
教育扩张下的代际教育流动如何变化？本文探讨了这个问题在墨西哥，颁布了两个重要的学校扩建计划在1959年和1992年之间。利用2011年墨西哥社会流动性调查，我分析了代际流动性如何在不同阶段的扩张改革的变化，以及这些趋势如何根据学校教育过程的特定阶段而变化。主要研究结果表明，流动模式并不像生殖理论所预测的那样，在各群体之间停滞不前。然而，它们也没有像现代化假设所预期的那样反映各级教育的平等。扩大改革，特别是“11年计划”，与小学和初中教育流动性的积极趋势有关，但也与高等教育的代际流动性减少有关。因此，这些发现与最大限度地维持不平等假设是一致的。
How does intergenerational educational mobility change under educational expansion? This paper examines this question in Mexico, which enacted two important school expansion plans between 1959 and 1992. Using the 2011 Mexican Social Mobility Survey, I analyze how intergenerational mobility changes under different phases of expansion reform, and how do these trends vary according to the particular stage of the schooling process. Main findings indicate that mobility patterns are not stalled across cohorts, as reproduction theories predict. However, they do not reflect equalization at all levels of education either, as modernization hypotheses anticipate. Expansion reforms, especially the “11-year plan,” are associated with positive trends in mobility in primary and lower-secondary schooling, but also with a decrease in intergenerational mobility at higher levels of education. Thus, these findings are consistent with the maximally maintained inequality hypothesis.