Gender, parental education, and ability: their interacting roles in predicting GCSE success
Gender, parental education, and ability: their interacting roles in predicting GCSE success
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DOI：
10.1080/0305764x.2012.733346
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发表时间：
2012-01-01
影响因子：
2.3
通讯作者：
Cooper, Barry
中科院分区：
文献类型：
--
作者：
Glaesser, Judith;Cooper, Barry
我们调查了英国性别、父母教育、能力和教育成就之间的关系，重点关注性别和父母教育与学生获得中学资格的能力之间的相互作用。这使我们能够提供证据，证明有关工薪阶层和中产阶级家庭文化相互作用方式的差异对学校性别特定行为的影响。考虑到可能涉及的过程的构型性质，我们采用Ragin的定性比较分析作为我们的方法。我们发现，无论是在择优录取还是非择优录取的学校，高能力都是获得一定水平资格的准充分条件，但在能力较低的学校，要么是女性，要么有受过高等教育的父母（或两者都有）也必须存在。父母没有受过高等教育的男孩比背景相似的女孩表现得差。
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.