Misplaced optimism: how higher education reproduces rather than reduces social inequality
Misplaced optimism: how higher education reproduces rather than reduces social inequality
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错误的乐观主义：高等教育如何复制而不是减少社会不平等
DOI：
10.1080/01425692.2017.1281648
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发表时间：
2017
影响因子：
2.1
通讯作者：
V. Boliver
中科院分区：
文献类型：
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作者：
V. Boliver
包括我在内的许多教育社会学家都乐观地认为，教育扩张是一种社会进步的发展，有望通过为贫困家庭提供机会来改善社会经济不平等。在20世纪下半叶，随着工业化国家引入免费、普及和义务的中学教育，并逐步提高最低离校年龄，社会学家将中等教育视为促进社会流动性的手段。在此期间，在几乎所有工业化国家，从小学到中学教育的进步率的社会阶级差异都是平等的（Breen et al. 2009），但在中学水平的学术成就水平上的社会阶级差异被证明是非常顽固的（社会流动委员会2016）。在20世纪末，社会学家将注意力转向了高等教育，因为世界范围内的快速扩张促进了通常高度分层的国家高等教育系统的大规模招生（Schofer和Meyer 2015）。但是，尽管西方工业化国家所有社会群体的高等教育入学率都有绝对增长，但到目前为止，高等教育相对进步率的社会经济差异并没有显示出平等的迹象
Many sociologists of education, including myself, have optimistically regarded educational expansion as a socially progressive development, one that promises to ameliorate socioeconomic inequalities by providing a ladder of opportunity for those from poorer backgrounds. During the second half of the twentieth century, sociologists looked to secondary education to boost social mobility as industrialised nations introduced free, universal and compulsory secondary schooling and progressively increased the minimum school-leaving age. Over this period, social class differences in rates of progression from primary to secondary education equalised in almost all industrialised countries (Breen et al. 2009), but social class disparities in levels of academic attainment at secondary level proved remarkably stubborn (Social Mobility Commission 2016). Towards the close of the twentieth century, sociologists turned their attention to higher education as rapid worldwide expansion facilitated mass enrolment in often highly stratified national higher education systems (Schofer and Meyer 2015). But despite absolute increases in higher education enrolment rates for all social groups across the industrialised West, socioeconomic differences in relative rates of progression to higher education have so far shown no sign of equalising