Social class inequalities in Scottish school qualifications
Social class inequalities in Scottish school qualifications
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苏格兰学校资格中的社会阶层不平等
DOI：
10.1080/21582041.2020.1823013
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发表时间：
2020
影响因子：
2.4
通讯作者：
Gayle V
中科院分区：
文献类型：
--
作者：
Gayle V
英国儿童在学校获得的资格是他们在教育和劳动力市场未来的重要决定因素。对父母社会阶层与儿童在学校成绩之间关系的研究报告指出，一般的调查结果是，来自社会阶层较低家庭的学生平均成绩较差。本文探讨了苏格兰学校资格的社会阶层不平等。苏格兰的数据提供了一个有趣的案例研究，因为苏格兰有自己的一套学校资格，并有一个广泛的综合中学系统，不通过学术测试选择孩子。本文是创新的，因为它分析了新的关联的行政数据，从苏格兰资格管理局（SQA）与家长信息从苏格兰纵向研究（SLS）的个别学生。标准等级是苏格兰学生在义务教育结束时所取得的主要资格。我们提出了多变量分析学生的整体学校标准成绩。我们发现父母的社会阶层和孩子的成绩在苏格兰学校的资格之间的整体负相关。平均而言，来自社会阶层较低的家庭的学生的总体标准成绩较低。从分析中出现的一个更微妙的发现是，来自白色和蓝领阶级家庭的孩子的标准成绩之间存在差距。我们推测，父母工作的复杂性，特别是在更高的社会阶层，促进了家庭和家庭生活的形式，有利于儿童在学校资格中取得更有利的结果。标准等级已被“国家”资格框架取代。课程和评估的结构和内容的变化可能会影响父母社会阶层不平等的模式。因此，对苏格兰学校资格考试结果中的社会阶层不平等现象进行进一步详细的实证分析势在必行。
The qualifications that British children gain at school are strong determinants of their futures in both education and the labour market. Studies of the relationship between parental social class and children’s outcomes in school qualifications report the general finding that pupils from families in less advantaged social classes on average have poorer outcomes. This paper investigates social class inequalities in Scottish school qualifications. Scottish data provide an interesting case study because Scotland has its own set of school qualifications and has a widespread system of comprehensive secondary schools that do not select children through academic testing. This paper is innovative because it analyses new linked administrative data on individual pupils from the Scottish Qualifications Authority (SQA) with parental information from the Scottish Longitudinal Study (SLS). Standard Grades were the main qualifications undertaken by Scottish pupils at the end of compulsory schooling. We present multivariate analysis of pupils’ overall school Standard Grade scores. We find an overall negative relationship between parental social class and children’s outcomes in Scottish school qualifications. Pupils from families in less advantaged social classes, on average, have lower overall Standard Grade scores. A more nuanced finding that emerges from the analyses is that there is a cleft between the Standard Grade scores of children from families in the white and the blue collar classes. We conjecture that the complexity of parents jobs, especially in the more advantaged social classes, fosters forms of family and home life that are conducive to children having more favourable outcomes in school qualifications. Standard Grades have been replaced by the ‘National’ qualifications framework. Changes in the structure and content of the curriculum and assessment could affect the pattern of parental social class inequalities. Further detailed empirical analyses of social class inequalities in outcomes in Scottish school qualifications is therefore imperative.
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DOI：
10.4324/9780429499821-75
发表时间：
2003-09
期刊：
--
影响因子：
--
作者：
Annette Lareau
通讯作者：
Annette Lareau
DOI：
--
发表时间：
2014
期刊：
影响因子：
--
作者：
R. Connelly;A. Sullivan;John Jerrim
通讯作者：
John Jerrim
21 世纪的学校：苏格兰关于教育的全国辩论
DOI：
--
发表时间：
2004
期刊：
影响因子：
--
作者：
Pamela Munn *;J. Stead;G. McLeod;Jane Brown;M. Cowie;G. McCluskey;A. Pirrie;Judith Scott
通讯作者：
Judith Scott
关于总注册官职业分类状态变化的说明
DOI：
--
发表时间：
1986
期刊：
影响因子：
--
作者：
R. Brewer
通讯作者：
R. Brewer
年轻人和学校中等教育普通证书：寻找“缺失的中间”
DOI：
--
发表时间：
2016
期刊：
影响因子：
--
作者：
V. Gayle;Susan R. Murray;R. Connelly
通讯作者：
R. Connelly