Linking the macro to the micro: a multidimensional approach to educational inequalities in four European countries
Linking the macro to the micro: a multidimensional approach to educational inequalities in four European countries
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DOI：
10.1080/14616696.2017.1329934
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发表时间：
2018-01-01
影响因子：
8.1
通讯作者：
Schizzerotto, Antonio
中科院分区：
文献类型：
--
作者：
Bukodi, Erzsebet;Eibl, Ferdinand;Schizzerotto, Antonio
最近对教育不平等的研究表明，必须将社会出身分解为父母的阶级、地位和教育，分别代表经济、社会文化和教育家庭资源。但是，如果我们以多维的方式对待社会根源，我们对微观层面的教育成就不平等如何映射到宏观层面的教育系统的制度特征知之甚少。本文以英国、瑞典、德国和意大利这四个欧洲国家的教育制度随时间变化的丰富经验为基础，提出并检验了一些关于社会出身的各种成分在不同制度背景下对个人教育成就的影响的假设。从我们的研究结果中可以明显看出，在具有不同教育制度的国家中，父母的阶级、地位和教育对个人教育程度的持续重要性存在很大的相似性。但我们的研究结果也表明，教育系统的体制特征的变化，在某些情况下，虽然不是在其他情况下，有助于加强或抵消社会进程产生的教育不平等的微观层面。
Recent research into educational inequalities has shown the importance of decomposing social origins into parental class, status and education, representing economic, socio-cultural and educational family resources, respectively. But we know little about how inequalities in educational attainment at the micro-level map onto institutional characteristics of educational systems at the macro-level, if we treat social origins in a multidimensional way. Drawing on the rich over-time variation in educational systems in four European countries-Britain, Sweden, Germany and Italy this paper develops and tests a number of hypotheses regarding the effects of various components of social origins on individuals' educational attainment in different institutional contexts. It is evident from our results that a great deal of similarity exists across nations with different educational systems in the persisting importance for individuals' educational attainment of parental class, status and education. But our findings also indicate that changes in the institutional features of educational systems have, in some instances although not in others, served to reinforce or to offset the social processes generating educational inequalities at the micro level.