Parental Social Class and Children's Educational Outcomes: A Longitudinal Analysis of the Millennium Cohort Study and Administrative Data

父母社会阶层与儿童教育成果：千年队列研究和行政数据的纵向分析

• 批准号: ES/X012085/1
• 负责人: Sarah Stopforth
• 金额: $ 26.52万
• 依托单位: University of York
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2024
• 资助国家: 英国
• 起止时间: 2024 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FX012085%2F1
• 关键词: Parental; Social; Class; Children; Educational

The examination of social class inequalities is a central research theme within the sociology of education. In recent decades, the British education system has undergone a series of fundamental changes. These include changes in the structure and organisation of schools, the curriculum, qualifications, and the school participation age. Despite these changes, marked social class inequalities in educational outcomes are still observed. This is an important area of study because children growing up in less advantaged families have less favourable outcomes, which limit their choices and chances in education and the labour market. This project combines innovations in data and advances in statistical methods. The project will tackle the difficult challenge of developing suitable measures that reflect educational outcomes and the wide array of school-level qualifications. In addition, the project will appropriately measure social class and other inequalities in contemporary families. A primary analytical aim is to understand social class inequalities in education within a multifaceted longitudinal context. This will be achieved through the application of statistical models. Administrative educational data is increasingly becoming available. A major limitation of most administrative data is that there are no sociological measures of social class and very few measures of children's backgrounds. A limitation of social survey data is that it lacks detailed educational outcomes, particularly in the early school phase. To overcome these limitations, we take the innovative step of analysing administrative educational data that has been linked to the Millennium Cohort Study (MCS). The MCS provides a unique source of contemporary data on the children, parents, households, and siblings, collected via repeated contacts with the same individuals. The MCS is a large scale study, which began with 18,808 cohort members and therefore supports comprehensive statistical analyses. Linked General Certificate of Secondary Education (GCSE) data has very recently been released. This project is therefore a very timely and detailed investigation into contemporary inequalities on a larger scale than has hitherto been possible.Sociologists have routinely theorised the youth phase using broad metaphors such as pathways and trajectories, although in practice many empirical analyses have not fully exploited data with a temporal dimension. A pioneering aspect of the proposed work will be the development of a better understanding of complex educational inequalities from a sociologically informed life course perspective. An innovative aspect of this work is that it will move beyond the application of routine statistical models and apply more sophisticated models to investigate educational pathways and trajectories. These models will capitalise on the repeated contacts nature of the MCS data.The project will provide new detailed empirical results relating to social class inequalities. In order to swiftly promulgate results and to rapidly obtain feedback from peers in the research community, results will be presented at national and international conferences. The project will produce three academic journal articles targeted at leading international journals. The development of more comprehensive analyses of educational pathways and educational inequalities in contemporary Britain will be impactful beyond this project. The research team will host a special impact event showcasing the approach and develop a web-based training resource in collaboration with the ESRC National Centre for Research Methods. A further innovation is that the work will be rendered transparent and reproducible contributing towards a step-change in open social science.

社会阶层不平等的检查是教育社会学中的一个中心研究主题。近几十年来，英国的教育体系发生了一系列的根本变化。这些包括学校的结构和组织，课程，资格和学校参与年龄的变化。尽管有这些变化，但仍观察到教育成果的明显社会阶层不平等。这是一个重要的研究领域，因为在较少优势的家庭中成长的儿童的结果较低，这限制了他们在教育和劳动力市场上的选择和机会。该项目结合了数据的创新和统计方法的进步。该项目将应对反映教育成果和各种各样的学校水平资格的适当措施的艰难挑战。此外，该项目将适当衡量当代家庭中的社会阶层和其他不平等。一个主要的分析目的是在多方面的纵向背景下了解教育中的社会阶层不平等。这将通过应用统计模型来实现。行政教育数据越来越多。大多数行政数据的一个主要局限性是，没有社会阶层的社会学衡量标准，几乎没有儿童背景的措施。社会调查数据的局限性是它缺乏详细的教育成果，尤其是在早期阶段。为了克服这些限制，我们采取了创新的步骤来分析与千年同类研究（MCS）相关的行政教育数据。 MCS通过与同一个人的反复接触收集的有关孩子，父母，家庭和兄弟姐妹的当代数据来源。 MCS是一项大规模研究，始于18,808个队列成员，因此支持全面的统计分析。链接的中等教育通用证书（GCSE）数据最近发布了。因此，该项目是对当代不平等的非常及时，详细的研究，比迄今为止的可能性更大。Sociologists已使用诸如途径和轨迹等广泛的隐喻（例如许多经验分析尚未完全通过临时数据充分利用数据），将青年阶段定期化。提议的工作的一个开创性方面将是从社会学知情的生活课程的角度来更好地理解复杂的教育不平等现象。这项工作的一个创新方面是，它将超越常规统计模型的应用，并应用更复杂的模型来研究教育途径和轨迹。这些模型将利用MCS数据的重复联系性质。该项目将提供与社会阶层不平等有关的新详细经验结果。为了迅速颁布结果并迅速从研究界的同龄人那里获得反馈，结果将在国家和国际会议上提出。该项目将制作三本针对领先国际期刊的学术期刊文章。对当代英国的教育途径和教育不平等的更全面分析的发展将超出该项目的影响。研究团队将举办一个特殊的影响事件，展示该方法，并与ESRC国家研究方法中心合作开发基于网络的培训资源。进一步的创新是，这项工作将变得透明且可再现，为开放社会科学的逐步变化做出贡献。