Parental Social Class and Filial School Level Educational Outcomes in Contemporary Britain: Analysis of Understanding Society and Administrative Data

尽管教育制度发生了变化，但来自较不富裕社会阶层的儿童（例如父母从事常规、半常规和体力劳动的儿童）的教育成果仍然差得多。建议的研究项目将在现有研究的基础上，通过对理解社会（英国家庭纵向研究）和行政教育数据的二次分析，从社会学的角度理解父母的社会阶层与子女的学校教育水平之间的关系。诸如英格兰和威尔士青年队列研究等大规模研究的中止，在数据组合中留下了空白。英格兰青年人纵向研究是对1990年代初出生的儿童进行的一项队列研究，因此有关学校教育成果的数据是过时的。千年同期组群研究的参与者即将结束他们的学校教育，新出现的数据将是宝贵的。MCS也是2000/2002年出生的儿童的单一队列，目前没有收集另一个出生队列的具体计划，越来越多的行政数据可用于社会科学研究，例如学校考试成绩。这些数据资源的准确性和覆盖范围是有利的。行政教育数据集的一个局限性是，通常缺乏与学生及其家庭有关的重要背景措施。研究人员通常会依赖于非常简单的社会背景措施，如免费校餐，或基于地区的社会剥夺指标。虽然这些措施与贫困，他们是非常贫穷的代理社会阶层，他们是一个很长的路要走，从提供一个复杂的代表性的社会阶层结构在当代Britain.The拟议的研究直接解决现有的数据相关的局限性。我们将对理解社会进行二次分析。这些数据包括关于儿童、其父母及其家庭的详细信息。这将与官方行政数据（来自国家学生数据库）相结合，以调查社会阶层和学校教育成果之间的当代关系。“了解社会"的数据包括大量关于儿童母亲和父亲以及更广泛的家庭的详细措施。“理解社会”的设计很特别，因为它还收集关于继父母和非居民父母的信息。这是独一无二的，可能会作出独特的贡献，以更好地了解儿童的情况下，在当代英国有一些方法来衡量社会阶层和理解社会包含所需的信息，以产生一系列广泛的措施。在联合王国，教育不平等研究中使用的最确定的衡量标准是基于职业的衡量标准，职业长期以来一直被认为是经济和社会地位最重要的单一指标。最近，这一观点受到质疑，一种新的衡量社会阶层的方法已经发展起来，这种方法基于对个人经济、文化和社会资源的衡量。对这些资源的详细研究有可能对导致教育不平等的过程提供新的见解。在这项研究中，我们建议使用理解社会中的丰富数据来评估基于资本和资源的社会阶层方法，以及现有的基于职业的社会阶层措施。这将对当代英国父母社会阶层与儿童学校教育水平之间的关系进行创新分析。

Despite changes in the education system, children from less advantaged social classes (for example those with parents in routine, semi-routine and manual occupations) still have far less favourable educational outcomes. The proposed research project will build on existing research to develop the sociological understanding of the relationship between parent's social class and their children's school level educational attainment through a secondary analysis of Understanding Society (the UK Household Longitudinal Study) and administrative educational data.There are a number of notable data limitations for studying the relationship between social class and educational outcomes. The discontinuation of large-scale studies such as the Youth Cohort Study of England and Wales leaves a gap in the data portfolio. The Longitudinal Study of Young People in England is a single cohort of children born in the early 1990s and therefore the data on school educational outcomes is dated. The participants in the Millennium Cohort Study (MCS) are moving towards the end of their school-based education and the emerging data will be valuable. The MCS is also a single cohort of children born between 2000/2 and at the current time there are no concrete plans to collect another birth cohort.An increasing amount of administrative data is becoming available for social science research, for example school examination results. The levels of accuracy and the breadth of coverage in these data resources is advantageous. A limitation of administrative educational datasets is that important background measures relating to the pupil and their family are usually absent. Researchers will routinely rely on very simplistic measures of social background such as free school meals, or area based indicators of social deprivation. Whilst these measures are associated with poverty they are very poor proxies for social class, and they are a long way from providing a sophisticated representation of the social class structure in contemporary Britain.The proposed research directly addresses the existing data related limitations. We will undertake a secondary analysis of Understanding Society. These data include detailed information on children, their parents and their households. This will be combined with official administrative data (from the National Pupil Database) to investigate the contemporary relationship between social class and school educational outcomes. Understanding Society data includes a wealth of detailed measures on the child's mother and father, and on the wider household. The design of Understanding Society is special because information on step-parents and non-resident parents is also collected. This is unique and is likely to make a distinctive contribution to better understanding children's circumstances in contemporary Britain.There are a number of approaches to measuring social class and Understanding Society contains the information required to produce a wide array of measures. The most established measures used in the study of educational inequalities in the UK are occupation based measures, and occupations have long been considered as the most important single indicators of economic and social positions. Recently this perspective has been questioned, and a new measure of social class has been developed that is based on measures of individuals' economic, cultural and social resources. The detailed study of these resources has the potential to offer new insights into the processes which lead to educational inequalities. In this study we propose to use the rich data within Understanding Society to evaluate capital and resources based approaches to social class alongside existing occupation based social class measures. This will provide an innovative analysis of the relationship between parental social class and children's school level educational attainment in contemporary Britain.