New modes of reproducing social inequality in education. The changing role of parents, teachers, schools and educational policies.

Autor/in	Van Zanten, Agnès
Titel	New modes of reproducing social inequality in education. The changing role of parents, teachers, schools and educational policies.
Quelle	In: European educational research journal, 4 (2005) 3, S. 155-169Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2005.4.3.1
Schlagwörter	Bildung; Bildungssoziologie; Autonomie; Soziale Herkunft; Autonomie; Beruf; Bildung; Bildungspolitik; Diskriminierung; Effizienz; Eltern; Frankreich; Großbritannien; Lehrer; Mobilität; Schulaufsicht; Schule; Verantwortung; Wettbewerb; Bildungspolitik; Soziale Herkunft; Schulklasse; Schulwahl; Ungleichheit; Zusammensetzung; Professionalität; Globalisierung; Eltern; Schule; Schulwahl; Schulaufsicht; Schulklasse; Lehrer; Schülerleistung; Ungleichheit; Verantwortung; Diskriminierung; Mobilität; Segregation; Soziale Schicht; Globalisierung; Wettbewerb; Beruf; Forschungsstand; Dezentralisierung; Effizienz; Professionalität; Rechenschaftslegung; Zusammensetzung; Frankreich; Großbritannien
Abstract	This article is based on the Keynote Address to the European Conference on Educational Research (ECER), Crete, Greece, 21-25 September 2004. One of the most consistent results in sociology of education research has been the existence of inequalities in school results and educational trajectories related to social factors. Despite an important increase in number of years of schooling for all children in most European countries in the post-war period, research still shows important differences between social and ethnic groups and even a widening of the gap between the most advantaged and most disadvantaged in some countries. Factors shown by previous studies to account for these differences are still at work, but many of them are influential in new ways. In addition to this, new factors have to be taken into account. Using available sociological literature on European countries, while focusing specifically on France as an exemplary case, this article presents some of the new constraints on and opportunities for action by parents, teachers and schools that result from both economic, cultural and educational changes and recent policy orientations. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/1