Three spheres of stratification in how social origin relates to educational achievement: a large-scale analysis.

Autor/in	Hillmert, Steffen
Titel	Three spheres of stratification in how social origin relates to educational achievement: a large-scale analysis.
Quelle	In: Contemporary social science, 16 (2021) 3, S. 325-343 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2158-205X
DOI	10.1080/21582041.2020.1794020
URN	urn:nbn:de:0168-ssoar-73194-0
Schlagwörter	Vergleichende Forschung; Bildungsniveau; Soziale Ungleichheit; Soziale Herkunft; Sozialisation; Familie; Familie; Soziale Ungleichheit; Sozialisation; Schulleistung; Internationaler Vergleich; Soziale Herkunft; Bildungsniveau; Vergleichende Forschung; Schulleistung; Soziale Schicht; Sozioökonomischer Faktor; Internationaler Vergleich
Abstract	This paper proposes to broaden the focus of analysis when studying the importance of parental context for a child's educational achievement and attainment. Research has assessed the relevance of social origin primarily in the form of effects of parental characteristics. However, two additional aspects require further attention: first, individual-level distributions of the respective characteristics, and second, the composition or associations of context characteristics at the family level. This means that, in fact, three spheres of stratification need to be considered when assessing social origin's relevance for education. Going beyond parent-specific effects, this paper compares 61 countries with regard to the relevance of parental context in children's educational achievement. Using large-scale data from the Programme for International Student Assessment (PISA) 2015 study, individual-level information on school students and their parents is used to derive country-specific macro-level indicators. These indicators are then used for comparative analyses. The analyses are also replicated using different measures for social origin and achievement. The results confirm that it is reasonable to consider various components when conceptualising and interpreting the level of origin-based inequality in education. There are marked international differences in the specific relevance of these components, but there are no clear associations between these dimensions.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2021/4