Primary and secondary effects of social origins on educational attainment: New findings for England.

Autor/inn/en	Bukodi, Erzsébet; Goldthorpe, John H.; Zhao, Yizhang
Titel	Primary and secondary effects of social origins on educational attainment: New findings for England. Gefälligkeitsübersetzung: Primäre und sekundäre Effekte der sozialen Herkunft auf den Bildungserfolg: Neue Erkenntnisse für England.
Quelle	In: The British journal of sociology, 72 (2021) 3, S. 627-650 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0007-1315; 1468-4446
DOI	10.1111/1468-4446.12845
Schlagwörter	Bildungschance; Bildungsmobilität; Soziale Herkunft; Soziale Mobilität; Großbritannien; Schulleistung; Soziale Mobilität; Auswirkung; Soziale Herkunft; Schulerfolg; Ungleichheit; Generationswechsel; Bildungsabschluss; Schullaufbahnentscheidung; Bildungsabschluss; Schulerfolg; Schulleistung; Ungleichheit; Ausbildungswahl; Auswirkung; Generationswechsel; Großbritannien
Abstract	"We aim to bring together two current strands of research into inequalities in individuals' educational attainment that are associated with their social origins: that concerned with the 'primary' and 'secondary' effects of social origins in creating inequalities, and that concerned with the relation between these inequalities and different components of social origins, taken to represent different forms of parental resources. Our main findings are the following. The secondary effects of social origins-their effects via the educational choices that young people make given their prior academic performance-are clearly operative across five key educational transitions within the English educational system. More specifically, we estimate that 35% of the total effect of social origins is secondary in the earliest transition that we consider, and from 15% to 20% in the subsequent four. Furthermore, mediation analyses reveal that secondary effects are most strongly associated with parental education and then, to a lesser degree with parental status, while little association exists with parental class and none at all with parental income. Primary effects are also at all transitions most strongly associated with parental education and status but in this case both parental class and parental income do retain some importance. We suggest an explanation for our empirical findings as resulting largely from the concern of highly educated, professional parents, and their children to avoid the occurrence of downward intergenerational mobility, especially in terms of education and status." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2022/1