Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14

Autor/inn/en	Henderson, Morag; Sullivan, Alice; Anders, Jake; Moulton, Vanessa
Titel	Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14
Quelle	In: Curriculum Journal, 29 (2018) 3, S.298-318 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henderson, Morag) ORCID (Sullivan, Alice) ORCID (Anders, Jake) ORCID (Moulton, Vanessa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2017.1406810
Schlagwörter	Early Adolescents; Foreign Countries; Social Class; Family Income; Gender Differences; Racial Differences; Ethnicity; Socioeconomic Influences; Course Selection (Students); Academic Achievement; Difficulty Level; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Social classes; Soziale Klasse; Familieneinkommen; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Sozioökonomischer Faktor; Course selection; Student; Students; Kurswahl; Schulleistung; Schwierigkeitsgrad; Sekundarschüler
Abstract	In this paper, we identify patterns of subject and qualification choices made at age 14. Much of the previous research on 'subject choice' has focussed on the later stages of educational trajectories, particularly Higher Education. However, the choices made at early branching points can limit pupils' subsequent options, potentially contributing to educational inequalities. This paper identifies the patterns of General Certificate of Secondary Education (GCSE) subjects chosen by a cohort of young people born in 1989/1990. We make use of the Next Steps data (formerly the Longitudinal Study of Young People in England (LSYPE)) which is linked to the National Pupil Database. We develop an approach to measuring the academic selectivity of subjects and qualifications. We examine the roles of social class, parental education, income, gender and ethnicity in determining participation in these curriculum groupings. Using measures of prior attainment from age thirteen, we address the question of whether curriculum differentials simply reflect differences in prior attainment or whether they actually operate above and beyond existing inequalities. We find clear socio-economic, gender, ethnic and school-level differences in subjects studied which cannot be accounted for by prior attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01