Persisting Barriers: Changes in Educational Opportunities in Thirteen Countries. EUI Working Paper.

Autor/inn/en	Blossfeld, Hans-Peter; Shavit, Yossi
Institution	European Univ. Inst., Florence (Italy).
Titel	Persisting Barriers: Changes in Educational Opportunities in Thirteen Countries. EUI Working Paper.
Quelle	(1991), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cross Cultural Studies; Educational Change; Educational Opportunities; Elementary Secondary Education; Foreign Countries; Higher Education; Parent Background; Social Change; Social Science Research; Social Stratification; Socioeconomic Status; Czechoslovakia; Hungary; Israel; Italy; Japan; Netherlands; Poland; Sweden; Switzerland; Taiwan; United Kingdom (Great Britain); United States; West Germany + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Bildungsreform; Bildungsangebot; Bildungschance; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Elternhaus; Sozialer Wandel; Social scientific research; Sozialwissenschaftliche Forschung; Soziale Zusammensetzung; Socio-economic status; Sozioökonomischer Status; Tschechoslowakei; Ungarn; Italien; Niederlande; Polen; Schweden; Schweiz; USA
Abstract	This study is a comparative analysis that addresses the question: to what extent has the relationship between parental socioeconomic characteristics and educational opportunities changed over time and why? The document suggests six hypotheses regarding change in the effects of social origins on education transitions: (1) modernization hypothesis: the effects of social origin on all transitions decline; (2) reproduction hypothesis: the effects of social origins decline on earlier transitions but not on later transitions; (3) hypothesis of maximally maintained inequality: the effects will only decline at those transitions for which the attendance rates of the privileged classes are saturated; (4) socialist transformation hypothesis: socialist transformations brought about an initial reduction in the effects, that will then be followed by increased effects; (5) life course hypothesis: the effects decline across transitions but are stable across cohorts; and (6) differential selection hypothesis: the effects decline across cohorts, but the effects on later transitions increase across cohorts. The 13 industrialized countries included in the study may be classified according to their basic cultural and economic systems into three major groups: (1) western capitalistic countries: United States of America, (former) Federal Republic of Germany, Great Britain, Italy, Switzerland, the Netherlands, Sweden, and Israel; (2) non-Western capitalistic countries: Japan and Taiwan; and (3) western socialistic countries: Poland, Hungary, and Czechoslovakia. Study results show that educational expansion facilitates the persistence of inequalities in educational opportunity. Tables summarize the major findings with respect to educational expansion and attainment, change in the effects of social origins on highest education attained, and cohort differences. (DK)
Anmerkungen	European University Institute, Political and Social Sciences, Badia Fiesolana, I-50016 San Domenico (FI), Italy.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC