Gender, Parental Education, and Ability: Their Interacting Roles in Predicting GCSE Success

Autor/inn/en	Glaesser, Judith; Cooper, Barry
Titel	Gender, Parental Education, and Ability: Their Interacting Roles in Predicting GCSE Success
Quelle	In: Cambridge Journal of Education, 42 (2012) 4, S.463-480 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2012.733346
Schlagwörter	Academic Achievement; Evidence; Comparative Analysis; Secondary School Students; Parent Background; Ability; Aptitude Treatment Interaction; Exit Examinations; Predictive Validity; Predictor Variables; Role Perception; Achievement Need; Outcomes of Education; Social Class; Gender Differences; Socioeconomic Background; Socioeconomic Influences; Progress Monitoring; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Evidenz; Sekundarschüler; Elternhaus; Fähigkeit; Fertigkeit; Final examination; Abschlussprüfung; Prädiktor; Role conception; Rollenverständnis; Lernleistung; Schulerfolg; Social classes; Soziale Klasse; Geschlechterkonflikt; Sozioökonomische Lage; Sozioökonomischer Faktor; Großbritannien
Abstract	We investigate the relations between gender, parental education, ability, and educational achievement in Britain, focusing on the way in which gender and parental education interact with ability to contribute to a pupil's obtaining secondary school qualifications. This allows us to provide evidence relevant to claims concerning the effects of differences in the way in which working- and middle-class familial cultures interact with gender-specific behaviour in school. Given the configurational nature of the processes likely to be involved, we employ Ragin's Qualitative Comparative Analysis as our method. We find that, in both academically selective and non-selective schools, high ability is a quasi-sufficient condition for obtaining certain levels of qualification, but that at lower levels of ability, either being female or having highly educated parents (or both) have to be present, too. Boys without highly educated parents perform less well than girls from a similar background. (Contains 2 figures, 4 tables and 19 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10