Explaining inequalities in school achievement. A realist analysis.

Autor/in	Nash, Roy
Sonst. Personen	Lauder, Hugh (Hrsg.)
Titel	Explaining inequalities in school achievement. A realist analysis.
Quelle	Burlington, VT u.a.: Ashgate (2010), XVI, 265 S.Verfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-7546-7904-7; 978-0-7546-7904-2
Schlagwörter	Bildung; Bildungsforschung; Bildungssoziologie; Chancengleichheit; Soziale Ungleichheit; Fertigkeit; Intelligenz (Psy); Sozialisation; Schulerfolg; Schülerleistung; Soziale Schicht; Sozialkapital; Habitus; Theorie; Bernstein, Basil; Bourdieu, Pierre; Großbritannien; Neuseeland
Abstract	Inequalities in educational opportunity have been a persistent feature of all school systems for generations, with conventional explanations of differences in educational attainment tending to be reduced to either quantitative or non-quantitative 'list' theories. [In this book, the author] argues that a realist framework for the sociological explanation of educational group differences can, and must be, constructed. A move to such an explanatory framework will allow us to take into account the social influences of early childhood development, the later emergence of social identities, and the nature of the social class impact of educational and career decision-making. By building on the critical analyses of the theories of Bourdieu, Boudon and Bernstein, this book makes a vital contribution to the current policy and theoretical debate about the causes of educational inequality. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4