Education and the Socioeconomic Career: U.S.--Swedish Comparisons.

Autor/inn/en	Bulcock, Jeffrey W.; und weitere
Institution	Stockholm Univ. (Sweden). Inst. for the Study of International Problems in Education.
Titel	Education and the Socioeconomic Career: U.S.--Swedish Comparisons.
Quelle	(1974), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability; Achievement; Careers; Comparative Analysis; Comparative Education; Cross Cultural Studies; Economic Status; Educational Research; Income; International Education; Longitudinal Studies; Models; Social Status; Socioeconomic Background; Socioeconomic Influences; Sweden + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Performance; Leistung; Career; Karriere; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Bildungsforschung; Pädagogische Forschung; Einkommen; Internationale Erziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Sozialer Status; Sozioökonomische Lage; Sozioökonomischer Faktor; Schweden
Abstract	The problem of the role of ability and education in career achievement is investigated in this cross-cultural study using a model developed in the United States by Duncan and modified by Blau and Jencks. The replication links variables of a respondent's income, schooling, achievement, ability, and occupation to similar variables for the respondent's father and a variable for family size. The study is is based on data gathered in Sweden from 1938 to the present from 1,544 third graders. Eleven hypotheses tested by applying the model to the data confirm the United States model with the following variations: father's occupation is in indirect rather than direct relation to the son's occupational status; background effects are mediated by schooling and ability, especially with respect to occupational status, and are more powerful determinants of education; and educational effects are more powerful determinants of ability at maturity. Some incongruences between the Swedish data and current analytical techniques and theoretical questions related to use of background variables, caution against basing educational policy on the models. Tables and figures illustrate the data and models; a bibliography concludes the report. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC