Alleviating or Exacerbating Disadvantage: Does School Attended Mediate the Association between Family Background and Educational Attainment?

Autor/in	Chesters, Jenny
Titel	Alleviating or Exacerbating Disadvantage: Does School Attended Mediate the Association between Family Background and Educational Attainment?
Quelle	In: Journal of Education Policy, 34 (2019) 3, S.331-350 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2018.1488001
Schlagwörter	Foreign Countries; Longitudinal Studies; Surveys; Socioeconomic Status; Family Characteristics; Educational Attainment; Disadvantaged; Achievement Tests; Secondary School Students; International Assessment; Enrollment; Universities; Institutional Characteristics; Australia; Longitudinal Surveys of Australian Youth; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Socio-economic status; Sozioökonomischer Status; Bildungsabschluss; Bildungsgut; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Einschulung; University; Universität; Australien
Abstract	Opportunities for social mobility are generated by education systems designed to alleviate the effects of social origin by providing equality of opportunities and resources. The persistence of the strong association between socioeconomic status (SES) and child's educational achievement and attainment suggests that social origin continues to play an integral role in the educational outcomes of successive generations of Australians. Sociologists draw on a range of theoretical perspectives to explain this association including Bourdieu's cultural and social capital theories. Using data collected by the Longitudinal Survey of Australian Youth 2009 (LSAY09) project, I examine the associations between student SES, school SES and two outcome variables: Programme for International Student Assessment (PISA) score and university enrolment. The results indicate that low SES students attending high SES schools perform better on PISA tests than low SES students attending low SES schools. After controlling for PISA score, low SES students were less likely than their high SES peers to enrol at university. Furthermore, students attending low SES schools were less likely than their peers attending high SES schools to enrol at university, net of their individual SES and their PISA scores. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01