Social Class and Educational Decision-Making in a Choice-Driven Education System: A Mixed-Methods Study

Autor/inn/en	Seghers, Marie; Boone, Simon; Van Avermaet, Piet
Titel	Social Class and Educational Decision-Making in a Choice-Driven Education System: A Mixed-Methods Study
Quelle	In: British Journal of Sociology of Education, 40 (2019) 5, S.696-714 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1581051
Schlagwörter	Social Class; Decision Making; Equal Education; Social Differences; Correlation; Immigrants; Parent Background; Educational Attainment; Middle Class; Working Class; Track System (Education); Elementary Secondary Education; Profiles; Parent Attitudes; Cultural Capital; Social Capital; Foreign Countries; Elementary School Students; Belgium + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Decision-making; Entscheidungsfindung; Sozialer Unterschied; Korrelation; Immigrant; Immigrantin; Immigranten; Elternhaus; Bildungsabschluss; Bildungsgut; Mittelschicht; Arbeiterklasse; Leistungsgruppe; Leistungsdifferenzierung; Charakterisierung; Profilanalyse; Elternverhalten; Sozialkapital; Ausland; Belgien
Abstract	Social class differences in educational decision-making form an important explanation for persisting educational inequalities, particularly in choice-driven systems with early tracking. Nevertheless, little is known about the process preceding these choices, especially when school and track choice are interrelated. Building on school choice literature, this study aims to explore how parents from different social backgrounds shape their decision-making process at the transition from primary to secondary education in Flanders (Belgium). To this end, we adopt an explanatory mixed-methods design. Quantitative findings from a parent survey conducted in 36 primary schools were complemented with 32 in-depth interviews with parents. Our findings show two parental profiles regarding educational decision-making, which can be traced back to differences in social and cultural capital. Although effective navigation of the complex field of educational decision-making proved to be strongly class related, parents' educational and immigrant biographies led to specific approaches, transcending the middle class versus working class binary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01