Equalisation or Inflation? Social Class and Gender Differentials in England and Wales

Autor/inn/en	Sullivan, Alice; Heath, Anthony; Rothon, Catherine
Titel	Equalisation or Inflation? Social Class and Gender Differentials in England and Wales
Quelle	In: Oxford Review of Education, 37 (2011) 2, S.215-240 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Social Class; Educational Attainment; Foreign Countries; Equal Education; Gender Differences; Tests; Scores; Achievement Gap; Higher Education; Access to Education; Postsecondary Education; Exit Examinations; Secondary School Students; Grades (Scholastic); Educational Change; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Bildungsabschluss; Bildungsgut; Ausland; Geschlechterkonflikt; Examination; Prüfung; Examen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Post-secondary education; Tertiäre Bildung; Final examination; Abschlussprüfung; Sekundarschüler; Notenspiegel; Bildungsreform
Abstract	The Labour government elected in 1997, which lost power in 2010, was the longest serving Labour administration Britain has ever had. This period saw an enormous expansion of further and higher education, and an increase in the proportion of students achieving school-level qualifications. But have inequalities diminished as a result? We examine the impact of this educational expansion on levels of social class and gender differentials in educational attainment and participation, using the Youth Cohort Study data for the period 1990-2006. We take a novel approach to the presentation of inequalities, examining differentials in the form of 1) Percentage points, 2) Proportionate gaps and finally, 3) Relative rankings in the hierarchy of examination results. We find that social class inequalities have declined since 1997, but more modestly in terms of relative rankings than in terms of proportionate gaps. (Contains 2 tables, 12 figures, and 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10