Ethnic Inequality in Choice-Driven Education Systems: A Longitudinal Study of Performance and Choice in England and Sweden

Autor/inn/en	Jackson, Michelle; Jonsson, Jan O.; Rudolphi, Frida
Titel	Ethnic Inequality in Choice-Driven Education Systems: A Longitudinal Study of Performance and Choice in England and Sweden
Quelle	In: Sociology of Education, 85 (2012) 2, S.158-178 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040711427311
Schlagwörter	Foreign Countries; Educational Opportunities; Disadvantaged; Minority Groups; Educational Attainment; Immigrants; Latin Americans; School Choice; Longitudinal Studies; Academic Achievement; Equal Education; South America; Sweden; Turkey; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsangebot; Bildungschance; Ethnische Minderheit; Bildungsabschluss; Bildungsgut; Immigrant; Immigrantin; Immigranten; Latin America; People; Lateinamerika; Bevölkerung; Volk; Choice of school; Schulwahl; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Südamerika; Schweden; Türkei
Abstract	The authors ask whether choice-driven education systems, with comprehensive schools and mass education at the secondary and tertiary level, represented in this article by England and Sweden, provide educational opportunities for ethnic minorities. In studying educational attainment, the authors make a theoretical distinction between mechanisms connected with school performance on the one hand (primary effects) and educational choice, given performance, on the other (secondary effects). Using large national data sets and recently developed methods, they show that performance effects tend to depress the educational attainment of most, although not all, ethnic minorities, whereas choice effects increase the transition rates of these students. This pattern is repeated at the transition to university education. These results are true for many immigrant categories in both England and Sweden, although immigrant students are a heterogeneous group. Black Caribbean students in England and children of Turkish and South American descent in Sweden fare worst, while several Asian groups do extremely well. The authors conclude that it may be a generic feature of choice-driven school systems in Western societies to benefit non-European immigrants, and they discuss some possible explanations for this. (Contains 6 figures, 2 tables and 18 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10