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1.
In this paper, the relation between the standardization of civic education and the inequality of civic engagement is examined. Using data from the International Civic and Citizenship Education Study 2009 among early adolescents and Eurydice country-level data, three-level analysis and variance function regression are applied to examine whether there is a relation between measures of civic education standardization and inequality in three dimensions of civic engagement: civic knowledge, interest in social and political issues, and participation in the community. Inequality is conceptualized as differences in students’ civic engagement between schools and the association between social origin and civic engagement. The results demonstrate that accountability is associated with more inequality in civic knowledge, whereas centralization is associated with less inequality in non-cognitive civic engagement.  相似文献   

2.
本文首先分析了教育与社会的关系,教育在社会中的重要地位,从社会学的角度分析了社会系统中教育的功能,然后进一步分析了我国当前社会中高等教育存在的机会不平等的现状,最后从社会资本的角度来对当前社会中高等教育机会不平等的问题进行分析。  相似文献   

3.
ABSTRACT

This comparative study examines patterns of inequality in participation in two different types of adult learning and education (ALE) – job-related formal ALE (JFALE) and job-related non-formal ALE (JNFALE) – as related to social origins at the micro-level and three categories of social inequality at the macro-level at the macro level (economic, education, and skill inequality). Using data from the Programme for the International Assessment of Adult Competencies (PIAAC), two methods are used to analyse 19 selected OECD countries: multivariate binary logistic regressions to explore the extent to which individuals’ social origins are associated with ALE participation and two-stage multilevel analysis to examine the relationship between social origins’ advantages in ALE participation and social inequality. Statistically significant advantages in ALE participation of social origins were observed in some countries. Additionally, statistically significant positive relationships between social inequality and social origins’ advantages in JNFALE participation are found, which implies that increases in social inequality strengthen advantages associated with social origins.  相似文献   

4.
In this article, we examine social origin differences in employment patterns across different stages of higher education and compare these differences between vocational and academic fields of study. Using data from a large-scale German student survey, we study the development of inequality, according to social origins, in student employment from first-year to graduating students. We show that inequality in job quality exists and is partly attributable to the need for students from lower social origins to work in order to finance their studies. We hypothesise that initial inequalities decrease as students progress through higher education. While we find evidence for this hypothesis, we also show in multivariate models that the reduction of inequality in the student labour market is explained by prior differences between social origin groups.  相似文献   

5.
This paper is concerned with the role of education in promoting social justice. It deals specifically with the development of children's understanding of social class, not because this particular form of inequality is considered more important than any other, but because of the inadequacies of extant research. It is argued that unless we know how children think about social class differentiation, we will not be able to engage effectively with their misconceptions. One hundred and sixty‐one children drawn from across the social class spectrum and aged between 6 and 11 were asked various questions and presented with a number of moral dilemmas pertaining to social class inequality. Age‐related trends in their responses are identified and the policy implications discussed.  相似文献   

6.
This paper examines the potential negative consequences of the internationalisation of American higher education from the perspective of positional competition theory. This analysis suggests that internationalisation efforts undertaken by colleges and universities contribute to positional competition between students vying for admission, between graduates competing for prestigious, well-paying jobs, and between higher education institutions themselves, who compete for prestige. As positional competition necessarily involves displacing other in obtaining advantage for one’s self, the paper further describes how the positional competition engendered in part by the internationalisation of higher education contributes to the replication of social patterns of inequality.  相似文献   

7.
Redistributive taxation and education subsidies are common policies intended to foster education attendance of poor children. However, this paper shows that in an intergenerational framework, these policies can raise social mobility only for some investment situations but not in general. I also study the impact of both policies on the aggregate skill ratio and inequality. While redistributive taxation can raise social mobility but at the same time never reduces inequality, education subsidies can, under some conditions, achieve both simultaneously. Unfortunately, these conditions necessarily require a population in which the skill ratio is already quite high.  相似文献   

8.
墨西哥教育平等:现状、对策与启示   总被引：1，自引：0，他引：1  
墨西哥教育不平等通过其教育贫富差距、教育地区差距、教育性别差异彰显出来。为此,墨西哥政府通过政策规约、法律保障、措施落实以实现人民对教育平等的诉求。本研究通过把脉墨西哥教育平等背景、现状、对策,透视发展中国家新自由主义政策与教育不平等、教育现代化与教育平等的两难困境,揭示发展中国家教育平等、教育公平到教育质量之发展理路。  相似文献   

9.
The legitimation of inequality in American education   总被引：1，自引：0，他引：1  
The literature substantiating inequality in American education, and its social ramifications, revolving largely about the Bowles-Gintis thesis, is by now well established. This paper strives to move beyond this established relationship, to explore its social acceptance. The legitimation of inequality is viewed primarily as a product of early stratification in education and its cumulative reinforcement, in a cultural context of contests as an equality of opportunity.An earlier version of this paper was presented at the 61st Annual Meeting of the Eastern Sociology Society, April 13, 1991, Providence, Rhode Island.  相似文献   

10.
本文基于问卷调查所得数据,考察了社会分层对高等教育公平的影响.实证结果表明,优质高等教育机会的分配仍然向国家干部、企业经理等优势社会阶层的子女倾斜,社会分层扩大了高等教育的起点不公平;优势社会阶层子女在高等教育过程中处于有利地位,社会分层扩大了高等教育过程不公平,在重点本科院校中,过程不公平程度较大,而在一般本科和专科院校中,过程不公平程度较小;优势社会阶层子女更容易获得就业机会,社会分层对高等教育的结果公平有着不利影响,在重点本科院校中,这种影响较小,而在一般本科和专科院校中,这种影响较大.文章对此提出了相应的政策建议.  相似文献   

11.
在高等教育分层理论和EMI假设的基础上,文章着重考察了高教规模扩张以后教育机会的阶层分布。认为当竞争从普遍入学转移到追求卓越之后,质的差异性将取代量的不均等而左右教育公平的实现。高教分层与社会分层相符应,复制并再生产了现存的社会关系,进而导致断裂社会的形成。  相似文献   

12.
This paper examines Canadian federal and cross-provincial higher education policy from 1960 to 1990, a critical time when provisions for vocational and adult training came under the auspices of governmental concern, justified under both an economic rationale and as a way to address persistent forms of inequality. The problematisation of skill during this period had particular gendered implications, as addressing inequality through education subsidies intersected with the perceived training needs of employers and the market. Employing Nancy Fraser's theory of a ‘triple movement’, the following paper ‘takes stock’ of how the three political forces of social movements, marketisation, and social protection have shaped gendered discourses of education and training, the implications for which are of continued relevance to those trying to understand the education and training within the contemporary neo-liberal state.  相似文献   

13.
Inequality in adult learning and education (ALE) participation has been reported by previous comparative studies. In doing so, however, most of efforts have been made to understand such patterns of inequality in ALE participation at the micro-level using a conceptual approach based on human capital theory. While the micro-level approach offers an individualistic and economic perspective on learning, macro-level structural conditions play an important role in creating the circumstances faced by individuals. By performing a critical literature review, this paper intends to build conceptual foundations conducive to understand both micro- and macro-level dimensions implicitly and/or explicitly linked to inequality in ALE participation. Specifically, this paper takes a brief look into social origins as a micro-level factor, and takes an in-depth look into social inequality (i.e. education, economic and skill inequality) and institutional settings (i.e. active labour market policies and strictness of employment protection,) as macro-level factors. These conceptual foundations can be used as a conceptual framework for a cross-country empirical analysis of the degree of inequality in ALE participation.  相似文献   

14.
This paper explores the effects on social inequality in Germany of ongoing changes to the employment system and, thus, vocational education. Results based on an examination of the literature indicate that students from increasingly middle‐class backgrounds with higher levels of general, rather than vocational, educational attainment are winning the competition for ever‐fewer apprenticeships. Progress for women in education is accompanied by relative declines in men’s performance on high school exit examinations and does not translate into success in the employment system. Employers are abandoning the corporate‐state organization of vocational education. The paper concludes that school degrees are increasingly important for later career opportunities. As a result, the educational system is increasingly stratified, contributing to social inequality in Germany.  相似文献   

15.
This paper, based on some findings of a wider three‐year study, sets forth the issue of languages used and taught in education as a dimension of inequality and highlights its implications for widening participation and access in the multilingual context of Pakistan. The paper takes secondary education in private and government schools in Pakistan as a point of departure, and through themes that emerge from a qualitative multiple‐case studies account of 32 participants (final year graduating students and their same‐sex five‐ to six‐years older siblings) explores issues of inequality with reference to Amertya Sen's capability approach and Pierre Bourdieu's social critical theory. The findings revealed that the concurrent processes of (a) hegemony of English; (b) its discriminatory distribution through schooling; and (c) devaluation of local languages, led by the language policy and mediated through educational institutions, diminished the transformative impact of education in expanding opportunities for widening participation and access. Issues of inequality continue to haunt the underprivileged despite their secondary education. The paper highlights the importance of considering the political economy of languages chosen and taught in formal education as a means of evaluating social justice in educational contexts and considering languages in education decisions with reference to national language policy.  相似文献   

16.
In this paper, the authors argue that despite a resurgence of elite studies, the majority of existing scholarship works to reify and legitimize social inequality through its language and method. In particular, the authors utilize Pierre Bourdieu’s concept of relational thinking to review and critique contemporary research on elite education and the ways in which such scholarship relies on a stratificationist approach to class analysis. Ultimately, this paper argues that future research on social class, and elite studies in particular, could benefit from using Bourdieu’s relational approach as a means to better address the challenges of social inequality.  相似文献   

17.
在构建和谐社会的进程中,教育应当先行,教育公平是实现社会公平的重要基石.而近年来我国教育公平失范,再生了新的社会不公平,并已成为和谐社会构建中最基本的不和谐音符.校正教育公平失范,促进教育公平的实现的政策选择有:加大教育投入,特别是加大对农村基础教育的投入力度;完善支付转移制度和优惠政策;制定面向弱势群体子女教育的优惠政策等.  相似文献   

18.
ABSTRACT:?

This paper addresses the somewhat neglected topic of envy and its relationship to education and social inequality in Britain. Drawing on the work of Rawls, Runciman and Crosland, the paper proposes a distinction between envy as a vice and ‘justified resentment’ aroused by perceived injustices in the social distribution of primary goods, including education. Various pejorative uses of the term ‘the politics of envy’ in UK politics are examined. The conditions necessary for a politics of justified resentment are then analysed. Current developments in higher education in the UK are discussed with reference to signs of the emergence of new social resentments among the relatively highly educated. Prospects for a wider politics of justified resentment are assessed in relation to a range of emergent policies and priorities of New Labour in government.  相似文献   

19.
In this article, we evaluate the impact of social origin on the realisation of educational intentions at the time of becoming eligible for higher education in Germany. In general, we find high persistence of intentions and actual attendance of higher education. However, effects of parental education on the changes of educational intentions increase the existing social inequality with regard to higher education at the time of leaving secondary school. The group which is affected most are those young adults planning to study after vocational training—while the gap between different origin groups does not widen much during other stop-outs from education. This can be explained only partly by previous educational performance. The findings suggest that estimates of educational inequality are attenuated when entry into higher education is approximated by educational intentions of young adults.  相似文献   

20.
Globalisation and the evolution of the knowledge-based economy have caused dramatic worldwide changes in the character and functions of education, particularly higher education. In the search for global competitiveness, many emerging economies have begun to expand their higher education systems, which has significantly affected the relationship between higher education and graduate employment. Recently, international comparative studies have suggested that increasing enrolment in higher education does not always promote upward social mobility, and can intensify inequality in education. This article critically examines the impact of the expansion of higher education in East Asia on graduate employment and social mobility in the context of an increasingly globalising economy and changing labour market needs. The article discusses emerging trends in the Greater China region, with a particular focus on Hong Kong, Guangzhou and Taipei, and argues that the massification of higher education has not necessarily led to more occupational opportunities for youth or opportunities for upward social movement, particularly since the significant changes in the global labour market after the 2008 global financial crisis. On the contrary, the intensification of ‘positional competition’ among college graduates seems to reflect growing social inequality.  相似文献   

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