Ascription, Achievement, and Perceived Equity of Educational Regimes: An Empirical Investigation

Lavrijsen, Jeroen; Nicaise, Idès

doi:10.3390/socsci5040064

Cited by 4 publications

(4 citation statements)

References 52 publications

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“…Studies suggest that beliefs about inequality vary with age, income, education, religion, and race, and that such differences are observable already with children 14 years of age [43][44][45][46]. Cross-country research similarly shows patterns of variation between citizens of different nations and regions of the world [6,14,47,48]. Table 1 gives an overview of findings.…”

Section: Toward a Sociological Approach To Studying Inequality Beliefsmentioning

confidence: 94%

Inequality Is a Problem of Inference: How People Solve the Social Puzzle of Unequal Outcomes

Mijs

2018

Societies

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Abstract:A new wave of scholarship recognizes the importance of people's understanding of inequality that underlies their political convictions, civic values, and policy views. Much less is known, however, about the sources of people's different beliefs. I argue that scholarship is hampered by a lack of consensus regarding the conceptualization and measurement of inequality beliefs, in the absence of an organizing theory. To fill this gap, in this paper, I develop a framework for studying the social basis of people's explanations for inequality. I propose that people observe unequal outcomes and must infer the invisible forces that brought these about, be they meritocratic or structural in nature. In making inferences about the causes of inequality, people draw on lessons from past experience and information about the world, both of which are biased and limited by their background, social networks, and the environments they have been exposed to. Looking at inequality beliefs through this lens allows for an investigation into the kinds of experiences and environments that are particularly salient in shaping people's inferential accounts of inequality. Specifically, I make a case for investigating how socializing institutions such as schools and neighborhoods are "inferential spaces" that shape how children and young adults come to learn about their unequal society and their own place in it. I conclude by proposing testable hypotheses and implications for research.

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Section: Toward a Sociological Approach To Studying Inequality Beliefsmentioning

confidence: 94%

Inequality Is a Problem of Inference: How People Solve the Social Puzzle of Unequal Outcomes

Mijs

2018

Societies

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“…The recent empirical studies on educational and school-to-work transition regimes have mostly focused either on compulsory education, tertiary education, or vocational education and training, but not on how they are assembled to create stratification and mobility patterns. Existing research on education regimes including the US and EU-15 countries has identified four clusters of countries: the Nordic, Continental, Mediterranean and English-speaking (Green et al, 2006; Lavrijsen and Nicaise, 2016; West and Nikolai, 2013). They have focused on institutional characteristics related to inequality of educational opportunity, public expenditure allocated to different educational levels, and gaps in educational achievement.…”

Section: Different Models Of Educational Stratificationmentioning

confidence: 99%

Mapping the distinct patterns of educational and social stratification in European countries

Gogescu

2024

Journal of European Social Policy

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This article analyses how educational and initial vocational training systems in Europe vary regarding the way in which they structure educational routes for pupils of different academic ability. The study uses cluster analysis to explore the degree of similarity between 25 European countries, including variables related to: stratification within compulsory education; vocational orientation; links between initial vocational education and the labour market; transitions from secondary education; stratification within tertiary education; and links between educational qualifications and labour market outcomes. I identify three clusters of countries that have distinct patterns of stratification. This article contributes to the literature on educational regimes and school-to-work transitions by adding countries from Central and Eastern Europe (CEE) and integrating multiple dimensions pertaining to the link between educational and social stratification. Thus, it develops a more encompassing representation of the architecture of educational pathways in different European countries.

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“…For instance, individuals with similar educational backgrounds may hold different views about the fairness of their conditions based on their experiences of intergenerational educational mobility. Lavrijsen and Nicaise (2016) have demonstrated that educational mobility can predict individuals' perceptions of educational fairness. While studies often measure the level of fairness experienced by individuals, there is often a lack of understanding regarding what individuals actually mean by fairness or how they prefer to frame it.…”

Section: Literature Reviewmentioning

confidence: 99%

I Guess We are from Very Different Backgrounds: Attitudes Towards Social Justice and Intergenerational Educational Mobility in European Societies

Capistrano,

Creighton,

Işıklı

2023

Soc Indic Res

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This paper addresses the relationship between intergenerational educational mobility and attitudes in relation to fairness in European societies. The dimensions of fairness considered capture a broader notion of social justice by targeting four distinct principles: equality, equity, need and entitlement (Hülle et al., 2018). We investigate how attitudes towards those principles differ across individuals who experienced upward, stable, or downward trajectories of educational mobility in relation to their parents. To offer a comparative framework, we use nationally representative surveys of public opinion from 29 countries who participated in the 2018 round of the European Social Survey (ESS), which included a unique battery of questions on attitudes towards fairness. Using Mobility Contrast Models (MCMs), we identify the independent role of educational mobility in shaping attitudes regarding four types of fairness, which encapsulate the broader concept of social justice. We explore notable variation at the country level, although the pooled sample indicates that upward mobility significantly predicts a higher support for the principle of equality. In addition, this relationship is stronger among the more upwardly mobile (i.e., a greater difference between a respondent's education and that of their parent).

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Ascription, Achievement, and Perceived Equity of Educational Regimes: An Empirical Investigation

Cited by 4 publications

References 52 publications

Inequality Is a Problem of Inference: How People Solve the Social Puzzle of Unequal Outcomes

Inequality Is a Problem of Inference: How People Solve the Social Puzzle of Unequal Outcomes

Mapping the distinct patterns of educational and social stratification in European countries

I Guess We are from Very Different Backgrounds: Attitudes Towards Social Justice and Intergenerational Educational Mobility in European Societies

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