Educational expansion without equalization: a reappraisal of the ‘Effectively Maintained Inequality’ hypothesis in children’s choice of the upper secondary track

Guetto, Raffaele; Vergolini, Loris

doi:10.1080/14616696.2016.1236283

Cited by 17 publications

(17 citation statements)

References 19 publications

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“…Indeed, neither the Italian Longitudinal Household Survey nor the ISTAT-Multiscope Survey on Families contain any information on lower secondary marks. Guetto and Vergolini (2017) provide extensive checks about the quality of the data and show they are highly comparable with figures from official statistics and data from the ISTAT Survey on High School Graduates.…”

Section: Fundingmentioning

confidence: 85%

Compensatory advantage in educational transitions

Bernardi

Triventi

2018

Acta Sociologica

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In this article, first, we present new evidence on a specific type of compensatory advantage (CA) mechanism in educational transitions and attainment, whereby students from socio-economically advantaged families compensate the negative event of achieving poor grades by ignoring them and disproportionally moving on to the next level of education. Using two independent data sources, we focus on the attainment of an upper secondary degree and the transition from high school to university in Italy, investigating the role of parental education and social class in compensating for an early poor academic performance. Second, we develop a simulated scenario analysis to assess how much of the observed social background inequality is due to the educational outcomes of poorly performing students from high social backgrounds. The results are consistent with the notion that a CA mechanism is in place and show that the advantage of individuals with higher backgrounds over those from lower backgrounds is much larger among students with bad marks in earlier school stages. We estimate that at least one-third of the observed social background inequality in educational transitions in Italy can be attributed to the CA mechanism. This result is consistent across different outcomes, samples and birth cohorts, and is robust to a number of sensitivity checks.

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Section: Fundingmentioning

confidence: 85%

Compensatory advantage in educational transitions

Bernardi

Triventi

2018

Acta Sociologica

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“…This paper contributes to this debate by focusing on the Italian case, extending the array of demographic factors that are considered beyond children's experience of divorce and parental split-up. The focus is on inequality in upper-secondary education, a crucial educational transition that Italian children have to make at the age of 14, which is strongly affected by socioeconomic background (Panichella and Triventi 2014;Guetto and Vergolini 2017). The next section describes the main empirical findings on IEO at the upper-secondary level in Italy and the empirical expectations of this work.…”

Section: Heterogeneity In the Effects Of Family Arrangementsmentioning

confidence: 99%

“…4 In the school year 2013/2014, 28.8% of the pupils who enrolled in five-year tracks chose liceo classico (6.1%) and liceo scientifico (22.7%), 20.1% enrolled in the remaining curricula of the academic track, 31.2% opted for the technical track, and 19.9% chose the vocational track. Starting from the cohorts born in the 1970s, the proportion of students enrolled in the technical and vocational tracks has slightly but constantly decreased over time, whereas educational expansion at the upper-secondary level has gone hand-in-hand with an expansion of the academic track, with the exception of liceo classico (Guetto and Vergolini 2017).…”

Section: Family Arrangements and Ieo At The Upper-secondary Level In mentioning

confidence: 99%

“…The focus on upper-secondary education is important because, despite the educational expansion and the consequential reduction of inequality of educational opportunities (IEO) in the enrolment at this level in Italy, social inequality is 'effectively maintained' (Lucas 2001) via the association between socioeconomic background and track choice (Panichella and Triventi 2014;Guetto and Vergolini 2017). Such a pattern has been documented in other countries (Erikson and Jonsson 1996;Breen and Jonsson 2000;van de Werfhorst and Mijs 2010), making the analysis of different curricula or tracks in secondary education a core topic of investigation in the literature on IEO (Ichou and Vallet 2011;Schneider and Tieben 2011).…”

Section: Introductionmentioning

confidence: 99%

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Family arrangements and children’s educational outcomes: Heterogeneous penalties in upper-secondary school

Guetto¹,

Panichella²

2019

DemRes

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BACKGROUND This paper studies whether new family patterns fostered inequality of educational opportunities in upper-secondary education in Italy. OBJECTIVE To analyse the association between children's educational outcomes and a wide range of family arrangements, including the time of exposure to marriage (never married, married before or after the birth). Empirical analyses also consider whether these demographic characteristics of the origin family more strongly affect children from more or less well-off families, and whether these effects change when different educational outcomes are considered. METHODS Analyses are based on the Italian Labour Force Survey (2005-2014) and apply Linear Probability Models on a sample of 123,045 children aged 15 and 16. RESULTS Children living in single-parent households or with two cohabiting biological parents have worse educational outcomes compared to children of two married biological parents. Children of highly educated parents are more penalized if access to the most prestigious academic track is considered, whereas the penalty is stronger among children of low-educated parents if the risk of not being enrolled in upper-secondary schools that give access to university is analysed. Finally, the analysis of the exposure to marriage suggests that social selectivity may drive the negative effects of cohabitation.

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“…It is well known that graduating from an academic track provides higher chances to enrol at the university than having studied in a technical or vocational track (Azzolini and Vergolini 2014). Moreover, the choice of the tracking is deeply influenced by social origins (Panichella and Triventi 2014; Romito 2016; Guetto and Vergolini 2017).…”

Section: Discussionmentioning

confidence: 99%

Why should financial aid affect university participation? A review of the literature

Vettoretto¹,

Azzolini²,

Vergolini³

2019

Preprint

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This contribution reviews the literature on the role of financial aid in enhancing university participation. This aim will be reached through three main steps. First, we describe a theoretical framework based on rational action theory that could explain the effects exerted by the different measures. Second, we analyse the main forms of financial aid developed by the policy makers in Europe and in the US. More precisely, we look at the role played by: grants, tuition fees, loans and a novel approach in the financial aid debate: asset building. The paper attempts to provide an overview of the different measures’ effects on enrolment, academic performance and completion. Third, based on the reviewed literature, the paper tries to derive some general policy implications for the Italian case.

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Educational expansion without equalization: a reappraisal of the ‘Effectively Maintained Inequality’ hypothesis in children’s choice of the upper secondary track

Cited by 17 publications

References 19 publications

Compensatory advantage in educational transitions

Compensatory advantage in educational transitions

Family arrangements and children’s educational outcomes: Heterogeneous penalties in upper-secondary school

Why should financial aid affect university participation? A review of the literature

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