Inequalities in the education system and the reproduction of socioeconomic disparities in voting in England, Denmark and Germany: the influence of country context, tracking and self-efficacy on voting intentions of students age 16–18

Hoskins, Bryony; Janmaat, Jan Germen; Han, Christine; Muijs, Daniel

doi:10.1080/03057925.2014.912796

Cited by 31 publications

(25 citation statements)

References 32 publications

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“…Furthermore, in strongly tracked educational systems that are characterized by differentiation in separate school buildings and school organizations, recruitment networks are likely to be formed within schools, making it hard for students in less demanding school types to incorporate supportive norms on political engagement from outside their homogeneous peer group. Also, the study by Hoskins et al (2014) showed marked differences in political outcomes between vocational and academic forms of education. That study, however, did not find stark differences between the three societies that were investigated (Germany, Denmark, and England).…”

Section: Discussionmentioning

confidence: 99%

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Vocational and Academic Education and Political Engagement: The Importance of the Educational Institutional Structure

Werfhorst¹

2017

Comparative Education Review

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It is hardly disputed that educational institutions carry responsibility for the education of democratic citizens through the enhancement of civic and political engagement. Despite the wealth of studies on civic and citizenship education, scholars have not yet examined the relevance of national educational institutional factors. This study examines to what extent elements of national educational systems, in particular early tracking and a vocational orientation, are related to political engagement of young adult citizens. Using pooled European Social Survey data collected between 2002 and 2012 from 24 European countries, and examining electoral participation, political interest, and political activism, it is shown that people educated in vocational programs had lower levels of political engagement than people educated in general/academic education. Moreover, these differences were greater in strongly tracked educational systems relative to comprehensive/untracked systems. These results suggest that educational institutions that differentiate students early and rigidly may form a threat to democratic equality.

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Section: Discussionmentioning

confidence: 99%

“…The other comparative study (Hoskins et al 2014) studied voting intentions of 16-18-year-olds in Germany, England, and Denmark and found that students enrolled in vocational education reported the intention to take part in elections less often than students in the general track. That was the case in all three countries.…”

Section: Introductionmentioning

confidence: 99%

Vocational and Academic Education and Political Engagement: The Importance of the Educational Institutional Structure

Werfhorst¹

2017

Comparative Education Review

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“…Vocational education in the Netherlands is characterised by more school‐based learning than workplace‐based learning, and a clear hierarchy between types of education that leads to a low status for vocational education compared with general education (Cedefop, ). Several studies indicate that a low status for vocational education impedes students’ civic and political participation as measured by club membership and future voting (Cedefop, ; Hoskins et al ., ).…”

Section: Theoretical Frameworkmentioning

confidence: 97%

“…Finally, the relatively high status of general education and, contrarily, the stigmatisation of vocational education can affect civic and political attitudes (Van Houtte & Stevens, ). As discussed above, vocational education in the Netherlands has a relatively low status compared with general education, and the low status of vocational education is associated with less civic participation or future voting (Cedefop, ; Hoskins et al ., ). It can be expected that the stigmatisation of vocational education could also lead to less development of other dimensions of civic and political engagement.…”

Section: Theoretical Frameworkmentioning

confidence: 97%

Type of education and civic and political attitudes

Witschge

Rözer

Werfhorst

2019

British Educational Res J

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In addition to increasing cognitive skills and preparing students for the labour market, one of the core tasks of education is to prepare citizens for participation in democracy. Considering the ideal of democratic equality, it is important to know the degree to which civic outcomes of education are distributed equally. One feature of the education system that can lead to differential civic outcomes is tracking, that is, the sorting of students into different types of education. In this study, we examine the relationship between type of education (general/academic or vocational) and five attitudinal dimensions of civic and political engagement between the ages of 14 and 49 years in the Netherlands. By using panel data from the Netherlands Longitudinal Lifecourse Study (n = 5,312) and applying linear fixed effects models, we can observe the effect of a transition in the type of education on the within-person change in our outcome variables. The findings demonstrate that transitions in the type of education have little effect on intention to vote, trust in institutions or ethnic tolerance. However, students making transitions in general/academic education develop higher levels of interest in politics and generalised trust than do students in vocational education or people outside the education system. This point suggests that general/academic education fosters civic and political participation.

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“…The segregation of students is strongly linked to lowered patterns of high school graduation and college enrolment in the US, even after controlling for individual and other school factors (Palardy 2013). The mix of peers in school is linked to these longer-term outcomes but also to wider non-cognitive outcomes such as students' sense of justice , and to civic knowledge (Collado 2014), and subsequent civic engagement (Hoskins et al 2014). …”

Section: Damage Caused By Segregationmentioning

confidence: 99%

The complex determinants of school intake characteristics and segregation, England 1989 to 2014

Gorard

2015

Cambridge Journal of Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe extent of between-school segregation, or clustering of disadvantaged students within schools, in England varies depending upon the indicator of interest. For example, the level of and trend over time for segregation by student poverty differs from those for ethnicity or special educational need. Additionally the causes of the level of segregation for any indicator will be different from the causes of changes in that level over time. This new paper uses data for all state-funded schools in England from 1989 to 2014 to identify the possible determinants of segregation. The results are summarised for England and its economic regions, and presented in more detail for local authority areas. The long-term underlying level of segregation of each indicator appears to be the outcome of structural and local geographic factors. However, the annual changes in segregation for most indicators can be explained most simply by changes in the prevalence of each indicator. For example, the UK policy of inclusion has considerably increased the number of students with statements of special needs in mainstream schools, and this has resulted, intentionally, in less segregation in terms of this indicator. Segregation by poverty varies at least partly with the economic cycle. Some of the explanatory factors, such as the global economy or the prevalence of specific ethnic minority groups, are not directly under policy-makers' control. This means that it is the more malleable factors leading to the underlying levels of poverty segregation that should be addressed by any state wanting a fair and mixed national school system. In England, these controllable factors include the use of proximity to decide contested places at schools, and school diversity as represented by the growth of Academies and Free Schools, and the continued existence of faith-based and selective schools.

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Inequalities in the education system and the reproduction of socioeconomic disparities in voting in England, Denmark and Germany: the influence of country context, tracking and self-efficacy on voting intentions of students age 16–18

Cited by 31 publications

References 32 publications

Vocational and Academic Education and Political Engagement: The Importance of the Educational Institutional Structure

Vocational and Academic Education and Political Engagement: The Importance of the Educational Institutional Structure

Type of education and civic and political attitudes

The complex determinants of school intake characteristics and segregation, England 1989 to 2014

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