Interpersonal Influences and Educational Aspirations in 12 Countries: The Importance of Institutional Context

Social Inequalities of Post-Secondary Educational Aspirations: Influence of Social Background, School Composition and Institutional Context

“…At this moment, students' educational and professional aspirations become differentiated according to both their academic results and the cultural capital of their families (in particular, the diplomas held by their parents). In their comparative study of the educational aspirations expressed by 13-14-year-olds in 12 different countries [1], Buchman and Dalton (2002) show the influence of sociocultural factors at this age: in all countries studied, educational aspirations are statistically associated (p < 0.01) with the diploma held by their parents, even if important differences exist between countries (this relationship is stronger in Germany and weaker in the United States, for instance). It thus seems that, when becoming a teenager, there is indeed a shift towards a more 'probabilistic' perspective in which social background becomes more influential in terms of educational (and vocational) aspirations.…”

La incidencia de las clases particulares en España a través de los datos de PISA

“…Posteriormente se han estudiado las relaciones entre escolarización y capital social en diversas culturas (BUCHMANN y BRAKEWOOD, 2000;BUCHMANN and HANNUN, 2001;BUCHMANN y DALTON, 2002), o de un carácter más localista, como las implicaciones de la shadow education sobre el capital social y el éxito escolar en Kenia (BUCHMANN, 2002 (ASCHER, 2006;BURCH et al, 2006). En Europa los estudios relacionados con las clases particulares no son muy numerosos, sin embargo encontramos algunas investigaciones que ponen de relieve el alcance del fenómeno.…”

Race and Ethnic Inequality in Educational Attainment in the United States

“…Most important is encouragement by parents and teachers who expect students to go to college (the critical role of encouragement by "significant others" is a worldwide phenomenon, see Buchmann and Dalton 2002). Mother's encouragement is most important, followed by that of the favorite teacher.…”