Moris Triventi
Datos Biográficos
| ID | 245763 |
|---|---|
| NOMBRE | Moris Triventi |
| NOMBRES | Moris |
| APELLIDO | Triventi |
| FIRMA | TRIVENTI M |
| AFILIACIONES | University of Trento |
| ORCID | 0000-0002-2713-2957 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 48 |
| TOTAL DE CITAS | 291 |
| TOTAL COMO AUTOR | 47 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 10 |
Disciplinary divides
Personal political interest is key to being an active citizen in a democracy, but not everyone develops it equally. Although higher education is often seen as a main factor in promoting political engagement, recent studies have questioned how much it really matters, pointing instead to self-selection and field-specific educational experiences. This study brought together several theories and applied growth curve analysis using data from the Germa…
School preferences across countries and social groups
This paper examines whether evaluations of primary-school characteristics vary across national and social contexts. Using a factorial survey experiment with more than 2500 respondents in the United States, Germany, and Italy, participants evaluated hypothetical schools differing in six attributes. By holding information, cost, and proximity constant, the design isolates stated preferences from several constraints that shape observed school choice…
Academic selectivity and student progression
Policymakers in many developed countries are focused on increasing university participation, but higher enrolment rates do not necessarily lead to better degree completion rates. One proposed solution to address the quantity-quality tradeoff is implementing selective admission policies to ensure that incoming students meet a minimum quality standard. However, the empirical evidence regarding the effects of these policies on students’ academic per…
Curriculum standardization, central exams and achievement inequalities in primary education
This study examines whether standardization increases academic performance and reduces achievement inequalities in primary education. We analyze standardization from a multidimensional perspective, considering educational inputs, such as the national curriculum, and outputs, such as central exams. We use data from the Progress in International Reading Literacy Study (PIRLS) for 2006, 2011, and 2016, covering 43 countries and nearly 700,000 fourth…
An Atlas of Educational Inequality in Italy
We present an in-depth analysis of educational inequality in Italy, focusing on disparities in educational outcomes and opportunities across different socio-economic, gender, and migration backgrounds. Leveraging administrative longitudinal data, we construct a dataset of 386 small geographical areas with a sufficient sample size to assess the extent to which key ascriptive characteristics predict the mathematical achievement of Italian students …
Multicultural Schools and Second Language Proficiency
Using novel population data, this article examines the effect of classroom-level linguistic diversity on the English reading and listening scores of fifth-grade students in Italy. Previous European studies have primarily focused on the influence of classroom ethnic composition on mathematics and native language scores, often overlooking second-language outcomes and relying on complex variables such as ethnic diversity. We address this gap by inve…
School accountability and teachers’ grading in a low-stakes system
Regional Disparities, Geographical Marginality, and Educational Pathways
This study examines the role of geographical location for educational outcomes in Italy, analysing variations between “central” and “marginal” areas in high school enrolment, dropout rates, and academic track placement. Drawing on data from the Italian Labour Force Survey (2005–2014) and INVALSI (2017–2018 and 2018–2019), the findings indicate that geographical marginality is only moderately associated with educational outcomes, especially in com…
Fear of crime in context
The geography of social background inequalities in educational opportunities
We examine the main sources of social background inequalities in academic track enrolment and whether their relative importance varies across 103 Italian provinces. We distinguish between three channels by which social inequalities in educational transitions are reproduced, the ‘primary’, ‘secondary’, and ‘tertiary’ effects (Boudon, 1974; Esser, 2016). They refer to the role of individual competencies, teachers’ assessments, and family decisions,…
How do adverse family characteristics and shock events shape children’s educational outcomes in Vietnam? – Evidence from Young Lives surveys
Is political interest tracked in schools? Evidence from Germany
Motivated by ongoing academic debates about whether education functions as a causal driver or a proxy in shaping sociopolitical outcomes, this study investigates the impact of educational tracking on the development of political interest among youths. Specifically, we examine whether the transition into academic and vocational upper-secondary school tracks affects students’ political interest. We applied a difference-in-differences framework to e…
Educational tracking and social inequalities in long-term labor market outcomes
In this country-comparative study, we ask to what extent differentiation in secondary education accounts for the association between social origins and social destinations in adult age. We go beyond the widely applied formal definitions of educational tracking and particularly pay attention to country-specific approaches to educational differentiation. Our main expectation is that once we factor in these particularities, the degree to which educa…
Interreligious Bullying and Academic Achievement Among Muslim and Non-Muslim Early Adolescents in Germany
Previous research has consistently found that pupils who are victims of bullying are at higher risk of academic underachievement. This study investigates whether the link between bullying victimization and academic achievement might be stronger when bullying occurs between school kids with a different religious affiliation, and in particular when the victim is a Muslim pupil who is being bullied by a non-Muslims peer. We use entropy balancing mat…
Immigrant proportion and ethno-linguistic diversity in the classroom
The educational system is a crucial arena for the integration of the children of immigrants. We study the consequences of the presence of students with a migration background on various student outcomes, overall and distinguishing among natives, second- and first-generation children. We focus on Italy, a country that experienced a rapid increase in the presence of children of immigrants in school. First, we analyze not only students’ competencies…
The stricter the better? The impact of early teacher grading standards on students' competences development and academic track enrollment
The Effect of School Tracking on Student Achievement and Inequality
This meta-analysis examines the effects of sorting secondary students into different tracks (“between-school” tracking) or classrooms (“within-school” tracking) on the efficiency and inequality levels of an educational system. Efficiency is related to the overall learning achievement of students, whereas inequality can refer to “inequality of achievement” (i.e., the dispersion of outcomes) or “inequality of opportunity” (i.e., the strength of the…
Cultural Intolerance, in Practice
Sociological literature on cultural practices seeking to understand the social differentiation of taste pays limited attention to what people avoid consuming, despite its potential as a strategic indicator of taste. Avoidance has special relevance for the understanding of eating and drinking practices which are often characterized by exclusion of items for health, hedonic, reputational, or spiritual reasons. Making use of rich data on twenty-thre…
What drives early childhood education attendance? The role of structural factors and personal beliefs in Germany
The paper investigates which and how characteristics of the family, the child, the context, and personal beliefs are related with attendance in early childhood education (ECE), examining their dynamics across the first three crucial years of children’s life. By relying on the theoretical model developed by Pungello and Kurtz-Costes, we contribute to the literature on selection into ECE by providing (i) a comprehensive framework simultaneously int…
Do teacher and classroom characteristics affect the way in which girls and boys are graded
Teachers’ evaluations of students do not consider only academic competence, but are imbued with social considerations related to individual teacher and student characteristics, their interactions, and the surrounding context. The aim of this paper is understanding the extent to which teachers grade girls more generously than boys, and which characteristics of teachers and classrooms are likely to reduce this gender grading gap. We use Italian dat…
Is early formal childcare an equalizer? How attending childcare and education centres affects children's cognitive and socio-emotional skills in Germany
This study examines the role of formal childcare under the age of three in tackling the early social inequality in children's cognitive and socio-emotional competencies in Germany, by drawing on the new-born sample of the National Educational Panel Study. To this end, we study first whether the access to formal early childhood education and care (ECEC) differs by parents' socio-economic status (SES), by means of logistic regressions. Second, we a…
Understanding contextual heterogeneity in the outcomes of large-scale security policies
How do institutional factors shape PhD completion rates? An analysis of long-term changes in a European doctoral program
Our paper adds to a growing literature of doctoral training by studying factors that drive time-to-completion based on a new and unique data set from an international European graduate school. While previous research focused on individual factors, we inspect the role of institutional factors and the organization of PhD programs for PhD completion. Based on a theoretical model, we elaborate hypotheses on three sets of institutional factors for the…
Understanding why immigrant children underperform
We aim to investigate the extent to which children of immigrants achieve lower levels of academic proficiency in reading and mathematics compared to native students in compulsory education in Italy. Advancing the current literature, we investigate in a more comprehensive way the importance of a variety of individual characteristics in accounting for children of immigrants’ penalties. In particular, we examine the role of family structure, parents…
Social background and school track choice
We investigate social inequalities based on social background in the choice of the academic track among equally performing students, and how indicators derived from the rational choice framework contribute to account for such inequalities. We discuss the main theoretical concepts underpinning rational choice theory as applied to educational decisions: perceived costs, benefits, and risks of failure; relative risk aversion; and time-discounting pr…
Compensatory advantage in educational transitions
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 tr…
The role of higher education stratification in the reproduction of social inequality in the labor market
Stratification in Higher Education and Its Relationship with Social Inequality
The main goal is to explore institutional stratification within higher education in a comparative perspective, and its relationship with social inequality. In the first part, the theoretical framework is developed connecting theories on inequality in education and labour market, and adapting them to the higher education context. In the second part, data from the REFLEX survey on recent tertiary graduates in 11 European countries are used to asses…
Education as a positional good
Explaining Social Inequalities in Access to University
This work presents a direct empirical test of the Breen–Goldthorpe (BG) rational choice model applied to social inequalities in access to university in Italy. In particular, we assess to what extent secondary effects of social background on university enrolment are accounted for by families’ economic resources and relative risk aversion (RRA), among a recent cohort of high school graduates. We also assess the role played by students’ numeric expe…
Advantage 'Finds Its Way
This article discusses key findings from eduLIFE, a cross-national project that examined the emergence of social inequalities in 17 countries characterized by different models of secondary education. First, we build upon existing international studies and propose a broader classification of forms of differentiation in secondary education. Second, we elaborate a fourfold typology of secondary education systems. Third, we provide a longitudinal and…
School expansion and uneven modernization. Comparing educational inequality in Northern and Southern Italy
Immigrants' selectivity and their socio‐economic outcomes in the destination country
We use a multiple‐origins single destination design to understand how the premigration socio‐economic status (SES) and immigrants' selectivity affect their labour market outcomes and the educational success of their offspring in Italy. Premigration SES is measured using socio‐economic status in the country of origin. The degree of immigrants' selectivity on unobserved characteristics (e.g., ability and motivations) is proxied by an indicator of r…
Social Inequalities in the Choice of Secondary School
The main aim of this work is to examine the long-term trends in the association between social class of origin, enrolment in upper secondary education and the choice of high school track. In the first part, we describe the Italian education system and the main educational reforms which occurred in the second half of the twentieth century. We also discuss several theories which can help to make predictions on the expected trends in vertical and ho…
Are Children of Immigrants Graded Less Generously by their Teachers than Natives, and Why? Evidence from Student Population Data in Italy
This article investigates whether teachers grade students with a migration background (SMBs) less generously than native students with comparable academic skills, and it examines the sources of such migrants’ under evaluation. We use population data from two whole cohorts of pupils enrolled in Italian primary and lower-secondary school. Using subject-specific standardized test scores as a yardstick, we found that SMBs were graded less generously …
Understanding why immigrant children underperform
We aim to investigate the extent to which children of immigrants achieve lower levels of academic proficiency in reading and mathematics compared to native students in compulsory education in Italy. Advancing the current literature, we investigate in a more comprehensive way the importance of a variety of individual characteristics in accounting for children of immigrants’ penalties. In particular, we examine the role of family structure, parents…
Maternal Stress and Pregnancy Outcomes Evidence from a Natural Experiment
Previous studies have shown that the reproduction of social background inequality starts at birth and even in the womb. We advance the understanding of the inequality in early life outcomes by analysing whether prenatal stress affects prematurity and low birth weight and how this effect varies by parental socio-economic status (SES). To address the endogeneity of prenatal maternal stress and pregnancy outcomes, we use a natural experiment and con…
Do individuals with high social background graduate from more rewarding fields of study? Changing patterns before and after the ‘Bologna process’
The gender wage gap and its institutional context
This article examines whether there is a gender gap in monthly wages among recent graduates in 11 European countries, and which variables account for it. We extend previous works considering a broader range of variables including perceived skills, responsibility at work, family obligations and attitudes to family and work. Regression analyses applied to data from the ‘Research into Employment and professional FLEXibility’ (REFLEX) survey (2005) s…
Work experience during higher education and post-graduation occupational outcomes
This article examines the relationship between work experience acquired during higher education and post-graduation labour market outcomes in four European countries: Germany, Italy, Norway and Spain. A theoretical framework that shows in which institutional contexts work experience may be a ‘competitive advantage’ for young graduates is developed. In the empirical analysis, data from the Higher Education and Graduate Employment in Europe (CHEERS…
Educational tracking and social inequalities in long-term labor market outcomes
In this country-comparative study, we ask to what extent differentiation in secondary education accounts for the association between social origins and social destinations in adult age. We go beyond the widely applied formal definitions of educational tracking and particularly pay attention to country-specific approaches to educational differentiation. Our main expectation is that once we factor in these particularities, the degree to which educa…
Do teacher and classroom characteristics affect the way in which girls and boys are graded
Teachers’ evaluations of students do not consider only academic competence, but are imbued with social considerations related to individual teacher and student characteristics, their interactions, and the surrounding context. The aim of this paper is understanding the extent to which teachers grade girls more generously than boys, and which characteristics of teachers and classrooms are likely to reduce this gender grading gap. We use Italian dat…
Conditions and Consequences of Unequal Educational Opportunities in the Life Course
Is early formal childcare an equalizer? How attending childcare and education centres affects children's cognitive and socio-emotional skills in Germany
This study examines the role of formal childcare under the age of three in tackling the early social inequality in children's cognitive and socio-emotional competencies in Germany, by drawing on the new-born sample of the National Educational Panel Study. To this end, we study first whether the access to formal early childhood education and care (ECEC) differs by parents' socio-economic status (SES), by means of logistic regressions. Second, we a…
Social background and school track choice
We investigate social inequalities based on social background in the choice of the academic track among equally performing students, and how indicators derived from the rational choice framework contribute to account for such inequalities. We discuss the main theoretical concepts underpinning rational choice theory as applied to educational decisions: perceived costs, benefits, and risks of failure; relative risk aversion; and time-discounting pr…
Upper secondary tracks and student competencies
Governing by contract as a way to reduce crime? An impact evaluation of the large-scale policy of security pacts
Interreligious Bullying and Academic Achievement Among Muslim and Non-Muslim Early Adolescents in Germany
Previous research has consistently found that pupils who are victims of bullying are at higher risk of academic underachievement. This study investigates whether the link between bullying victimization and academic achievement might be stronger when bullying occurs between school kids with a different religious affiliation, and in particular when the victim is a Muslim pupil who is being bullied by a non-Muslims peer. We use entropy balancing mat…
Immigrant proportion and ethno-linguistic diversity in the classroom
The educational system is a crucial arena for the integration of the children of immigrants. We study the consequences of the presence of students with a migration background on various student outcomes, overall and distinguishing among natives, second- and first-generation children. We focus on Italy, a country that experienced a rapid increase in the presence of children of immigrants in school. First, we analyze not only students’ competencies…
Cultural Intolerance, in Practice
Sociological literature on cultural practices seeking to understand the social differentiation of taste pays limited attention to what people avoid consuming, despite its potential as a strategic indicator of taste. Avoidance has special relevance for the understanding of eating and drinking practices which are often characterized by exclusion of items for health, hedonic, reputational, or spiritual reasons. Making use of rich data on twenty-thre…
The role of higher education stratification in the reproduction of social inequality in the labor market
The gender wage gap and its institutional context
This article examines whether there is a gender gap in monthly wages among recent graduates in 11 European countries, and which variables account for it. We extend previous works considering a broader range of variables including perceived skills, responsibility at work, family obligations and attitudes to family and work. Regression analyses applied to data from the ‘Research into Employment and professional FLEXibility’ (REFLEX) survey (2005) s…
Stratification in Higher Education and Its Relationship with Social Inequality
The main goal is to explore institutional stratification within higher education in a comparative perspective, and its relationship with social inequality. In the first part, the theoretical framework is developed connecting theories on inequality in education and labour market, and adapting them to the higher education context. In the second part, data from the REFLEX survey on recent tertiary graduates in 11 European countries are used to asses…
Social Inequalities in the Choice of Secondary School
The main aim of this work is to examine the long-term trends in the association between social class of origin, enrolment in upper secondary education and the choice of high school track. In the first part, we describe the Italian education system and the main educational reforms which occurred in the second half of the twentieth century. We also discuss several theories which can help to make predictions on the expected trends in vertical and ho…
School expansion and uneven modernization. Comparing educational inequality in Northern and Southern Italy
Education as a positional good
Work experience during higher education and post-graduation occupational outcomes
This article examines the relationship between work experience acquired during higher education and post-graduation labour market outcomes in four European countries: Germany, Italy, Norway and Spain. A theoretical framework that shows in which institutional contexts work experience may be a ‘competitive advantage’ for young graduates is developed. In the empirical analysis, data from the Higher Education and Graduate Employment in Europe (CHEERS…
Models of Secondary Education and Social Inequality
Do individuals with high social background graduate from more rewarding fields of study? Changing patterns before and after the ‘Bologna process’
Transition from School to Work
The research on the school to work transition (SWT) studies young individuals leaving the educational system and entering the labor market for the first time. The SWT is assessed in terms of the time needed to find the first job and its occupational status/prestige, wage, and type of contract and demonstrates the various indirect paths to employment. A smooth and successful transition to secure employment may facilitate other steps in the transit…
The role of social and cognitive factors in individual gambling
Governing by contract as a way to reduce crime? An impact evaluation of the large-scale policy of security pacts
Explaining Social Inequalities in Access to University
This work presents a direct empirical test of the Breen–Goldthorpe (BG) rational choice model applied to social inequalities in access to university in Italy. In particular, we assess to what extent secondary effects of social background on university enrolment are accounted for by families’ economic resources and relative risk aversion (RRA), among a recent cohort of high school graduates. We also assess the role played by students’ numeric expe…
Conditions and Consequences of Unequal Educational Opportunities in the Life Course
Is vocational education a safety net
This article assesses the employment and occupational outcomes of upper secondary education graduates from academic and vocational tracks in Italy. In particular, we formulate and test the hypothesis that – contrary to some common expectations – academic graduates outperform vocational graduates at a stage of occupational maturity, even when considering individuals without a tertiary degree. Moreover, we explore differences between tracks by gend…
Immigrants' selectivity and their socio‐economic outcomes in the destination country
We use a multiple‐origins single destination design to understand how the premigration socio‐economic status (SES) and immigrants' selectivity affect their labour market outcomes and the educational success of their offspring in Italy. Premigration SES is measured using socio‐economic status in the country of origin. The degree of immigrants' selectivity on unobserved characteristics (e.g., ability and motivations) is proxied by an indicator of r…
Are Children of Immigrants Graded Less Generously by their Teachers than Natives, and Why? Evidence from Student Population Data in Italy
This article investigates whether teachers grade students with a migration background (SMBs) less generously than native students with comparable academic skills, and it examines the sources of such migrants’ under evaluation. We use population data from two whole cohorts of pupils enrolled in Italian primary and lower-secondary school. Using subject-specific standardized test scores as a yardstick, we found that SMBs were graded less generously …
Advantage 'Finds Its Way
This article discusses key findings from eduLIFE, a cross-national project that examined the emergence of social inequalities in 17 countries characterized by different models of secondary education. First, we build upon existing international studies and propose a broader classification of forms of differentiation in secondary education. Second, we elaborate a fourfold typology of secondary education systems. Third, we provide a longitudinal and…
Compensatory advantage in educational transitions
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 tr…
Do grants improve the outcomes of university students in a challenging context? Evidence from a matching approach
Upper secondary tracks and student competencies
Ascent of the herbivores, decline of the carnivores
Understanding contextual heterogeneity in the outcomes of large-scale security policies
How do institutional factors shape PhD completion rates? An analysis of long-term changes in a European doctoral program
Our paper adds to a growing literature of doctoral training by studying factors that drive time-to-completion based on a new and unique data set from an international European graduate school. While previous research focused on individual factors, we inspect the role of institutional factors and the organization of PhD programs for PhD completion. Based on a theoretical model, we elaborate hypotheses on three sets of institutional factors for the…
Understanding why immigrant children underperform
We aim to investigate the extent to which children of immigrants achieve lower levels of academic proficiency in reading and mathematics compared to native students in compulsory education in Italy. Advancing the current literature, we investigate in a more comprehensive way the importance of a variety of individual characteristics in accounting for children of immigrants’ penalties. In particular, we examine the role of family structure, parents…
Economics (29 obras) · Psychology (28 obras) · Sociology (26 obras) · Demographic economics (23 obras) · Inequality (20 obras) · Intergenerational and Educational Inequality Studies (20 obras) · Geography (17 obras) · Political science (16 obras) · Mathematics (14 obras) · Economic growth (13 obras)