Inequality/difference in education

Is a Real Explanation of Primary and Secondary Effects Possible

Dados Bibliográficos

ID2139129
AutoresRoy Nash (Massey University, autor correspondente)
Ano2003
Volume54
Fascículo4
Páginas433-451
Data de publicação2003-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBritish Journal of Sociology (JOURNAL)
Identificadores do periódicoISSN: 0007-1315 • E-ISSN: 1468-4446
EditoraWiley (PUBLISHER • GB)
DOI10.1111/j.1468-4446.2003.00433.x
PMID14660253
OpenAlexW4233306454
IdiomaEN
Citações recebidas39
Referências citadas18

The persistence of social disparities in educational achievement in contemporary societies is a matter of concern to social theory. Sociology of education has distinguished between the primary and secondary effects of socialization in order to construct explanatory theories of inequality of educational opportunity. Empirical evidence from the recent OECD PISA research is analysed to suggest that causes of the primary effect are the most important. The case is made with close reference to Goldthorpe's attempt to provide a rational action model of social disparities in education. An approach informed by scientific realism is held to offer a more adequate explanation

Action (physics · Construct (python library · Economics · Educational inequality · Empirical research · Epistemology · Inequality · Positive economics · Social inequality · Social science · Socialization · Sociology · Sociology of Education · Global Educational Policies and Reforms · Intergenerational and Educational Inequality Studies · School Choice and Performance · Social Policy and Reform Studies