Institutional Contexts for Socioeconomic Effects on Schooling Outcomes

Bibliographic Data

ID23737330
AuthorsHerman G Van De Werfhorst (0000-0003-2323-3782, University of Amsterdam, corresponding author)
Year2015
Pages1-8
Publication date2015-05-15
Open AccessYes
TypeOTHER
VenueEmerging Trends in the Social and Behavioral Sciences (JOURNAL)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781118900772.etrds0186
OpenAlexW2162760516
ISBN9781118900772
LanguageEN
Citations received2
References cited9

In the field of stratification sociology, one of the most important developments of the past two decades has been an improved understanding of cross‐national variations with regard to the role of education in society. The structure of educational systems differs in important respects between countries, affecting patterns of inequality. The central issue that will be addressed in this essay is to what extent educational institutional characteristics are related to the level of inequality of educational opportunity (IEO) in a country. IEO refers to the association between background variables, most notably social class origin and race/ethnicity, and schooling outcomes of children. These outcomes include the highest attained educational level, school continuation decisions during the educational career, and student test scores. Institutional characteristics that are discussed include early tracking, forms of standardization, the vocational orientation, and private schooling.

Demographic economics · Economics · Educational inequality · Ethnic group · Inequality · Pedagogy · Political science · Population · Social class · Social inequality · Social science · Social stratification · Socioeconomic status · Sociology · Tracking (education) · Vocational education · Demography · Global Educational Reforms and Inequalities · Intergenerational and Educational Inequality Studies · School Choice and Performance

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