Socioeconomic Inequality and Educational Outcomes (original) (raw)
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Chapter prepared for 2010 Russell Sage volume on Social Inequality and Educational
2010
Johnson Health Policy Seminar for helpful comments on previous versions of this paper. The views expressed here are those of the authors and should not be interpreted as those of the Congressional Budget OfficeSummary Most existing social science research on neighborhoods conceptualizes neighborhood effects at the macro level, hypothesizing how general neighborhood characteristics such as the poverty rate affect a variety of individual and family outcomes. Contemporary research on this topic has largely failed to recognize the diverse types of families living in poor neighborhoods or the potentially wide variety of ways that they may respond to a given set of neighborhood conditions. Our core argument is that future neighborhood research must seriously consider this diversity both conceptually and methodologically. Our hypothesis is that there is considerable heterogeneity in the experiences of youth in the same neighborhood that might vary by their personal or family resources, the...
EDUCATIONAL ATTAINMENT & SOCIO ECONOMIC STATUS: A LITERATURE REVIEW
" The present market based global village puts up a barrier in front of those who " cannot read or write or count, and cannot follow written instructions " (Sen, 1998). Education is the basic requirement and the 'Fundamental Right' of the citizens of a nation. While Higher Education is important; the Elementary Education system serves as the base over which the Superstructure of the whole education system is built up. Student's education is closely linked to their life chances, income, and well being. Therefore, it is important to have a clear understanding of what benefits or hinders his/her educational attainment. There are several relevant areas that are most commonly linked to academic performance while the most influencing factor is SocioEconomic Status of the family. Socioeconomic status (SES) is often measured as a combination of education, income, and occupation. Low SES and its correlates, such as lower education, poverty, and poor health, ultimately affect our society as a whole. The main aim of the present paper is to produce a comprehensive literature review of reliable research evidence on the relationship between students' educational attainment and parents' socio economic status.
Socioeconomic Inequality and Educational Outcomes: Evidence from Twenty Years of TIMSS
International Association for the Evaluation of Educational Achievement (IEA), 2019
This open-access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEA’s Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow the achievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data. Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies.
Education, Social Differentiation and Social Inequality
2003
There exists some social differentiation in all human societies. Societies are divided into ranks corresponding to the social positions they have for their individual members. These ranks are based directly or indirectly on the division of labour and influenced by the historical context. This vertical hierarchy is called “social stratification”. The concept of stratification is usually applied to studies of structural social inequality. That means studies of any systematic inequalities between groups of people, which arise as unintended consequences of social processes and relationships. The major variables in this respect are social class, gender and ‘race’ (or ethnic group). Gender and ‘race’ can not be reduced to social class.
1971
This paper analyzes the relative impacts that geographic and social class differences have on the participation rates in a country's educational programs. The author reasons that while regional disparities are common in many countries and differences between rural and urban areas are large, socioeconomic distributions account for most of the regional variation in school attendance. The paper indicates that rates of educational participation are directly related to social class and that upper strata youth are highly over-represented, especially in higher education. The author concludes that even if disparities in participation were to narrow or to disappear, differences in kinds and quality of education would create gaps in education equally as important as those now observed with regard to participation. Related documents are ED 057 470 and EA 004 426. OU0 CONTE NTS Summa'..y * Vintk on this Study was begun before Finland Joined the Organisation. There was not sufficient time to include data for this counqy, 1,?\17 * Ot what is believed to be necessary to achieve, certain manpower objectives, ** This corresponds to what is often called 'social demand", * It should be noted here that a given number of calendar years spent in educational participation may very well result in fewer academic years of school completed,due to scholastic retardation or part atime enrolment during some years, ** "Educational Expansion in OECD countries since 1950" (Volume II), II BACKGROUND AND METHODS OF STUDY Types of disparities to be examined MPsi Two fundamental group disparities will be analysed in this paper. These are disparities by geographic area and by socioeconomic background*. Where possible, these factors will be examined in interactiun with sex as they relate to education. For example, a considerable amount of data exists on educational differences by region and sex combined. In such cases, it will be possible to analyse the individual and joint effects of the two factors, Regions are the geographical subdivisions of a country which are distinguished by physical, eultural, and socioeconomic characteristics, In the present study, an attempt has been made to limit the number of regions for any country in order to facilitate analysis. A minimum of four regions and a maximum of twenty-five was deemed acceptable for the purpose. Because of this limitation, the "optimal" regional classification was chosen where there were several to select from, For instance, in the United States there are 4 regions, 9 divisions, and 50 states. In this study, we have utilized the 9-area grouping.but not the 4-area or 50-area groupings. Urban-rural distinctions are usually based on criteria of population size and residential use (e, g, farm vs. non-farm), The soeio-eoonomic background of students is classified differently for various counttles, depending on the availability of education and population data by socioeconomic background, Where such background data exist, they are usually based on an occupational classification, The number of categories and their content vary a great deal, however, from country to country. Discussion of such problems of classification is included in Annex A. These group disparities will be examined at several points in the educational system. Stress is placed on secondary and higher levels of education, where the greatest variation in rates of participation are found, Distinctions are made by type of school (pre-university, vocational, etc.) within levels when such data exist and where these seem relevant for the country being analysed, Measures of educational participation * The variables were selected on the basis of relevance for educational systems, importance for all countries concerad, and availability of data, Racial classifications and religious affiliation were omitted for one or more of these reasons, 23 * Unless otherwise stated, and in line with the discussion in the foregoing section, the criterion used for determining whether a change in disparities has taken place will be the standard deviation, ** Statistical tables are found in Annex D. * See Annex C, Co Ilèges d 'enteignement *CIL * The upper stratum ratios are more sensitive and variable to a given increase in students or workers because the base is normally smaller in the upper strata, * However, and as indicated in Table 85., classification problems have no doubt inflated that figure, * Data for Ireland, Luxembourg and Switzerland are particularly affected by heavy migration of students: for the first two countries, it Is An outflow and for Switzerland, an inflow, "45