What Does Class Origin and Education Mean for the Capabilities of Agency and Voice?

Autor/inn/en	Nordlander, Erica; Strandh, Mattias; Brännlund, Annica
Titel	What Does Class Origin and Education Mean for the Capabilities of Agency and Voice?
Quelle	In: British Journal of Sociology of Education, 36 (2015) 2, S.291-312 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2013.820126
Schlagwörter	Foreign Countries; Social Class; Educational Attainment; Individual Power; Higher Education; Educational Benefits; Longitudinal Studies; National Surveys; Adolescents; Young Adults; Multivariate Analysis; Sweden + Suchen Sie Ihr Suchwort? Ausland; Social classes; Soziale Klasse; Bildungsabschluss; Bildungsgut; Eigeninitiative; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsertrag; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Multivariate Analyse; Schweden
Abstract	This article investigates the relationship between class origin, educational attainment, and the capabilities of agency and voice. The main objectives are to investigate how class origin and educational attainment interact and to consider whether higher education reduces any structural inequalities in the social aspects of life. A longitudinal approach is applied, using a national survey of 1058 Swedish young people, controlling for baseline values of agency and voice. The empirical analysis reveals an association between class origin and agency and voice. University education proves to be of central importance for the capabilities of agency and voice; however, this varied for young people with different class origin. Young people from manual working-class backgrounds benefit from higher education, while no significant result was found for young people with white-collar parents. The results indicate that higher education reduces structural differences in capabilities central for social participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01