The Operation of Grade Retention and Educational Inequality: Who Gets Retained in Macao and Why?

Autor/inn/en	Wong, Yi-Lee; Zhou, Yisu
Titel	The Operation of Grade Retention and Educational Inequality: Who Gets Retained in Macao and Why?
Quelle	In: Asia Pacific Journal of Education, 37 (2017) 2, S.150-162 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2016.1216828
Schlagwörter	Foreign Countries; Grade Repetition; Equal Education; Secondary School Students; International Assessment; Achievement Tests; Correlation; Academic Ability; Socioeconomic Status; Gender Differences; Disadvantaged Youth; School Policy; Dropouts; China; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Benachteiligter Jugendlicher; Schulpolitik; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	While the existence of a class, gender, or ethnic gap in educational attainment is well documented for many societies, how the practice of grade retention contributes to these patterns of educational inequality has been inadequately addressed. Given that grade retention is commonly practised in Macao, Macao is used as a case for illustration. Using data from PISA 2009 and a qualitative research project, we seek to demonstrate how inadequate state regulation could make possible the manipulation of grade retention institutionally and individually in Macao. This, in turn, illustrates how the specific contextualized structural operation of grade retention could serve as a mechanism for social differentiation and thus play a role in contributing to the observed educational inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01