School Tracking and Social Selection in Northern Italy

Autor/inn/en	Polesel, John; Leahy, Mary
Titel	School Tracking and Social Selection in Northern Italy
Quelle	In: European Educational Research Journal, 18 (2019) 1, S.54-68 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904118780473
Schlagwörter	Track System (Education); Foreign Countries; Equal Education; Outcomes of Education; Social Differences; Academic Aspiration; Institutional Characteristics; Family School Relationship; Family Influence; Academic Education; Vocational Education; Parent Background; Educational Attainment; Disadvantaged; Apprenticeships; Higher Education; Student Attitudes; Parent Aspiration; Comparative Analysis; Italy + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Ausland; Lernleistung; Schulerfolg; Sozialer Unterschied; Akademische Bildung; Ausbildung; Berufsbildung; Elternhaus; Bildungsabschluss; Bildungsgut; Apprenticeship; Lehre; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Elternwille; Italien
Abstract	The links between tracked secondary schooling and social selection form part of a complex narrative regarding educational inequality in European schools. The relative contribution of family and school to unequal educational outcomes has dominated educational debates across the continent for more than 50 years. This article contributes to this debate by focusing on a sample of students in the final year of schooling in three schools in northern Italy. It asks whether there are social differences in enrolments and aspirations across the three different types of schools. It also considers whether aspirations can be linked to differences in levels of family support or to school-related factors. To examine these links, we consider four main ways of conceptualising aspirations and propose an approach that draws on theories explaining preference formation and choice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01