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Autor/inn/enHeisig, Jan Paul; Elbers, Benjamin; Solga, Heike
TitelCross-National Differences in Social Background Effects on Educational Attainment and Achievement: Absolute vs. Relative Inequalities and the Role of Education Systems
QuelleIn: Compare: A Journal of Comparative and International Education, 50 (2020) 2, S.165-184 (20 Seiten)
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ZusatzinformationORCID (Heisig, Jan Paul)
ORCID (Elbers, Benjamin)
ORCID (Solga, Heike)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-7925
DOI10.1080/03057925.2019.1677455
SchlagwörterSocioeconomic Background; Educational Attainment; Academic Achievement; Equal Education; Adults; Parent Background; Developed Nations; Track System (Education); Secondary Education; Vocational Education; Adult Education; Nonformal Education; Foreign Countries; Role of Education; Correlation; Austria; Belgium; Canada; Chile; Czech Republic; Denmark; Finland; France; Germany; United Kingdom (Great Britain); Greece; Ireland; Italy; Japan; South Korea; Netherlands; New Zealand; Norway; Poland; Spain; Sweden; Turkey; Program for the International Assessment of Adult Competencies (PIAAC)
AbstractWe use PIAAC data to study the relationship between parental education and educational success among adults from 23 advanced economies. We consider educational success in terms of both educational "attainment" (formal qualifications) and educational "achievement" (competencies) and in both "absolute" and "relative" terms (i.e. as the individual's rank in the distribution of educational success). Parental education effects are stronger for educational attainment than for achievement in all countries. Cross-national variation in the strength of social background effects follows broadly similar patterns for the different ways of measuring success, but a few countries combine relatively strong achievement with relatively weak attainment effects and "vice versa." Tracking in secondary education is associated with stronger background effects for educational attainment but not for achievement. Greater prevalence of formal (non-formal) AET is associated with stronger (weaker) background effects for both attainment and achievement, while vocational orientation of upper secondary education does not matter much. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2021/1/01
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