New Modes of Reproducing Social Inequality in Education: The Changing Role of Parents, Teachers, Schools and Educational Policies

Autor/in	van Zanten, Agnes
Titel	New Modes of Reproducing Social Inequality in Education: The Changing Role of Parents, Teachers, Schools and Educational Policies
Quelle	In: European Educational Research Journal, 4 (2005) 3, S.155-169 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
Schlagwörter	Educational Sociology; Ethnic Groups; Parent Role; Foreign Countries; Educational Policy; Equal Education; Educationally Disadvantaged; Educational Environment; Global Approach; Economic Factors; Economic Change; Competition; Educational Change; Educational Trends; Philosophy; Urban Areas; Cultural Pluralism; Politics of Education; Parent Attitudes; School Choice; Social Differences; School Effectiveness; School Organization; Accountability; Teaching (Occupation); Instruction; Elementary Secondary Education; Social Change; France + Suchen Sie Ihr Suchwort? Bildungssoziologie; Erziehungssoziologie; Ethnie; Parental role; Elternrolle; Ausland; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Globales Denken; Ökonomischer Faktor; Ökonomischer Wandel; Wettkampf; Bildungsreform; Bildungsentwicklung; Philosophie; Urban area; Stadtregion; Kulturpluralismus; Educational policy; Elternverhalten; Choice of school; Schulwahl; Sozialer Unterschied; Schuleffizienz; School organisation; Schulorganisation; Verantwortung; Teaching; Lehrberuf; Teaching process; Unterrichtsprozess; Sozialer Wandel; Frankreich
Abstract	This article is based on the Keynote Address to the European Conference on Educational Research (ECER), Crete, Greece, 21-25 September 2004. One of the most consistent results in sociology of education research has been the existence of inequalities in school results and educational trajectories related to social factors. Despite an important increase in number of years of schooling for all children in most European countries in the post-war period, research still shows important differences between social and ethnic groups and even a widening of the gap between the most advantaged and most disadvantaged in some countries. Factors shown by previous studies to account for these differences are still at work, but many of them are influential in new ways. In addition to this, new factors have to be taken into account. Using available sociological literature on European countries, while focusing specifically on France as an exemplary case, this article presents some of the new constraints on and opportunities for action by parents, teachers and schools that result from both economic, cultural and educational changes and recent policy orientations. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10