کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
5106616 1377526 2016 35 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
From quantitative to qualitative differences: Testing MMI and EMI in the Czech secondary school system in the first decade of the 21st century
موضوعات مرتبط
علوم انسانی و اجتماعی اقتصاد، اقتصادسنجی و امور مالی اقتصاد، اقتصادسنجی و مالیه (عمومی)
پیش نمایش صفحه اول مقاله
From quantitative to qualitative differences: Testing MMI and EMI in the Czech secondary school system in the first decade of the 21st century
چکیده انگلیسی
This article examines secondary education in the Czech Republic between 2000 and 2010. We analyzed the consequences of educational expansion on odds to achieve secondary education with a school-leaving certificate (SLC) by social origin. We utilize the theories of maximally maintained inequality - MMI (Raftery & Hout, 1993) and effectively maintained inequality - EMI (Lucas, 2001). We analyzed data from PISA 2000 to 2009 for the Czech Republic. We support EMI theory against MMI. Quantitative (vertical) differentiation by social origin decreased between 2000 and 2009. Contrary to MMI assumptions, the odds of achieving a school-leaving certificate (SLC) are increasing for children from the lower social classes, but only in a less academic type of secondary education. According to EMI assumptions, this increase occurs because qualitative (horizontal) diversification of schools with a SLC has been rising. Socioeconomic variables have a stronger effect on attendance in more academic schools (i.e. grammar schools with a SLC).
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Research in Social Stratification and Mobility - Volume 46, Part B, December 2016, Pages 157-171
نویسندگان
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