Reference : Educational Trajectories Through Secondary Education in Luxembourg: How does Permeabi...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/33379
Educational Trajectories Through Secondary Education in Luxembourg: How does Permeability Affect Educational Inequalities?
English
Backes, Susanne mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Hadjar, Andreas mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Nov-2017
Schweizerische Zeitschrift für Bildungswissenschaften = Rivista Svizzera di Scienze dell' Educazione = Revue Suisse des Sciences de l'Education
Universitätsverlag
39
3
437-460
Yes
International
1424-3946
Freiburg, Schweiz
Switzerland
[en] educational trajectories ; transitions ; educational inequalities ; education system ; permeability
[en] The link between stratification and educational inequality in empirical research is
well documented. Some countries – particularly those that do not follow the model
of comprehensive schools – discuss the possibility of increasing permeability between
school tracks to reduce inequalities. This paper focuses on the occurrence of permeability
in the stratified school system of Luxembourg and examines what this permeability
entails for certain risk groups, specifically students from lower social background,
male students and migrants. Educational pathways were classified (cluster analysis)
on the basis of an administrative panel data set (n=5301); mechanisms behind
educational decisions were analysed as a second step by estimating logistic regressions
(Boudon, 1974). The findings show that reorientations in Luxembourg are often
determined by the students’ social group, and that permeability – as blurred educational
boundaries – mainly reproduces disparities in track placement.
Introduction
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/33379

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Limited access
Backes_Hadjar_2017_Schweizerische Zeitschrift für Bildungswissenschaften (before print).pdfAuthor preprint294.36 kBRequest a copy

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.