The dynamics of achievement inequalities: the role of performance and choice in Chile

in International Journal of Educational Development (2022), 92(C),

Research on education inequalities has long established the relationship between the social composition of schools and achievement levels. However, the empirical study of the social processes in choosing ... [more ▼]

Research on education inequalities has long established the relationship between the social composition of schools and achievement levels. However, the empirical study of the social processes in choosing schools and their potential effects on achievement inequalities has often been neglected. This article investigates the extent to which such social processes, related to parents’ educational preferences and expectations, influence the development of students’ achievement throughout their schooling career, as a channel of transmission of social inequality. Using longitudinal census data from Chile, which allows us to observe students’ achievements between the 4th and 10th grades, we find support for the claim that the development of achievement inequalities operate partly through well-off parents’ educational preferences and expectations. Moreover, these preferences and beliefs explain most of the social composition effect of schools on achievement inequalities. We conclude that choice processes should be considered as an integral part of theories aimed to explain achievement inequalities as a dynamic process. [less ▲]

Ahead of the pack? Explaining the unequal distribution of scholarships in Germany

in British Journal of Sociology of Education (2017), 38(5), 705-720

This article investigates to what extent scholarships are unequally distributed among students in Germany and how these inequalities can be explained. Following sociological theory, the article argues ... [more ▼]

This article investigates to what extent scholarships are unequally distributed among students in Germany and how these inequalities can be explained. Following sociological theory, the article argues that elites seek qualitative ways of distinguishing themselves in a mass higher education system. Using student surveys, we demonstrate that class effects cannot merely be explained with reference to class differences in academic achievement but that higher classes have better access to scholarships independent of earlier school performance. Class differences were particularly persistent when the intermediate classes were compared with higher classes with more education. These findings illustrate that social classes have different strategies when it comes to participating in higher education and suggest that information about and access to scholarships is important in gaining a class advantage. [less ▲]