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See detailApplying social production function theory to benefits of schooling: the concept of values of education
Scharf, Jan; Hadjar, Andreas UL; Grecu, Alyssa Laureen UL

in British Journal of Sociology of Education (2019), 40(7), 847-867

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a ... [more ▼]

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings. [less ▲]

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See detailAhead of the pack? Explaining the unequal distribution of scholarships in Germany
Haas, Christina UL; van de Werfhorst, Herman

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 ▲]

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See detailThe learning democracy? Adult learning and the condition of democratic citizenship. (Review article.)
Biesta, Gert UL

in British Journal of Sociology of Education (2005), 26(5), 693-709

Detailed reference viewed: 101 (0 UL)