Cross-national comparison; European education systems; Multilevel; Social segregation; Standardized assessment; Education
Résumé :
[en] Given recent evidence of rising levels of social segregation in European countries, this study uses standardized data from the Program for International Student Assessment (n = 171,159; 50.5% male) to examine the extent to which education systems in Europe are socially segregated and whether social segregation in the school system affects achievement gaps between students of different social origin. Results suggest that the degree of social segregation within education systems varied substantially across countries. Furthermore, multilevel regression models indicate that the effect of socioeconomic status on student achievement was moderately but significantly stronger in more segregated education systems, even after controlling for alternative system-level determinants of social inequality in student achievement. These findings provide original evidence that social segregation in education systems may contribute to the intergenerational transmission of educational (dis)advantage and thus serve to exacerbate wider problems of socioeconomic inequality in Europe.
Disciplines :
Sciences sociales & comportementales, psychologie: Multidisciplinaire, généralités & autres
Auteur, co-auteur :
BURGER, Kaspar ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) > Centre for Childhood and Youth Research ; Department of Sociology, University of Minnesota, Minneapolis, United States ; Department of Social Science, Institute of Education, University College London, London, United Kingdom
Co-auteurs externes :
no
Langue du document :
Anglais
Titre :
The socio-spatial dimension of educational inequality: A comparative European analysis
This study is part of a project that has received funding from the European Union ’s Horizon 2020 research and innovation program under the Marie Skłodowska-Curie Grant Agreement No. 791804 .This study is part of a project that has received funding from the European Union's Horizon 2020 research and innovation program under the Marie Skłodowska-Curie Grant Agreement No. 791804.
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