父母对学校的偏好不同吗?来自PISA的国际证据

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
John Jerrim, Claudia Prieto-Latorre, Luis Alejandro Lopez-Agudo, Oscar David Marcenaro-Gutierrez
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引用次数: 0

摘要

相当多的文献——包括教育、社会学和经济学——研究了父母的择校偏好和择校问题。在现有的证据基础上,一个显著的差距是对母亲和父亲之间这种偏好的差异的探索。我们根据从25个国家的30多万名父母那里收集的调查数据,提出了关于这一问题的新的跨国调查结果。我们的研究结果表明,母亲认为学校环境——学校是否安全,是否有一个愉快的氛围——比父亲更重要。在学校的声誉和是否有高水平的成就方面也观察到差异。与非经合组织成员国相比,这种差异在西方工业化国家的表现更为明显。在大多数国家,母亲和父亲的偏好在儿子和女儿之间并没有很大的差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Do school preferences differ between mothers and fathers? International evidence from PISA
A sizeable literature – spanning education, sociology and economics – has investigated the issue of parental school preferences and school choice. A notable gap in the existing evidence base is an exploration of how such preferences differ between mothers and fathers. We present new cross-national findings on this matter, drawing on survey data collected from more than 300,000 parents across 25 countries. Our findings suggest that mothers rate the school environment – whether the school is safe and has a pleasant atmosphere – to be more important than fathers. Differences are also observed with respect to the school’s reputation and whether it has a high level of achievement. Clearer evidence of such differences emerges for industrialised Western nations than for countries that are not members of the OECD. In most countries, mothers’ and fathers’ preferences do not vary substantially between sons and daughters.
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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