父母教育对荷兰 15 岁儿童完成高等教育期望值的影响

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2024-04-12 DOI:10.1080/01425692.2024.2335307

Nicole M. Swart, Maarten H. J. Wolbers

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引用次数: 0

摘要

本文旨在确定作为社会出身重要衡量标准的父母教育程度对荷兰 15 岁学生完成高等教育期望值的影响。更多信息...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The effect of parental education on the expectations of 15 year olds to complete higher education in the Netherlands

This paper aims to determine the effect of parental education, as an important measure of social origin, on the expectations of 15 year olds to complete higher education in the Netherlands. More im...

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来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.