学校构成和学术决定

IF 3.1 1区 社会学 Q1 SOCIOLOGY
Erik Rosenqvist, Maria Brandén
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引用次数: 0

摘要

有关学校组成影响的研究往往侧重于学校组成如何影响学校成绩。在本研究中,我们转而考察学校构成如何影响儿童的教育愿望,以及不同社会经济背景的儿童是否会受到不同的影响。我们将学校固定效应应用于瑞典的登记数据,包括2013年至2017年的所有九年级学生。在不同的社会经济背景下,如果学校中成绩较差的同学比例较高,那么申请学术而非职业追踪的可能性就会增加。与此相反,只有高社会经济地位的学生才会认为成绩优秀的同学与学业升学呈负相关。对于社会经济地位较低的儿童来说,与父母受过高等教育的同学交往会增加他们申请学术升学的可能性,而对于某些社会经济地位较高的群体来说,这种影响则较弱,甚至是负相关。总之,我们的研究结果表明,一个隔离程度较低的学校环境会使高社会经济地位和低社会经济地位儿童的学业决定受益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
School composition and academic decisions
Research on the effects of school composition tends to focus on how it shapes school achievement. In this study, we instead examine how school composition shapes children’s educational aspirations, given their achievement, and if children from different socio-economic backgrounds are affected differently. We apply school-fixed effects on Swedish register data, including all 9th-grade students from 2013 to 2017. Being exposed to a high share of low-achieving schoolmates increases the likelihood of applying for academics instead of vocational tracking across socio-economic backgrounds. In contrast, the share of high-achieving schoolmates is negatively associated with academic tracking only for high-SES children. Being exposed to peers with highly educated parents increases the likelihood of applying for academic tracking for low-SES children, whereas the effect is weaker or even negative for some of the high-SES groups. Together, our results suggest that the academic decisions of both high- and low-SES children could benefit from a less segregated school environment.
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来源期刊
CiteScore
5.80
自引率
9.40%
发文量
56
期刊介绍: European Sociological Review contains articles in all fields of sociology ranging in length from short research notes up to major reports.
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