Can political inequality be reduced in the classroom? Testing the compensation hypothesis and the BFLPE on youth civic competence
Result description
This study examines the general question of how classroom characteristics are linked with differences among students in civic competence, which is seen to be an important basis for political inequality. A resource-mobilisation account of youth civic competence is presented, and this is tested using hierarchical linear modelling and International Civic and Citizenship Study 2009 data. The determinants of youth civic competence are explored at the individual, family, and classroom levels, where resource and mobilisation factors at each level are examined. Evidence for classroom effects are tested using Campbell’s compensation hypothesis and insights derived from Marsh’s big-fish-little-pond effect (BFLPE). This case study of the Czech Republic shows limited evidence for an open classroom climate reducing civic competence differences between low- and high-SES students, and no evidence of BFLPE increasing such differences among youths.
Keywords
The result's identifiers
Result code in IS VaVaI
Result on the web
DOI - Digital Object Identifier
Alternative languages
Result language
angličtina
Original language name
Can political inequality be reduced in the classroom? Testing the compensation hypothesis and the BFLPE on youth civic competence
Original language description
This study examines the general question of how classroom characteristics are linked with differences among students in civic competence, which is seen to be an important basis for political inequality. A resource-mobilisation account of youth civic competence is presented, and this is tested using hierarchical linear modelling and International Civic and Citizenship Study 2009 data. The determinants of youth civic competence are explored at the individual, family, and classroom levels, where resource and mobilisation factors at each level are examined. Evidence for classroom effects are tested using Campbell’s compensation hypothesis and insights derived from Marsh’s big-fish-little-pond effect (BFLPE). This case study of the Czech Republic shows limited evidence for an open classroom climate reducing civic competence differences between low- and high-SES students, and no evidence of BFLPE increasing such differences among youths.
Czech name
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Czech description
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Classification
Type
Jimp - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50401 - Sociology
Result continuities
Project
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2018
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
School Effectiveness and School Improvement
ISSN
0924-3453
e-ISSN
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Volume of the periodical
29
Issue of the periodical within the volume
2
Country of publishing house
GB - UNITED KINGDOM
Number of pages
21
Pages from-to
204-224
UT code for WoS article
000432559800002
EID of the result in the Scopus database
2-s2.0-85034629265
Basic information
Result type
Jimp - Article in a specialist periodical, which is included in the Web of Science database
OECD FORD
Sociology
Year of implementation
2018