Impact of primary and secondary social origin factors on the transition to university in the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11230%2F15%3A10145810" target="_blank" >RIV/00216208:11230/15:10145810 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/68378025:_____/15:00449136

Výsledek na webu

<a href="http://www.tandfonline.com/doi/pdf/10.1080/01425692.2013.854690" target="_blank" >http://www.tandfonline.com/doi/pdf/10.1080/01425692.2013.854690</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/01425692.2013.854690" target="_blank" >10.1080/01425692.2013.854690</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Impact of primary and secondary social origin factors on the transition to university in the Czech Republic

Popis výsledku v původním jazyce

The main objective of this paper is to show to what extent and why students with the same academic aptitude but different social back-grounds have different odds of entering university. For our analysis, we separated primary and secondary factors of social origin in the formation of educational inequalities. The results show that the primary and secondary factors have approximately the same influence on the transition to university. Czech schools do not affect the process of forming educational aspirations and transition to university, and merely 'classify' children according to their social origin. This situation emerged during the socialist era and has remained unchanged after the fall of communism (in 1989). However, the mechanism of the social origin effect has changed - while cultural capital with a 'direct' impact had a major role to play during the socialist era, at present there is a rather 'indirect' influence through economic capital.

Název v anglickém jazyce

Impact of primary and secondary social origin factors on the transition to university in the Czech Republic

Popis výsledku anglicky

The main objective of this paper is to show to what extent and why students with the same academic aptitude but different social back-grounds have different odds of entering university. For our analysis, we separated primary and secondary factors of social origin in the formation of educational inequalities. The results show that the primary and secondary factors have approximately the same influence on the transition to university. Czech schools do not affect the process of forming educational aspirations and transition to university, and merely 'classify' children according to their social origin. This situation emerged during the socialist era and has remained unchanged after the fall of communism (in 1989). However, the mechanism of the social origin effect has changed - while cultural capital with a 'direct' impact had a major role to play during the socialist era, at present there is a rather 'indirect' influence through economic capital.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AO - Sociologie, demografie

OECD FORD obor

—

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

British Journal of Sociology of Education

ISSN

0142-5692

e-ISSN

—

Svazek periodika

36

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

22

Strana od-do

707-728

Kód UT WoS článku

000357015200004

EID výsledku v databázi Scopus

2-s2.0-84933672268