From Quantitative to Qualitative Differences: Testing MMI and EMI in the Czech Secondary School System in the First Decade of the 21st Century

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68378025%3A_____%2F16%3A00469850" target="_blank" >RIV/68378025:_____/16:00469850 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14230/16:00088306

Výsledek na webu

<a href="http://dx.doi.org/10.1016/j.rssm.2016.08.009" target="_blank" >http://dx.doi.org/10.1016/j.rssm.2016.08.009</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.rssm.2016.08.009" target="_blank" >10.1016/j.rssm.2016.08.009</a>

Jazyk výsledku

angličtina

Název v původním jazyce

From Quantitative to Qualitative Differences: Testing MMI and EMI in the Czech Secondary School System in the First Decade of the 21st Century

Popis výsledku v původním jazyce

This article examines secondary education in the Czech Republic between 2000 and 2010. We analyzed the consequences of educational expansion on odds to achieve secondary education with a school-leaving certificate (SLC) by social origin. We utilize the theories of maximally maintained inequality – MMI (Raftery & Hout, 1993) and effectively maintained inequality – EMI (Lucas, 2001). We analyzed data from PISA 2000 to 2009 for the Czech Republic. We support EMI theory against MMI. Quantitative (vertical) differentiation by social origin decreased between 2000 and 2009. Contrary to MMI assumptions, the odds of achieving a school-leaving certificate (SLC) are increasing for children from the lower social classes, but only in a less academic type of secondary education. According to EMI assumptions, this increase occurs because qualitative (horizontal) diversification of schools with a SLC has been rising. Socioeconomic variables have a stronger effect on attendance in more academic schools (i.e. grammar schools with a SLC).

Název v anglickém jazyce

From Quantitative to Qualitative Differences: Testing MMI and EMI in the Czech Secondary School System in the First Decade of the 21st Century

Popis výsledku anglicky

This article examines secondary education in the Czech Republic between 2000 and 2010. We analyzed the consequences of educational expansion on odds to achieve secondary education with a school-leaving certificate (SLC) by social origin. We utilize the theories of maximally maintained inequality – MMI (Raftery & Hout, 1993) and effectively maintained inequality – EMI (Lucas, 2001). We analyzed data from PISA 2000 to 2009 for the Czech Republic. We support EMI theory against MMI. Quantitative (vertical) differentiation by social origin decreased between 2000 and 2009. Contrary to MMI assumptions, the odds of achieving a school-leaving certificate (SLC) are increasing for children from the lower social classes, but only in a less academic type of secondary education. According to EMI assumptions, this increase occurs because qualitative (horizontal) diversification of schools with a SLC has been rising. Socioeconomic variables have a stronger effect on attendance in more academic schools (i.e. grammar schools with a SLC).

Druh

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

CEP obor

AO - Sociologie, demografie

OECD FORD obor

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Projekt

<a href="/cs/project/GB14-36154G" target="_blank" >GB14-36154G: Dynamika změny v české společnosti</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název periodika

Research in Social Stratification and Mobility

ISSN

0276-5624

e-ISSN

—

Svazek periodika

46

Číslo periodika v rámci svazku

Part B

Stát vydavatele periodika

IL - Stát Izrael

Počet stran výsledku

14

Strana od-do

157-171

Kód UT WoS článku

000389207500007

EID výsledku v databázi Scopus

2-s2.0-84993999898