Can political inequality be reduced in the classroom? Testing the compensation hypothesis and the BFLPE on youth civic competence

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68378025%3A_____%2F18%3A00498992" target="_blank" >RIV/68378025:_____/18:00498992 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1080/09243453.2017.1400444" target="_blank" >http://dx.doi.org/10.1080/09243453.2017.1400444</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/09243453.2017.1400444" target="_blank" >10.1080/09243453.2017.1400444</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Can political inequality be reduced in the classroom? Testing the compensation hypothesis and the BFLPE on youth civic competence

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Can political inequality be reduced in the classroom? Testing the compensation hypothesis and the BFLPE on youth civic competence

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50401 - Sociology

Projekt

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

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název periodika

School Effectiveness and School Improvement

ISSN

0924-3453

e-ISSN

—

Svazek periodika

29

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

21

Strana od-do

204-224

Kód UT WoS článku

000432559800002

EID výsledku v databázi Scopus

2-s2.0-85034629265