Social mobility has been extensively documented based on two-generational associations. Whereas a few studies suggest that the approach related to social inequalities should be open to multigenerational associations, the topic of social mobility over multiple generations is still at its blooming stage. Very little is known about multigenerational effects on education in Britain and about empirical evidence of the mechanisms that underlie multigenerational effects. Drawing on the British Household Panel Survey and the UK Longitudinal Household Study, this thesis examines social mobility over three generations in Britain. The central aims of the thesis are to explore direct grandparental effects on grandchildren's educational and class attainments independent of parental influences. In particular, it focuses on mechanisms through which grandparental effects operate. The thesis finds that grandparental class is significantly associated with grandchildren's educational achievement, despite parental class, parental education, and parental wealth being taken into account. Regarding the mechanisms, the evidence suggests first that the impacts of grandparental class on education remain even though grandparents have passed away at the time of the survey, and second that the impacts disappear only when grandparents have only infrequent contact with the family. Furthermore, I find that grandparental effects are significantly stronger on grandchildren originating from advantaged parents than on those from disadvantaged parents, indicating the strong persistence of inequalities at the top of social stratification. The research also highlights significant, albeit modest, effects of grandparental class on grandchildren's class attainment over and above parental influences. For grandsons, maternal grandparental class still matters even after grandsons' education has been controlled for. In particular, self-employed grandparents have a strong impact on grandsons' likelihood of engagement in self-employment, a pattern that holds true even when parents are not self-employed. For granddaughters, neither paternal nor maternal grandparental class is found to have a direct substantial impact on granddaughters' class after granddaughters' education has been controlled for. The thesis suggests that the conventional social mobility approach based on parentchild associations may overestimate the effects of parental characteristics and underestimate the effects of family origins. Family advantages run deep; they are maintained over generations in Britain.

This thesis takes as its basic premise the need for more democratic educational structures and practices. By examining the restructuring of public secondary schooling provisions in New South Wales in the period after 1950 it argues that public schools in Australia are not democratic institutions. Rather than being democratic institutions public schools, it is maintained, reflect the private interests of members of so-called "professional and professionalizing groups", or, more precisely, of those with assets in credentials or assets in organization employed within monopoly capitalist enterprises and state enterprises. The employment domain of these groups is characterized by bureaucratic forms of control. The private interests of these groups are class interests in that they pertain to the maintenance of the material interests of those with assets in credentials and assets in organization through the monopoly of special knowledge and skills and reflect the class structure of a society in which monopoly capitalism has become the dominant economic, and, therefore, political and ideological, force. As the above outline suggests, in attempting to address the question of inequality in secondary schooling, marxist theories and categories, most notably those pertaining to class formation and class struggle, are drawn upon. In addition, the thesis maintains that the private interests of those with assets in credentials or assets in organization are "naturalized" in and through the ideology of individualism and of meritocracy. By examining the actual way in which the labour force was being restructured in the post-war period the thesis provides one avenue of critique of these constructions and attempts to demonstrate the limits of equality of opportunity in a class-based society.

This thesis examines the contribution of ‘ethnic’ background to the school experiences of educationally and socially disadvantaged students in the senior years of high school (n=927). To investigate the role both of ethnic identification and its interplay with institutional factors, a comparative analysis of secondary student experiences in two national settings was undertaken. The case of Turkish-background students in Australia and France suggests that the influences of ethnic identity are thoroughly transformed from one setting to the other by distinctive pedagogical structures. Streaming and severe academic judgement in France lower academic self-esteem, while creating resentment and social distance between students and teachers. By contrast, the deferral of selection and judgement in Australia allows, temporarily, for a more convivial classroom atmosphere, but fails just as surely to successfully navigate students through the curriculum and achieve academic success. The accommodations of both systems to students in ‘peripheral’ locations constitute logics of marginal integration which enable and legitimise ‘exclusion from within’. Student efforts to make meaning of school life through peer cultures which share many similarities across institutional and national boundaries emerge as what I have called strategies of marginal integration. Ethnic-minority students appear to be particularly susceptible to those logics and strategies, which reinforce their position within the system as marginal. This study therefore identifies the difficulties facing both systems as emerging from common overarching structural qualities. / (French version) Cette thèse examine, au niveau lycée, la contribution de l’origine ethnique aux expériences scolaires d’élèves désavantagés (N=927). Elle a pour objectif d’étudier les rapports entre inégalité sociale, expérience scolaire, et structure institutionnelle. Afin d’enquêter sur le rôle de l’identification ethnique et sa relation aux facteurs institutionnels, une analyse comparative a été menée dans deux pays. L’étude du cas des élèves d’origine turque en France et en Australie indique que les influences de l’ethnicité sont transformées d’un contexte à l’autre par des structures pédagogiques distinctives. En France, les filières et les jugements académiques sévères en réduisent l’estime de soi, en créant de l’aliénation et de la distance sociale entre élève et professeur. En Australie, au contraire, le différemment de la sélection et du jugement permet, de façon temporaire, une atmosphère plus conviviale en cours, mais ne réussit pas à assurer le succès académique des élèves. Les efforts des deux systèmes dans les sites périphériques constituent des logiques d’intégration marginales qui permettent l’exclusion de l’intérieure. Les efforts des élèves pour donner un sens à la vie scolaire à travers des cultures de pairs qui se ressemblent dans les deux contextes font partie des stratégies d’intégration marginale. Les élèves d’origine immigrée semblent particulièrement concernés par ces logiques et stratégies, qui renforcent leur position subordonnée dans le système. L’étude identifie alors les difficultés auxquelles sont confrontés les deux systèmes comme résultant de caractéristiques structurelles.

Η παρούσα μεταπτυχιακή διπλωματική εργασία με θέμα «Αντιλήψεις των εκπαιδευτικών Π.Ε. Αχαρνών Αττικής σχετικά με τον τρόπο αντιμετώπισης από τους ίδιους τους εκπαιδευτικούς, των παιδιών που προέρχονται από διαφορετικά κοινωνικά στρώματα γενικά και ειδικότερα στα σχολεία που υπηρετούν» διενεργήθηκε στο πλαίσιο του Π.Μ.Σ. «Λόγος, Τέχνη και Πολιτισμός στην Εκπαίδευση» του Πανεπιστημίου Πατρών. Σκοπός ήταν να μελετηθεί η συμβολή των εκπαιδευτικών Π.Ε. στην αναπαραγωγή του φαινομένου των κοινωνικών ανισοτήτων μέσα στο σχολείο. Προς αυτή την κατεύθυνση διενεργήθηκε έρευνα με τη χρήση ερωτηματολογίου σε δείγμα το οποίο αποτελεί μικρογραφία του πληθυσμού των εκπαιδευτικών Π.Ε. του Δ. Αχαρνών. / This present postgraduate study is titled: ''Believes of kindergarten teachers in public schools of the Municipality of Acharnes in Attica, relatively to the ways that teachers themselves affront in general children from different social classes and in particular in the schools that they work'' and has been held in the limits of the Postgraduate Program Studies ''Utterance, Art and Culture'' of the University of Patras. The main aim was to be studied how and if infant school teachers contribute to the phenomenon of inequality reproduction in schools. For this reason, a research was carried out by questionnaire in a miniature sample of teacher population of Acharnes

No description available.

[pt] Essa pesquisa analisou de que forma a participação em determinada rede religiosa pode se constituir um fator relevante para garantir acesso e permanência em unidades escolares com bons resultados em avaliações externas. Os objetivos eram identificar possíveis influências das redes religiosas nas estratégias familiares de escolha do estabelecimento de ensino, e verificar em que medida práticas familiares que favorecem a escolarização bem sucedida dos filhos estão relacionadas à participação das famílias nestas redes. A análise quantitativa foi realizada com base em dados nacionais de domínio público, fornecidos a cada dois anos em relação ao desempenho escolar das escolas municipais, em particular as de um conjunto bastante diversificado de bairros e escolas das zonas norte e sul da cidade do Rio de Janeiro. A partir de então, foram selecionadas quatro escolas, que oferecem o quinto ano do Ensino Fundamental, em função de seus resultados no IDEB. Um perfil das unidades escolares foi traçado através de entrevistas com gestores e professores no intuito de complementar a investigação quantitativa com uma análise das percepções dos agentes escolares sobre o tema. A partir de entrevistas com os familiares dos alunos e dos dados das fichas de matrícula nas escolas fornecidos pela Secretaria Municipal de Educação do Rio de Janeiro, foi possível construir um perfil das famílias cujos filhos são atendidos nessas escolas, investigando as possíveis correlações entre fluxo escolar, práticas familiares e filiação religiosa. A consolidação dos dados sobre as escolas estudadas indicou que a concentração de alunos de uma mesma religião nas unidades com bons resultados em avaliações externas está fortemente associada ao nível socioeconômico e ao tipo de arranjo familiar. / [en] This research examined how participation in certain religious network can be a relevant factor to ensure access and retention in school units with good results in external evaluations. The goals were to identify possible influences of religious networks into the familys strategies of choosing the educational establishment and to verify in which level the family practices related to a successful education of the children are related to the participation of the respective families in these networks. Quantitative analysis was performed based on national data of public domain provided every two years about school performance on the municipal schools, in particular those of a very diverse set of neighborhoods and schools in the northern and southern areas of the city of Rio de Janeiro. Since then, four schools, which offer the 5th year of elementary school, were selected according to their performance (results in IDEB). A profile of these school units was charted through interviews with administrators and teachers in order to complement the quantitative research with an analysis of the perceptions of school stakeholders on this issue. From interviews with the students families and data records of the school enrollment, provided by the Municipal Secretariat of Education of the City of Rio de Janeiro, it was possible to build up a profile of the families whose children are attended by these schools, investigating possible correlations among school flow, family practices and religious affiliation. The consolidation of the data obtained in these studied schools indicated that the concentration of students in the same religion in units with good results in external evaluations is strongly associated with socioeconomic status and type of family arrangement.

A tese tem por objetivo investigar padrões de associação entre origens sociais e destinos educacionais no Brasil. Conceitualmente a análise baseia-se na agenda de pesquisa em modelos de progressão educacional, e na agenda comparativa internacional que dela deriva. Apresentamos uma revisão da literatura nacional e internacional sobre modelos de progressão educacional e, a partir dos microdados do Censo Demográfico entre 1960 e 2010, descrevemos a evolução da distribuição de oportunidades educacionais e da associação entre origens sociais e destinos educacionais entre os jovens ao longo do processo de modernização da sociedade brasileira. Os achados evidenciam desigualdades persistentes no nível médio e crescentes na entrada do ensino superior. A partir destes achados aprofundamos o olhar sobre essas transições em períodos recentes utilizando a PNAD, de modo reunir evidências sobre a associação entre progressão educacional, participação no mercado de trabalho e expansão do sistema de ensino superior. Ao fim, partindo de um estudo de caso, buscamos investigar o impacto de reformas educacionais recentes sobre a acessibilidade ao ensino superior público no Brasil, e evidenciar padrões de desigualdades de oportunidades educacionais entre carreiras no ensino superior / This thesis aims at examining patterns of association between social origins and educational destinations in Brazil. In conceptual terms, the analysis is based on the educational transitions models literature, and its international comparative research agenda. Firstly, we review the national and international debate on this field. Secondly, we identify the main trends in the distribution of educational opportunities in Brazil between 1960 and 2010, based upon a rigorous analysis of six census datasets, in order to measure the association between social origins and educational destinations amongst youngsters during the modernization process of the Brazilian society. The findings show persistent inequalities on secondary level and increasing inequalities at university level. Thirdly, we take a closer look at those transitions based on household survey datasets (PNADs), bringing evidence on the associations between educational progression, participation in the labor market and the expansion of higher education system. Finally, based on a case-study, we try to explore the impact of recent reforms on the accessibility to public tertiary education, as well as identify patterns of stratification between fields of study

This thesis examines inequality of educational opportunities (IEO) in the transition to higher education. IEO measures the difference in higher education entry rates across social groups. The theoretical framework lays on Boudon's decomposition of IEO into primary and secondary effects of stratification. Furthermore, the theoretical propositions of Maximally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI) were also assessed to gain further understanding of IEO. The longitudinal data for the empirical analysis was created for a student cohort by linking administrative records of Chile's national student register, standardised tests and higher education enrolment. The student cohort was followed through the 12-years of compulsory education up to the transition to higher education, a year after completing secondary education. The results from the empirical analysis showed that secondary effects were consistently predominant over primary effects, driving the overall IEO. On the other hand, controlling for school characteristics increased the relative importance of secondary effects. However, primary effects explained a large extent of IEO in the transition to traditional (most prestigious) universities, by the same token, in the transition to undergraduate programmes. Differences in parental education levels between secondary education completion and higher education transitions proved to be consistent with MMI. Likewise, the higher likelihood of less advantaged students to enrol in vocational colleges or vocational programmes, and the higher likelihood of advantaged students to enrol in traditional universities or undergraduate programmes, evidenced support for EMI. The modelling setting was based on non-linear mediation modelling, accounting for sample-selection in the student cohort, two-level cross-classification between primary and secondary schools, and multinomial outcomes for type of institution and programme. This thesis contributes to the educational attainment literature by finding evidence that, in emerging economies like Chile, educational inequality persists despite the sustained expansion of the educational system.

A tese tem por objetivo investigar padrões de associação entre origens sociais e destinos educacionais no Brasil. Conceitualmente a análise baseia-se na agenda de pesquisa em modelos de progressão educacional, e na agenda comparativa internacional que dela deriva. Apresentamos uma revisão da literatura nacional e internacional sobre modelos de progressão educacional e, a partir dos microdados do Censo Demográfico entre 1960 e 2010, descrevemos a evolução da distribuição de oportunidades educacionais e da associação entre origens sociais e destinos educacionais entre os jovens ao longo do processo de modernização da sociedade brasileira. Os achados evidenciam desigualdades persistentes no nível médio e crescentes na entrada do ensino superior. A partir destes achados aprofundamos o olhar sobre essas transições em períodos recentes utilizando a PNAD, de modo reunir evidências sobre a associação entre progressão educacional, participação no mercado de trabalho e expansão do sistema de ensino superior. Ao fim, partindo de um estudo de caso, buscamos investigar o impacto de reformas educacionais recentes sobre a acessibilidade ao ensino superior público no Brasil, e evidenciar padrões de desigualdades de oportunidades educacionais entre carreiras no ensino superior / This thesis aims at examining patterns of association between social origins and educational destinations in Brazil. In conceptual terms, the analysis is based on the educational transitions models literature, and its international comparative research agenda. Firstly, we review the national and international debate on this field. Secondly, we identify the main trends in the distribution of educational opportunities in Brazil between 1960 and 2010, based upon a rigorous analysis of six census datasets, in order to measure the association between social origins and educational destinations amongst youngsters during the modernization process of the Brazilian society. The findings show persistent inequalities on secondary level and increasing inequalities at university level. Thirdly, we take a closer look at those transitions based on household survey datasets (PNADs), bringing evidence on the associations between educational progression, participation in the labor market and the expansion of higher education system. Finally, based on a case-study, we try to explore the impact of recent reforms on the accessibility to public tertiary education, as well as identify patterns of stratification between fields of study

This study investigated educational stratification in Nigeria to determine how socioeconomic status, gender, and regional differences influence achievement in education using the nationally representative 2010 Nigeria Education Data Survey (NEDS). These cross-sectional data are among the first quality household survey data available for assessing aspects of education in Nigeria. In the last four decades, Nigeria has experienced dramatic expansion of its educational system. Following the introduction of educational policies and programs, growth in enrolment at the primary and secondary levels has largely been sustained. For instance, enrolment of pupils in primary education increased from 3,515,827 in 1970 to 14,383,487 in 1985 and to 20,080,986 in 2010. However, this impressive gain was followed by dwindling quality in the educational system, which has reported differing educational outcomes for different groups. Prior research in Nigeria has not examined how socioeconomic status influences achievement in education using large scale representative data. In this study, I primarily focused on assessing socioeconomic status to determine how it predicts achievement in reading and numeracy in Nigerian school children, ages 5 to 16 years. Nigeria is also known to have wide gender and regional gaps in education. Thus, I assessed gender and region variables to determine how much they contribute to the variance in educational achievement. I analyzed NEDS 2010 data and reported the findings of the descriptive and multivariate regression statistics. Descriptive statistics show the frequencies and distribution of the variables in the study. The multivariate regression analyses were employed to determine the relationship of socioeconomic status, gender, and region (the main predictor variables) with achievement in reading and numeracy (outcome variables). Given the use of survey data, both the descriptive and regression statistics were based on weighted statistics. This study found a significant wealth gap in reading and numeracy achievements among Nigerian children. I also found that family wealth, parental education, and region explain differences in academic achievement. Family wealth was found to be the most important variable influencing achievement in reading and numeracy, followed by mother's education and then region. Overall, the findings in this study suggest no significant differences in reading and numeracy achievement for boys and girls. Although gender was not found to be consistently associated with academic achievement in this study, it should not be assumed to mean that gender equality in education exists in Nigeria. It is widely reported elsewhere that gender-biased educational opportunity plays a major role in influencing educational attainment and achievement. More research, preferably using a longitudinal study design, is needed to identify the trends and patterns of gender roles in Nigerian educational attainment and achievement. The findings in this study provide the foundation for making further investigations on the association of social, economic, and cultural factors with academic achievement and to assess inequality in education in Nigeria.