| 1. |
- Fleishmann, Fenella, et al.
(författare)
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Gender Inequalities in the Education of the Second Generation in Western Countries
- 2014
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Ingår i: Sociology of education. - : Sage Publications. - 0038-0407 .- 1939-8573. ; 87:3, s. 143-170
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on comparative analyses from nine Western countries, we ask whether local-born children from a wide range of immigrant groups show patterns of female advantage in education that are similar to those prevalent in their host Western societies. We consider five outcomes throughout the educational career: test scores or grades at age 15, continuation after compulsory schooling, choice of academic track in upper-secondary education, completion of upper secondary, and completion of tertiary education. Despite great variation in gender gaps in education in immigrants’ origin countries (with advantages for males in many cases), we find that the female advantage in education observed among the majority population is usually present among second-generation immigrants. We interpret these findings in light of ideas about gender role socialization and immigrant selectivity.
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| 2. |
- Jackson, Michelle, et al.
(författare)
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Ethnic Inequality and Choice-Driven Educational Systems : A Longitudinal Study of Performance and Choice in England and Sweden
- 2012
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Ingår i: Sociology of education. - : Sage Publications. - 0038-0407 .- 1939-8573. ; 85:2, s. 158-178
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Tidskriftsartikel (refereegranskat)abstract
- The authors ask whether choice-driven education systems, with comprehensive schools and mass education at the secondary and tertiary level, represented in this article by England and Sweden, provide educational opportunities for ethnic minorities. In studying educational attainment, the authors make a theoretical distinction between mechanisms connected with school performance on the one hand (primary effects) and educational choice, given performance, on the other (secondary effects). Using large national data sets and recently developed methods, they show that performance effects tend to depress the educational attainment of most, although not all, ethnic minorities, whereas choice effects increase the transition rates of these students. This pattern is repeated at the transition to university education. These results are true for many immigrant categories in both England and Sweden, although immigrant students are a heterogeneous group. Black Caribbean students in England and children of Turkish and South American descent in Sweden fare worst, while several Asian groups do extremely well. The authors conclude that it may be a generic feature of choice-driven school systems in Western societies to benefit non-European immigrants, and they discuss some possible explanations for this.
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| 3. |
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| 4. |
- Jonsson, Jan O., et al.
(författare)
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Ethnic differences in early school-leaving
- 2014
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Ingår i: Unequal attainments. - Oxford : Oxford University Press. - 9780197265741 ; , s. 95-118
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Jonsson, Jan O., 1957-, et al.
(författare)
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Weak Performance - Strong Determination : School Achievement and Educational Choice among Children of Immigrants in Sweden
- 2011
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Ingår i: European Sociological Review. - : Oxford University Press. - 0266-7215 .- 1468-2672. ; 27:4, s. 487-508
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Tidskriftsartikel (refereegranskat)abstract
- We ask how the advantages and disadvantages in the educational careers of children of immigrants in Sweden are produced, making a theoretical distinction between mechanisms connected with school performance on one hand, and educational choice on the other. Using a new data set, covering six full cohorts of Swedish-born ninth-graders in 1998–2003 (N¼612,730), with matched school-Census information, we show that children of non-European immigrant origin are disadvantaged in their school performance but advantaged in their choice of academic upper secondary education. They have lower and more often incomplete grades, which force a sizeable proportion—10–20 per cent—into non-meritorious tracks or lead them to leave school. Given grades, children of non-European background make heterogeneous choices: many do not enrol in upper secondary education, but among those who do the propensity is high that they choose academic studies before vocational. In contrast, children of the ‘old’ (chiefly Nordic) labour immigrants are similar to the majority group in their equal preference for these two routes. A school system where choice plays a significant role appears to be advantageous for the often high-aspiring second-generation immigrant students, but greater efforts to reduce early achievement differences may still alleviate ethnic minority disadvantages.
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| 7. |
- Rudolphi, Frida, 1983-
(författare)
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Inequality in Educational Outcomes : How Aspirations, Performance, and Choice Shape School Careers in Sweden
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines different aspects of educational inequalities, drawing on the notion that inequality in educational attainment depends on two separate mechanisms: that children from advantaged social backgrounds perform better at school (primary effects) and tend more than others to choose to continue in education given performance (secondary effects). Study I shows that the long-term decrease in social class inequality in the transition from compulsory to academic upper secondary education since the middle of the mid-20th century up to the late 1990s, seems to be related to both declining primary and secondary effects. Secondary effects account for around 35 to 40 percent of the total inequality in academic upper secondary education. Study II suggests that there has been a continuing trend of declining inequality in academic upper secondary education between pupils of high and low educational origin between 1998 and 2006, a development mainly driven by change in secondary effects. Primary effects have remained more stable and account for a substantial part of the inequality process across the two most important educational transitions. Study III indicates that class inequality in educational performance at age 16 is attributable to a non-trivial degree to a class gradient in aspirations at age 13. It is argued that survey information on aspirations may help disentangle how educational inequalities develop through feedback processes between skills and ambitions throughout educational careers. Treating early aspirations as anticipatory decisions, by letting their effect on performance represent a choice effect, suggests that cross-sectional estimates of the proportion secondary effects are downwardly biased by up to six percent. In Study IV, Swedish-born children of immigrant parents are shown to be a heterogeneous group in terms of educational outcomes, with some subgroups doing very well and others quite poorly. A polarized pattern is revealed. Many minority groups do not perform on a par with their majority peers in compulsory school. Conditional on grades, children with parents of a non-European background often do not enroll in upper secondary education, but among those who do, the propensity is high to choose academic studies over vocational.
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