Umeå universitets logga

umu.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Ethnic Inequality and Choice-Driven Educational Systems: A Longitudinal Study of Performance and Choice in England and Sweden
Swedish Institute for Social Research (SOFI), Stockholm University.ORCID-id: 0000-0003-1255-4601
2012 (Engelska)Ingår i: Sociology of education, ISSN 0038-0407, E-ISSN 1939-8573, Vol. 85, nr 2, s. 158-178Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2012. Vol. 85, nr 2, s. 158-178
Nyckelord [en]
educational inequality, ethnic minority, educational systems, immigrant students, primary and secondary effects
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
URN: urn:nbn:se:umu:diva-175599DOI: 10.1177/0038040711427311ISI: 000301588600004OAI: oai:DiVA.org:umu-175599DiVA, id: diva2:1473158
Tillgänglig från: 2020-10-05 Skapad: 2020-10-05 Senast uppdaterad: 2020-10-12Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Person

Rudolphi, Frida

Sök vidare i DiVA

Av författaren/redaktören
Rudolphi, Frida
I samma tidskrift
Sociology of education
Samhällsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 176 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf