Models of Secondary Education and Social Inequality: An International Comparison
From an international comparative perspective, this third book in the prestigious ‘eduLIFE Lifelong Learning Series’ provides a thorough investigation into how social inequalities arise during individuals’ secondary schooling careers. Paying particular attention to the role of social origin and prior performance, it focuses on tracking and differentiation in secondary schooling, examining the short- and long-term effects on inequality of opportunities. It looks at ways in which differentiation in secondary education might produce and reproduce social inequalities in educational opportunities and educational attainment.
Models of Secondary Education and Social Inequality brings together a number of cross-national and country studies conducted by well-known experts in the field. In contrast to existing empirical research, this book reconstructs individuals’ educational careers step-by-step, providing a longitudinal perspective essential for an appropriate understanding of the dynamics of inequalities in secondary education. The international viewpoint allows for an illuminating comparison in light of the different models, rules and procedures that regulate admission selection and learning in different countries.
This book will be of great interest to policymakers, researchers and professional experts in the field, including sociologists, pedagogues, international political scientists and economists, and also serves as a major text for postgraduate and postdoctoral courses.
Although previous studies addressed the role of school types for educational inequalities in Russia (Konstantinovskiy 2008; Roschina 2012; Prakhov 2014), they did not distinguish between the Boudon’s ‘primary’ and ‘secondary’ effects of social background in securing educational advantage. Therefore it is likely that existing research has overstated the role of social background on educational success and educational pathways of Russian students. In our study, we attempt to bridge this gap by disentangling primary and secondary effects using recent longitudinal data on educational trajectories of Russian students and their prior achievements. We focus on (1) how institutional differentiation in secondary education interacts with social inequality and (2) whether it reinforces inequality of educational opportunities, including access to (quality) higher education.