Социально-экономическое положение насе-ления страны и его динамика
In this paper, we study the relationship between family characteristics and the choice of an educational trajectory in high school. We explore three situations of educational choice: the choice between academic and vocational education after grades 9th (middle to high school transition) and 11th (postsecondary) as well as the choice between selective and non-selective university at the postsecondary educational choice. In accordance with R.Budon’s theory we explore primary and secondary effects of family’s socioeconomic status (SES). Primary effects are expressed via association between family’s SES and educational achievements. Secondary effects are expressed via association between students SES and their educational choices directly. The work is based on the data of the longitudinal project "Trajectories in Education and Careers". It was launched in 2011, when respondents studied in the 8th grade, and continues to these days. The dataset provide variables on the wide range of achievement, family’s SES and other important information proxies. For achievement TIMSS mathematics and USE in Russian language were used. The results showed that the primary effects reduce from the 9th to the 11th grades education choice, while the role of secondary effects increase. Even high achieving students from families with a low level of cultural, educational, and social capital chose less selective institutions. Conversely, students from families with high SES, but low academic achievements, will make a choice in favor of higher education. Conclusions are made about the degree of accessibility during transition into the high school and higher education, as well as the probable causes of the manifestation of inequality.
The conclusions that researchers make from the studies are strongly contingent on the quality of information they gathered. It is especially relevant when school age children are the single source of information. They might lack of knowledge of some factual questions, e. g. parents’ level of education or occupation or other characteristics of family socioeconomic status (SES). In this paper we present the systematic review of the studies devoted to the assessment of the quality of school age children responses on family SES proxies. The quality of responses refers to the ability of children correctly indicate the education and occupation of their parents and the number of missing answers on a particular SES measure. 16 papers were included in our sample for the review. We conclude that school age children reports are of moderate quality. Average percentage of agreement is 70% for occupation and 60% for educational questions. Correlation is about 0.7 for occupation and 0.6 for education. We also make some conclusions about tendency to miss the question and the respondents’ characteristics that might be related to the response quality.