Linking the Macro to the Micro: A Multidimensional Approach to Educational Inequalities in Four European Countries

Erzsebet Bukodi; Ferdinand Eibl; Sandra Buchholz; Sonia Marzadro; Alessandra Minello; Susanne Wahler; Hans-Peter Blossfeld; Robert Erikson; Antonio Schizzerotto

doi:10.1080/14616696.2017.1329934

Linking the Macro to the Micro: A Multidimensional Approach to Educational Inequalities in Four European Countries

Erzsebet Bukodi, Ferdinand Eibl, Sandra Buchholz, Sonia Marzadro, Alessandra Minello, Susanne Wahler, Hans-Peter Blossfeld, Robert Erikson, Antonio Schizzerotto

Middle Eastern Studies

University of Oxford

Research output: Contribution to journal › Article › peer-review

37 Citations (Scopus)

420 Downloads (Pure)

Abstract

Recent research into educational inequalities has shown the importance of decomposing social origins into parental class, status and education, representing economic, socio-cultural and educational family resources, respectively. But we know little about how inequalities in educational attainment at the micro-level map onto institutional characteristics of educational systems at the macro-level, if we treat social origins in a multidimensional way. Drawing on the rich over-time variation in educational systems in four European countries – Britain, Sweden, Germany and Italy – this paper develops and tests a number of hypotheses regarding the effects of various components of social origins on individuals’ educational attainment in different institutional contexts. It is evident from our results that a great deal of similarity exists across nations with different educational systems in the persisting importance for individuals’ educational attainment of parental class, status and education. But our findings also indicate that changes in the institutional features of educational systems have, in some instances although not in others, served to reinforce or to offset the social processes generating educational inequalities at the micro level.

Original language	English
Pages (from-to)	26-64
Journal	EUROPEAN SOCIETIES
Volume	20
Issue number	1
Early online date	5 Jun 2017
DOIs	https://doi.org/10.1080/14616696.2017.1329934
Publication status	Published - 2018

Keywords

Education
Educational inequalities
Europe
Inequalities

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/14616696.2017.1329934

Linking the Macro to_BUKODI_Publishedonline5June2017_GREEN AAMAccepted author manuscript, 990 KB

Cite this

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abstract = "Recent research into educational inequalities has shown the importance of decomposing social origins into parental class, status and education, representing economic, socio-cultural and educational family resources, respectively. But we know little about how inequalities in educational attainment at the micro-level map onto institutional characteristics of educational systems at the macro-level, if we treat social origins in a multidimensional way. Drawing on the rich over-time variation in educational systems in four European countries – Britain, Sweden, Germany and Italy – this paper develops and tests a number of hypotheses regarding the effects of various components of social origins on individuals{\textquoteright} educational attainment in different institutional contexts. It is evident from our results that a great deal of similarity exists across nations with different educational systems in the persisting importance for individuals{\textquoteright} educational attainment of parental class, status and education. But our findings also indicate that changes in the institutional features of educational systems have, in some instances although not in others, served to reinforce or to offset the social processes generating educational inequalities at the micro level.",

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AU - Bukodi, Erzsebet

AU - Eibl, Ferdinand

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AU - Marzadro, Sonia

AU - Minello, Alessandra

AU - Wahler, Susanne

AU - Blossfeld, Hans-Peter

AU - Erikson, Robert

AU - Schizzerotto, Antonio

PY - 2018

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AB - Recent research into educational inequalities has shown the importance of decomposing social origins into parental class, status and education, representing economic, socio-cultural and educational family resources, respectively. But we know little about how inequalities in educational attainment at the micro-level map onto institutional characteristics of educational systems at the macro-level, if we treat social origins in a multidimensional way. Drawing on the rich over-time variation in educational systems in four European countries – Britain, Sweden, Germany and Italy – this paper develops and tests a number of hypotheses regarding the effects of various components of social origins on individuals’ educational attainment in different institutional contexts. It is evident from our results that a great deal of similarity exists across nations with different educational systems in the persisting importance for individuals’ educational attainment of parental class, status and education. But our findings also indicate that changes in the institutional features of educational systems have, in some instances although not in others, served to reinforce or to offset the social processes generating educational inequalities at the micro level.

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Linking the Macro to the Micro: A Multidimensional Approach to Educational Inequalities in Four European Countries

Abstract

Keywords

UN SDGs

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Cite this