当不同类型的教育重要时:在韩国有效维持教育机会的不平等
Soo-Yong Byun1, Hyunjoon Park2
1Associate Professor of Educational Theory and Policy, Department of Education Policy Studies, The Pennsylvania State University.
The American behavioral scientist
|January 17, 2024
概括
社会经济地位对韩国的教育途径产生了重大影响. 处境不利的学生往往仍然追求学术高中,随后是四年制大学,挑战了有效维持不平等假设的一些假设.
科学领域:
- 教育社会学教育的社会学
- 教育中的不平等
- 高等教育政策 高等教育政策
背景情况:
- 有效维持不平等 (EMI) 假设认为,教育系统适应扩张,同时保持社会不平等.
- 了解教育转型中的社会经济差异对于公平的政策制定至关重要.
研究的目的:
- 测试EMI假设在韩国中学和中学教育背景下的有效性.
- 检查社会经济背景如何影响到不同类型的高中和大学的过渡.
主要方法:
- 对韩国九年级学生的纵向,全国代表性数据的分析.
- 统计建模评估社会经济差异的教育轨道选择和大学入学.
主要成果:
- 在进入学术高中和四年制大学方面存在重大的社会经济差异.
- 处境不利的学生倾向于学术高中而不是职业课程.
- 学术高中毕业生,即使是来自弱势背景的毕业生,在控制学术成就时,更有可能参加四年制大学.
结论:
- 这些发现为韩国EMI假设提供了细微的支持,表明尽管差异仍然存在,但弱势学生往往会朝学术途径导航.
- 该研究强调了在更广泛的教育不平等理论中考虑特定的教育结构和学生选择的重要性.
- 影响扩展到全球范围内,在全球范围内,增加对中学后教育的机会可能与现有的社会经济分层相互作用.
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