Evaluating Effectively Maintained Inequality: School and post-school transitions,socioeconomic background,academic ability and curricular placement |
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| Authors: | Gary N Marks |
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| Institution: | 1. School of Business Administration, Ewha Womans University, Seoul, South Korea;2. Department of Sociology, University of South Carolina, United States;3. Department of Organizational Behavior, Cornell University, United States;1. Centre for International Development Issues Nijmegen, Radboud University Nijmegen, The Netherlands;2. Department of Sociology, Radboud University Nijmegen, The Netherlands;1. Department of Sociology, Montana State University, P.O. Box 172380, Bozeman, MT 59717-2380, USA;2. Department of Pharmacy Practice and Pharmaceutical Sciences, University of Minnesota, 232 Life Science, Duluth, MN 55812-3003, USA;1. Mannheim Centre for European Social Research (MZES), University of Mannheim, Germany;2. Department of Political Science, University of North Carolina, Chapel Hill, United States;3. Department of Sociology, Washington State University, United States;4. Department of Sociology and Criminology, Pennsylvania State University, United States;1. Department of Sociology, Georgia State University, P.O. Box 5020, Atlanta, GA 30302-5020, United States;2. Department of Sociology, St. Norbert College, 100 Grant Street, De Pere, WI 54115-2099, United States |
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| Abstract: | Effectively Maintained Inequality (EMI) is proposed as an explanation for contemporary socioeconomic inequalities in education. Socioeconomic inequalities are ‘maintained’ by students from lower socioeconomic backgrounds taking less advantageous curricula influencing their post-school destinations. The purpose of this study is to evaluate EMI by addressing several hypotheses derived from the EMI thesis using Australian longitudinal data. It analyses within-school transitions and the transition from school to post-school destinations (elite university, other university, vocational and no post-school study or training). The study also models curricular placement (subject choice). It finds that the transitions within- and post-school are more powerfully influenced by students’ academic ability than by socioeconomic background. Furthermore, subject choice has strong impacts on the transitions. Similarly, Year 12 subject choice is only weakly predicted by socioeconomic background, and more strongly influenced by ability and occupational interests. In turn, occupational interests are largely independent of socioeconomic background. The EMI thesis is not supported. |
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| Keywords: | Effectively Maintained Inequality Socioeconomic inequality Post-school education Academic ability RIASEC occupational interests Early school leaving |
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