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Stratification and the formation of expectations in highly differentiated educational systems
Authors:Claudia Buchmann  Hyunjoon Park
Affiliation:1. Department of Sociology, The Ohio State University, 110 Townshend Hall, 1885 Neil Avenue Mall, Columbus, OH 43210, United States;2. Department of Sociology, The University of Pennsylvania, Philadelphia, PA 19104, United States
Abstract:Highly differentiated educational systems constitute a common organizational form of schooling in which youth are sorted into secondary schools that stress either vocational or academic training and between which movement is rare. With standardized data from five countries, we illuminate two important stratification processes in these systems: (1) social origins strongly influence students’ placement into different types of schools with high SES students most likely to attend academically oriented schools that provide a direct pathway to the university. (2) The types of schools students attend largely determine their educational and occupational expectations and impart a strong dose of realism in these expectations. Thus, the institutional arrangements of highly differentiated educational systems perpetuate socioeconomic inequalities quite early in the life course, well before students complete their education and enter the labor force.
Keywords:Stratification   Educational expectations   Occupational expectations   Socioeconomic status   Social origins   Institutional arrangements of educational systems
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