The International Observatory on Academic Achievement - Documentary search

File number :
CS-ISC-14e

Bibliographic reference :
Shavit, Y., & Blossfeld, H. P. (1993). Persistent Inequality: Changing Educational Attainment in Thirteen Countries. San Francisco: Westview Press.

Abstract :

Research in Thirteen Industrialized Countries
With increasing access to education, one would expect decreased educational inequalities associated with social origin. Shavit and Blossfeld explore this issue by comparing the results of studies carried out in thirteen industrialized countries. A standard method was applied to allow inter-country comparisons. National cohort data covered the period from 1910 to 1970. The analysis of differences among cohorts in terms of effect of social origin on duration of schooling was based on the highest level of schooling completed. Social origin was operationalized by the occupation and educational level of fathers. A common classification of educational transitions was also established.

Major Research Findings
1) Results are relatively homogeneous across countries. Two profiles emerge: an equalization of educational opportunities for various social groups in Sweden and Holland, and stabilized inequalities in the other countries.
2) Observed in all thirteen countries was a major increase in access to education at the primary and high school levels but not to postsecondary studies, resulting in a greater number of applicants for fewer available places. In some countries, increased access to education was accompanied by creation of several academic streams.
3) In Sweden and Holland, a clear reduction of educational inequalities related to social origin for the first two educational transition periods was observed.
4) The influence of social origin is stronger during the first educational path transitions and subsequently less so, suggesting that students’ dependence on background origin decreases with age.
5) While the influence of social origin decreases with progression through educational transitions, few changes were observed among the cohorts except in Sweden and Holland. The change observed in these countries can be explained by equalization of living conditions.
6) Data related to male and female students was available for ten of the thirteen countries. A striking reduction of gender-based inequalities was observed in each country.
7) In all countries, the effect of educational reform on educational inequalities related to social origin was negligible.

The countries studied present a wide range of social and school structures. Despite these differences, two similarities emerge: marked increase in access to education and stability of educational inequalities associated with social origin. Therefore, increase in access to education does not guarantee decrease in educational inequalities. The stabilized influence of social origin during educational transitions in eleven out of the thirteen countries indicates that school system selection still favours privileged classes.

Key Words :
Social Inequalities, Social Origin, Equality of Access, Equality of Opportunities, Educational Transitions, Gender, International Comparison, School Reform, Academic Streams, School Structures, Primary, Elementary, Secondary/High School

Monitored Countries :
United States, Germany, Holland, Sweden, England and Wales, Italy, Switzerland, Taiwan, Japan, Poland, Hungary, Czech Republic, Israel