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2008:3 Evolution and Determination of Educational Inequalities in the Czech Republic between 1955 and 2002 in the European Context |
Natalie Simonová, Petr Soukup |
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This text identifies the trends in the influence of socio-economic, cultural and gender factors in the reproduction of educational inequality in access to tertiary education in the Czech Republic, Switzerland, Germany, Poland and Sweden. Previous research conducted in the Czech Republic alone arrived at contradictory conclusions – concerning both trends in inequality after the demise of the Socialist regime and the weight of the factors that cause inequality. Also, no comparison has been made that would place the Czech Republic in an international context of other countries. This article does, on the one hand, follow on previous research, but, on the other, it adds two new dimensions: 1) an international comparison and 2) the most recent data on the trends in inequality in all the aforementioned countries (Czech Republic, Switzerland, Sweden, Germany and Poland). The core of our research is the trend in inequality in the Czech Republic, which is the country of our focus. The international comparison provides a feedback for adequate assessment of the level and progress of the inequality. We used multidimensional statistical methods (logit modelling and log-linear analysis), which we applied to the latest available international data from the ESS survey (ESS 2004). We built our model to suit Czech conditions; then we applied it to the other countries and explored the differences in comparison to the Czech situation. The results have shown that the most important determinant of the present attitude to tertiary education in the Czech Republic in the pool of all the surveyed countries is the cultural aspect of social background (the father’s education). Switzerland is the most similar to the Czech Republic in this respect. In both countries, the chances for success in the transition to university increase with time, and men have generally better chances than women. The educational status of the family is also the main determinant of educational reproduction in Sweden. Paradoxically, in countries which are closer to the Czech Republic in terms of history and geography, i.e. Poland and Germany, the main driver of the transition of educational status is the father’s EGP.
Keywords
reproduction of education, educational inequality, tertiary education
Summary
The aim of this work was to identify the trends in the influence of socio-economic, cultural and gender factors in the reproduction of educational inequality in access to tertiary education in the five chosen countries: the Czech Republic, Switzerland, Sweden, Germany and Poland. We tracked the current trends in the transfer of the educational status of the family in these countries in the period from 1955 until 2002. We built our model to best suit Czech conditions, then applied it to the other countries and explored the differences compared to the Czech situation. Previous research conducted in the Czech Republic alone arrived at contradictory conclusions – both concerning the trends in inequality after the demise of the Socialist regime and the weight of the factors that cause the inequality. Also, no international comparison that would place the Czech Republic in the context of other countries had been made. Therefore, we were eminently interested in seeing whether educational inequality has increased or decreased since 1989, which factor drives the trend and which of the other countries is closest to the Czech context.
As the first selection, which subsequently dilutes the effect of the social status in higher transitions happens at 15 years of age, we first examined the pattern of choice upon the first transition (i.e. from primary school to a secondary school with the school leaving examination). We found that the likelihood of success increases with time and that women and persons with highereducated fathers also stand better chances. The best model capturing the trend in inequality in access to tertiary education in the Czech Republic and the other countries in the pool worked on the premise that the odds ratio in the second transition was different in each cohort, the father’s education played a stable role on an inter-cohort basis and the differences between men and women did not progress. It revealed that the variable “father’s education” reflected positively on the respondent’s success in the transition, that men have higher odds of going on to university than women and that the likelihood ratio of continuing to university increased with each cohort in the Czech Republic. It also implies that the father’s education is more important than his EGP in educational reproduction in the Czech Republic.
The modelling of tertiary education reproduction in the surveyed countries revealed that Switzerland is the country which is closest to the Czech Republic in terms of reproduction of its educational status. There, too, the odds of succeeding in the second transition increase between cohorts, the father’s education plays a major role and men have a better chance of making the transition than women, and the ratio is similar to the Czech one. As in the Czech Republic, university education in Switzerland is traditionally regarded as very exclusive, which determines the educational inequality on this level. The model confirmed our expectation of finding the lowest inequality in Sweden, where the odds ratio between offspring of the two educational categories was lowest. Sweden also differs from the Czech Republic, Switzerland and Germany in that there was a dip in the odds between the first and the second cohort (from the second cohort onwards the odds of the individual educational groups remained stagnant). Sweden and Poland are the only countries where the men have higher odds of succeeding in the second transition; the situation in all the other surveyed countries is the opposite.
Also, in Germany and Poland, the father’s EGP seems to prevail over his education. Therefore, it seems that in the Czech Republic, Switzerland and Sweden cultural capital is transferred through education (the traditional father’s education – child’s education channel), but in Poland and Germany, on the other hand, it is the occupation – education route. In any case, our conclusions indicate that access to tertiary education in the Czech Republic today is – compared to the other countries in the pool – most determined by the cultural aspect of social class (father’s education). We can postulate that the Czech tradition, i.e. the principal influence of the educational climate in the family on the education of the offspring, has not been eradicated, partly because of the notion that tertiary education is still rather elite.
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