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2003:1 Structurally Generated Growth of Inequality |
Petr Matějů, Blanka Řeháková, Natalie Simonová |
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The aim of this study is to address the question of how inequalities in access to tertiary education have evolved in the Czech Republic. With an understanding of the basic parameters of both the contemporary political and institutional reforms and those in effect prior to November 1989, the authors have formulated a hypothesis which claims that the period of stable inequalities in the years 1948-89 was replaced by a period of growing inequalities during the post-communist transformation (1989-1999). The study devotes the most attention to the cultural and socio-economic (class) dimensions of social origin and gender, and their influence on the chances of attaining higher education. The authors consider the comparison of the levels of inequality during the communist era and in the post-communist era to be of particular importance. Theoretically they have drawn on the work of Raftery and Hout (1996) and Hanley and McKeever (1997), who discovered that the chances of attaining higher education among individuals from families with a low social status can only increase on the condition that the demand for the given level of education has first of all been satiated among all the strata disposing of social and cultural capital. Using a loglinear analysis the authors modelled the influence of social origin on the chances of making a successful transition between secondary and tertiary education in the years between 1948 and 1999. The initial hypothesis of the growing influence of social origin on this transition in the period after 1989 was confirmed by the authors in their analysis of data. They see an explanation for this trend in the insufficient degree of expansion of the tertiary sector of education, which is incapable of satisfying the continually growing demand for higher education amidst circumstances in which socio-economic inequalities are on the rise.
Summary
This paper has aimed to describe the development of inequalities in access to tertiary education between 1948 and 1999. One feature of socialist tertiary education was the attempt to eliminate the influence of social origin and gender by employing the tools of positive discrimination (e.g. a quota system). It was, however, unsuccessful in its attempt to reduce inequalities in higher education. While the education system in the period following the 1989 revolution has opted not to intervene in this direction, it has nonetheless been unable to facilitate a rapid enough expansion of educational opportunities on the tertiary level which would create conditions suitable for decreasing the level of inequalities. This has led to an increase in the competition for entry into tertiary education and consequently also a growth in educational inequalities. Although in 1990 Czech post-secondary schools were granted near full autonomy, their complete modernisation has yet to be achieved: a binary system has not been implemented to replace the existing unitary system, no standardised mandatory component of entry examinations has been introduced which would enable a comparison of the selectiveness of individual schools and limit the space for corruption, and the institutional divide between teaching and research has yet to be overcome. A contribution to the decentralisation of the post-secondary school system and its diversification has come in particular from the growth in the number of private post-secondary schools offering bachelor level study programmes. The considerable dependence of post-secondary schools on the state persists, primarily owing to a continued absence of multi-sourced financing and an almost exclusive dependence on the public budget, which in 2001 led to the outbreak of a serious financial crisis among post-secondary schools.
Both structural pressures (the unitary system) and the worsening financial situation of post-secondary schools (an excessive dependence on limited public funds) present serious obstacles to the further expansion of educational opportunities. On the one hand, the rising educational aspirations of students and, up until recently, the growing number of students taking the school-leaving examinations (allowing them to apply to a post-secondary institution), and on the other hand the persistent limited growth in educational opportunities, have combined to result in a striking excess of demand over supply and to a higher number of rejected applicants to post-secondary schools. However, as the importance of education in achieving individual success in life has significantly increased in the perception of the public, and attaining a post-secondary education has gradually come to represent an inherent part of the strategy for succeeding in life, the transition between secondary and post-secondary education levels has become an unusually competitive event.
Drawing on knowledge of contemporary political and institutional reforms and those in effect prior to 1989, the authors put forth three hypotheses:
1) The socialist regime effectuated no changes in the influence of socio-economic origin on the chances of success in the transition between the secondary and tertiary sectors of education. The only significant change that occurred was a decrease in the inequalities between men and women as a consequence of state-regulated redistributive policy.
2) The post-communist transformation brought about a significant increase in the influence of social origin on the chances of succeeding in the transition between secondary and post-secondary school. This happened primarily owing to the growing influence of the father’s class status (the represented socio-economic dimension of social stratification), while the influence of the father’s education (the cultural dimension of social stratification) remained stable. Likewise, the influence of gender also remained unchanged.
3) The increase in the effect of class origin in the chances of succeeding in the transition between secondary and tertiary education was induced mainly as a result of the growing gap between the those who ‘lost out’ in the transformation (semi-skilled and unskilled labourers) and the other social classes.
The authors’ attention focused on the influence that the cultural and socio-economic (class) dimensions of social origin and gender had on the chances of attaining post-secondary education. The authors managed to confirm the initial hypothesis, inspired by a theory proposed by Hanley and McKeever (1997), and supported by Wong (1998) in the case of former Czechoslovakia, and Gerber and Hout (1995) in the case of Russia, that despite the reforms and political measures in effect under socialism the influence of socio-economic origin did not change. The authors’ second hypothesis, relating to developments after 1989, was also confirmed: after 1989 there occurred a considerable growth in inequalities in access to post-secondary education, especially owing to the significant decline in the chances of children from working-class families. The results of the analysis also confirmed that these inequalities stem from the socio-economic dimension of social origin, as Goldthorpe claims, and not from the cultural dimension, as supporters of the theory of cultural capital argue (the effect of the influence of the father’s education throughout the period under observation did not change). The period of stable inequalities in access to post-secondary education under socialism was replaced by a period of growing inequalities during the post-communist transformation.
Keywords
university autonomy, the unitary and the binary system of tertiary education, multi-sourced financing, education system, secondary and tertiary education, cultural dimension of social origin, economic dimension of social origin, transition, educational inequalities, educational opportunities, chances, odds ratios, the theory of the maximum maintenance of inequalities
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Strukturální zdroje růstu nerovností v přístupu k vysokoškolskému vzdělání |
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