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Different foreseeable futures? The influence of background characteristics and school features on primary school pupils' aspirations for secondary education

Simon Boone UGent, Orhan Agirdag UGent and Mieke Van Houtte UGent (2012) Research Network Sociology of Education, European Sociological Association Mid-term conference, Abstracts.
abstract
One of the most prominent features of educational systems in continental Europe is their highly stratified system of secondary education. Research in several European countries has repeatedly shown how this hierarchical system leads to segregation along socio-economic lines at an early age. This situation leads to a de facto separation of pupils with different occupational futures early on in life. Current research on the transition from primary to secondary education mainly uses data gathered from parents or retrospective data. An important hiatus in this field of study is the absence of research that looks at this transition from the standpoint of the pupils. In this study, we inquire into the aspirations of primary school pupils with regard to secondary education. Doing so, we investigate what precedes the differential educational choices made at the onset of secondary education. We are especially interested in the influence of pupils’ background characteristics and the potential influence of characteristics of the primary schools pupils attend. To answer these research questions we make use of data gathered from pupils in 5th and 6th year of primary school (ages 10-11), in 68 primary schools in 3 Flemish cities (Flanders is the Northern, Dutch-speaking part of Belgium). As the dependent variable is dichotomous – aspire to academically oriented secondary education rather than aspire to technically or vocationally oriented education – and as we use data at two levels (individual and school) we make us of logistic multilevel analysis. We find aspirations to be determined by pupils’ socio-economic status and ethnic minority background. Pupils from high SES background and ethnic minority background pupils are more likely to aspire to academically oriented education than pupils from lower SES background and majority background pupils. Furthermore, we find that composition of the pupil body in terms of SES has a positive influence and the mean achievement level has a negative influence on pupils’ aspirations.
Please use this url to cite or link to this publication:
author
organization
year
type
conference
publication status
unpublished
subject
keyword
transition primary to secondary education, social inequality, aspirations
in
Research Network Sociology of Education, European Sociological Association Mid-term conference, Abstracts
conference name
Research Network Sociology of Education, European Sociological Association Mid-term conference
conference location
Ghent, Belgium
conference start
2012-09-13
conference end
2012-09-14
language
English
UGent publication?
yes
classification
C3
id
2998277
handle
http://hdl.handle.net/1854/LU-2998277
date created
2012-09-24 12:14:23
date last changed
2012-09-28 10:31:30
@inproceedings{2998277,
  abstract     = {One of the most prominent features of educational systems in continental Europe is their highly stratified system of secondary education. Research in several European countries has repeatedly shown how this hierarchical system leads to segregation along socio-economic lines at an early age. This situation leads to a de facto separation of pupils with different occupational futures early on in life. Current research on the transition from primary to secondary education mainly uses data gathered from parents or retrospective data. An important hiatus in this field of study is the absence of research that looks at this transition from the standpoint of the pupils. In this study, we inquire into the aspirations of primary school pupils with regard to secondary education. Doing so, we investigate what precedes the differential educational choices made at the onset of secondary education. We are especially interested in the influence of pupils{\textquoteright} background characteristics and the potential influence of characteristics of the primary schools pupils attend. To answer these research questions we make use of data gathered from pupils in 5th and 6th year of primary school (ages 10-11), in 68 primary schools in 3 Flemish cities (Flanders is the Northern, Dutch-speaking part of Belgium). As the dependent variable is dichotomous -- aspire to academically oriented secondary education rather than aspire to technically or vocationally oriented education -- and as we use data at two levels (individual and school) we make us of logistic multilevel analysis. We find aspirations to be determined by pupils{\textquoteright} socio-economic status and ethnic minority background. Pupils from high SES background and ethnic minority background pupils are more likely to aspire to academically oriented education than pupils from lower SES background and majority background pupils. Furthermore, we find that composition of the pupil body in terms of SES has a positive influence and the mean achievement level has a negative influence on pupils{\textquoteright} aspirations.},
  author       = {Boone, Simon and Agirdag, Orhan and Van Houtte, Mieke},
  booktitle    = {Research Network Sociology of Education, European Sociological Association Mid-term conference, Abstracts},
  keyword      = {transition primary to secondary education,social inequality,aspirations},
  language     = {eng},
  location     = {Ghent, Belgium},
  title        = {Different foreseeable futures? The influence of background characteristics and school features on primary school pupils' aspirations for secondary education},
  year         = {2012},
}

Chicago
Boone, Simon, Orhan Agirdag, and Mieke Van Houtte. 2012. “Different Foreseeable Futures? The Influence of Background Characteristics and School Features on Primary School Pupils’ Aspirations for Secondary Education.” In Research Network Sociology of Education, European Sociological Association Mid-term Conference, Abstracts.
APA
Boone, S., Agirdag, O., & Van Houtte, M. (2012). Different foreseeable futures? The influence of background characteristics and school features on primary school pupils’ aspirations for secondary education. Research Network Sociology of Education, European Sociological Association Mid-term conference, Abstracts. Presented at the Research Network Sociology of Education, European Sociological Association Mid-term conference.
Vancouver
1.
Boone S, Agirdag O, Van Houtte M. Different foreseeable futures? The influence of background characteristics and school features on primary school pupils’ aspirations for secondary education. Research Network Sociology of Education, European Sociological Association Mid-term conference, Abstracts. 2012.
MLA
Boone, Simon, Orhan Agirdag, and Mieke Van Houtte. “Different Foreseeable Futures? The Influence of Background Characteristics and School Features on Primary School Pupils’ Aspirations for Secondary Education.” Research Network Sociology of Education, European Sociological Association Mid-term Conference, Abstracts. 2012. Print.