From Quantitative to Qualitative Differences: Testing MMI and EMI in the Czech Secondary School System in the First Decade of the 21st Century
| Authors | |
|---|---|
| Year of publication | 2016 |
| Type | Article in Periodical |
| Magazine / Source | Research in Social Stratification and Mobility |
| MU Faculty or unit | |
| Citation | |
| Web | http://fsslvt.fss.muni.cz/~katrnak/ |
| Doi | http://dx.doi.org/10.1016/j.rssm.2016.08.009 |
| Field | Sociology, demography |
| Keywords | education inequality social stratifcation unequal chances Czech secondary school system |
| Attached files | |
| Description | This article examines secondary education in the Czech Republic between 2000 and 2010. We analyzedthe consequences of educational expansion on odds to achieve secondary education with a school-leavingcertificate (SLC) by social origin. We utilize the theories of maximally maintained inequality – MMI(Raftery & Hout, 1993) and effectively maintained inequality – EMI (Lucas, 2001). We analyzed data fromPISA 2000 to 2009 for the Czech Republic. We support EMI theory against MMI. Quantitative (vertical)differentiation by social origin decreased between 2000 and 2009. Contrary to MMI assumptions, theodds of achieving a school-leaving certificate (SLC) are increasing for children from the lower socialclasses, but only in a less academic type of secondary education. According to EMI assumptions, thisincrease occurs because qualitative (horizontal) diversification of schools with a SLC has been rising.Socioeconomic variables have a stronger effect on attendance in more academic schools (i.e. grammarschools with a SLC). |
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