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Educational Differentiation and Inequalities of Civic Engagement

Educational Differentiation and Inequalities of Civic Engagement. Germ Janmaat, Institute of Education, g.janmaat@ioe.ac.uk LLAKES Second International Conference London, 18-19 October 2012. Central question and rationale. Key question:

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Educational Differentiation and Inequalities of Civic Engagement

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  1. Educational Differentiation and Inequalities of Civic Engagement Germ Janmaat, Institute of Education, g.janmaat@ioe.ac.uk LLAKES Second International Conference London, 18-19 October 2012

  2. Central question and rationale Key question: Does educational differentiation exacerbate inequalities of civic engagement? Rationale: • Disparities of civic engagement undermine social cohesion; • Almost no studies looking at the role of education in mitigating such disparities

  3. Civic engagement (CE) A hazy concept because it is contested Two schools of thought: • CE as conventional political participation, institutional trust, law abidance, sense of duty (i.e. the conservative view) • CE as tolerance, civic equality, alternative participation, critical attitude towards authority (i.e. the left-wing view) Our approach - take components from both views: • Civic knowledge and skills • Political efficacy • Voting intentions • Institutional trust • Gender equality • Ethnic tolerance

  4. Educational differentiation and the link with civic engagement Two modes of educational differentiation: • Grouping on the basis of ability • School autonomy Hypotheses: 1. The more grouping by ability, the larger (a) the cross-classroom gaps in CE and (b) the effect of social background on CE; 2. The more school autonomy, the larger (a) the cross-classroom gaps in CE and (b) the effect of social background on CE; Why these effects? Curriculum differences across tracks/schools; selection by ability = selection by social background; peer effects

  5. Data and methods Data sources: • ICCS 2009 (14 year olds) and Cived 2000 (16 year olds) for indicators of Civic Engagement (ready made scales) • PISA 2009 and ICCS national context study for indicators of ability grouping and school autonomy • Ability grouping: age of first selection + within school ability grouping • School autonomy: curriculum planning + curriculum delivery + textbooks Methods: • ICCCs to calculate cross-classroom gaps in CE • Proportions of explained variance to measure social and ethnic background effect

  6. Descriptive stats: Comprehensivization (inverse of grouping by ability)

  7. Descriptive stats: School autonomy

  8. Educational differentiation and inequalities of CE (14 year olds) (correlations; N=22)

  9. Educational differentiation and inequalities of CE (16-19 year olds) (correlations; N=11)

  10. Conclusions • Only Hypothesis 1a is supported: smaller classroom disparities in CE in states with comprehensive systems; • The two modes of educational differentiation are not related to the strength of the social background effect; Why is educational differentiation not related in the same way to CE as to achievement? • Low status of citizenship education; • Youngsters only gain an interest in CE in late adolescence; • Civic engagement only takes on a definite shape when youngsters enter the labour market and become aware of inequalities and exclusion; • CE has become an identity marker for different education groups

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