By Nigel Kettley
Subtle monograph focussing on attainment on the finish of secondary/high institution schooling (and the interface with tertiary education). Combines re-analysis of secondary literature (including reputable data, institutional histories, interview information) and research of qualitative and quantitative basic learn utilizing descriptive and inferential records, value-added research and down to earth concept. the consequences express the siginificance and weak spot of either the mid-twentieth century vintage analyses of social clas and the late-twentieth century feminist techniques. exhibits how a joint attention of social matters, particularly of gender and social stratification, produce a strong version for explaining attainment with vital implications for coverage on (a) boys' underachievement and (b) participation in better schooling.
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Additional info for Educational Attainment and Society (Continuum Studies in Education)
Additionally, the temporal stability of current patterns of attainment was assessed at the colleges and students' attainment was 35 36 Educational Attainment and Society compared at GCSE and A/AS level by adopting a 'value-added' measure of performance (DfE 1995). Therefore, it was possible to consider the extent to which attending college had intensified or ameliorated differences in attainment. The present government has promoted an egalitarian vision of post-compulsory education, in accordance with its concern for social justice, which attempts to encourage participation and attainment regardless of students' social characteristics.
Consequently, studies of differential attainment should reject the artificial distinction between quantitative and qualitative methods. Secondly, the causes of differential attainment are plural and located in students' aggregate lifestyles. It is preferable to examine the relationship between gender, stratification and attainment simultaneously. The holistic analysis of the social conditions of learning requires us to reject artificial distinctions between social relationships and structural processes.
For example, Blackburn and Jarman (1993) have shown that the massive expansion of the universities in Britain between 1938 and 1990 has led to a reduction in gender inequalities in participation rates, but that inequalities in access by social background have not changed substantially. This reduction in the gender gap in access has resulted in women succeeding in getting desirable jobs that were Reconceptualizing the Study of Attainment previously male-dominated. This conclusion, based on rigorous statistical procedures, challenges the widely held belief that women have not translated their improved attainment into economic success (Arnot 2002: 195).
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