Germ Janmaat, Institute of Education, [email protected] LLAKES Second International Conference...
-
Upload
timothy-poole -
Category
Documents
-
view
218 -
download
0
Transcript of Germ Janmaat, Institute of Education, [email protected] LLAKES Second International Conference...
Germ Janmaat, Institute of Education, [email protected]
LLAKES Second International Conference
London, 18-19 October 2012
Educational Differentiation and Inequalities of Civic Engagement
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
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
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
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
Descriptive stats: Comprehensivization (inverse of grouping by ability)
Comprehensivization
-3
-2
-1
0
1
2
3
Comprehensivization
Comprehensivization
Descriptive stats: School autonomyE
SP
CZ
E
NLD
BF
L
RU
S
EN
G
SW
E
NO
R
FIN
DN
K
PO
L
SV
K
ITA
SV
N
IRL
LV
A
AU
T
BG
R
LT
U
ES
T
GR
C
SW
I School autonomy
0
1
2
3
4
5
6
School autonomy
School autonomy
Educational differentiation and inequalities of CE (14 year olds) (correlations; N=22)
Comprehensivization School autonomy
Between classroom differences in:
Civic knowledge -.46* -.16
Civic efficacy .01 .19
Intention to vote -.50* -.26
Institutional trust -.19 -.43*
Gender equality -.35 -.21
Ethnic tolerance .07 .19
The effect of social background on:
Civic knowledge -.24 -.02
Civic efficacy .47* .29
Intention to vote -.31 .12
Institutional trust .09 .08
Gender equality -.06 .16
Ethnic tolerance .09 .13
Educational differentiation and inequalities of CE (16-19 year olds) (correlations; N=11)
Comprehensivization School autonomy
Between classroom differences in:
Civic knowledge -.50 -.03
Expected political participation -.20 .26
Institutional trust -.20 .25
Gender equality -.25 -.11
Ethnic tolerance -.13 -.18
The effect of social background on:
Civic knowledge .15 .89**
Expected political participation -.16 .50
Institutional trust -.13 .13
Gender equality -.09 .46
Ethnic tolerance -.17 .18
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