The Social Impacts of Recession LLAKESllakes衰退的社会影响.pptVIP

Germ Janmaat, Institute of Education, g.janmaat@ioe.ac.uk 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 mea