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Rozdílné mechanismy – stejné nerovnosti. Změny v determinaci vzdělanostních aspirací mezi roky 1989 a 2003

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Mateju P., Smith M. L., Basl J.
Sociologický časopis. Czech Sociological Review
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2008
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vol. 44
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issue 2
371-399
EN
The article focuses on the changes in the determination of educational aspirations that took place in the Czech Republic during its social, political and economic transformation. The aim of the article is to contribute to a deeper understanding of the changes in the stratification system after 1989, which were significantly influenced by changes in the causal mechanisms behind the formation of educational aspirations. Those changes in the determinants of educational aspirations were themselves largely driven by the expansion of economic returns to education and thus the increasing significance of education for life success. The empirical research is based on a comparison of data from the 'Family '89' (Rodina '89) survey conducted in January 1989 and the Czech module of the longitudinal survey PISA-L 2003. The analyses were carried out with the hypothesis that the social origin of the background family had a much stronger direct impact on the educational aspirations of adolescents in 1989, while in 2003 social origin had a much stronger indirect influence. The stronger direct impact in 1989 was due to the very limited access to higher education under socialism and the role higher education played in the reproduction of the cultural elite. But with the gradual expansion of, and the rapidly increasing returns to, higher education during the transition period, social origin began to have a largely indirect effect on aspirations, particularly through the value pupils began to place on higher education as a means of ensuring a higher degree of life success. The authors' empirical findings confirm the hypothesis about the change from direct to indirect effects and highlight the importance of researching educational aspirations from a historical point of view and in the context of social change.
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SOCIÁLNÍ DETERMINANTY VYSOKÝCH VZDĚLANOSTNÍCH OČEKÁVÁNÍ RODIČŮ

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Hrubá L.
Sociológia (Sociology)
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2017
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vol. 49
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issue 5
463 - 481
EN
The aim of this paper is to identify main factors explaining high parental educational expectations from their children. Unlike most studies, parental expectations are examined as an independent variable, rather than as a dependent variable. Data from the first wave of the Czech Household Panel Survey (2015) are analysed. Multilevel logistic regression confirms that parents' education and students' type of school attended are the strongest determinants of high parental educational expectations. The effects of socio-economic occupational status, cultural capital and marital status are also significant. The modelling results demonstrate gender differences in expectations – parents expect more from daughters than sons. However, number of children does not seem to have an impact on parental educational expectations.
3
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Faktory podmiňující vzdělanostní aspirace a vzdělanostní segregaci dívek a chlapců v českém vzdělávacím systému

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Smidova I., Janouskova K., Katrnak T.
Sociologický časopis. Czech Sociological Review
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2008
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vol. 44
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issue 1
23-53
EN
The objective of this article is to contribute to the analysis of the factors that influence the educational aspirations of boys and girls in the Czech Republic and vertical inequality in the Czech education system. Drawing on Mateju and Strakova's monograph 'Unequal Chances in Education', the authors enhances the discussion with a look at the gender aspect of choices of educational trajectory. The authors review existing theories to present the main arguments from research on educational aspirations by gender. They point out the ambiguity of studies to date on the effect of gender in the education system, as they have often arrived at contradictory findings. The authors look at the theories in which the differences in educational aspirations are related to gender and the theoretical and empirical arguments that reject gender as a category for distinguishing educational aspirations. The authors summarise the research to date on gender segregation in the education system, and then offer their own conclusions, based on a secondary analysis of data from the PISA-L in 2003. Their results reveal, in conformity with the analysis by Mateju and Strakova, that while according to these analyses gender does not have an effect on differences in the educational aspirations of boys and girls, it does have an effect on some aspects of the resulting segregation of the education system and thus on a student's choice of secondary school.
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Przemiany w życiu młodego pokolenia małego miasteczka

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Malanowski J.
Studia Socjologiczne
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2011
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issue 1(200)
39-64
EN
Wiskitki is a small town situated 6 km from Zyrardów. It has been treated as a laboratory for studying the mechanisms and directions of social change in a small town. The social and geographic mobility of Wiskitki's young generation in relation to their education level and education aspirations were the study's subject. Several data sources were used: Wiskitki 7-grade school's archives covering the period from 1925 to 1960, interviews, participant observation, date stemming from the pupil's essays on a given topic and several others. The factors influencing the change in the upward social mobility patters were the changes both in the sphere of institutions, infrastructure and economic relations, as well as in social consciousness. The increased demand for qualified labor force in the neighboring bigger town and the new bus line between Wiskitki and Zyrardów are the examples of the first group of factors. The change of particular professions' social prestige illustrates the second group of factors.
5
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Genderovaná volba práce: statusové šance a vzdělávací rozhodovací strategie

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Smidova I.
Sociologický časopis. Czech Sociological Review
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2009
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vol. 45
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issue 4
707-727
EN
The article provides an overview of the main theoretical approaches to research on educational choices and anticipated labour-market opportunities from a gender perspective. It then presents the results of three quantitative analyses of secondary data. The objective is to help facilitate a complex understanding of the mechanisms of the reproduction of gendered social structures. The genderedness of the social institutions in the education system and the labour market in relation to the socialising trends in the family is described in three parts: 1) gender segregation in employment in the context of segregation in education - the authoress shows that the horizontal dimension of these social institutions plays a more significant role than the vertical dimension; 2) the factors that condition girls' and boys' educational aspirations and choice of schools - the authoress demonstrates how secondary school choices are gendered (though the analysis did not reveal the differences between the factors that influence girls' and boys' aspirations); 3) the factors that condition parents' educational and class aspirations for their sons and daughters - the authoress uncovers several aspects of the socialising effect of the reproduction of the two traditional career trajectories based on gender. In conclusion, the article answers the question of how structurally gendered expectations cohere with individual career trajectories, and based on the three analyses formulates questions for further research and offers a revised theoretical conceptualisation of gender as an analytical category.
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