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Genderové aspekty českého školství

100%
Jarkovska L., Liskova K.
Sociologický časopis. Czech Sociological Review
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2008
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vol. 44
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issue 4
683-702
EN
Numerous Czech studies have been conducted on how the education system reproduces inequalities. While most of them have dealt with the reproduction of class inequalities, relatively few have focused on the reproduction of gender inequalities. In this article, the authors apply a conceptual understanding of the category of gender to research on education, an approach that avoids both universalising the category of woman, as well as the opposite extreme of individualisation. We claim that female students, even though they differ among themselves in various social and personal ways, are serialised as women by institutions in the education system. They are expected to perform differently, with different motivations, their performance is valued differently and they are expected to follow different professions than male students. The paper focuses in detail on the gendered nature of educational institutions, both in terms of the gender segregation of fields and levels of study, as well as in terms of the importance of the interaction that occurs during the processes of teaching and ascribing value and significance to the performance of male and female students. The authors argue that education, generally expected to function as a social ladder and a route to better-paid jobs in the labour market, serves men and women in segregated ways.
2
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CZECH AND POLISH HIGHER EDUCATION - FROM BUREAUCRACY TO MARKET COMPETITION

100%
Simonova N., Antonowicz D.
Sociologický časopis. Czech Sociological Review
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2006
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vol. 42
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issue 3
517-536
EN
This article aims to compare two aspects of the education systems in two East European countries. As the political history of the Czech Republic and Poland in the past fifty years is similar, the authors compare the countries' development in tackling educational inequalities and attempt to evaluate their policies and reforms from the beginning of socialism to date. Despite many similarities and identical outcomes in the past (no effect in lowering levels of educational inequalities), these countries undertook two different approaches to the transformation of higher education after 1989. The specific current developments in higher education in the Czech Republic and Poland have been caused by conservative and reserved legislation in the former and the creation of new, very liberal rules for establishing non-state higher education institutions in the latter. As there emerged a considerable difference in the number of higher education institutions in each country, the authors show the negative impact on educational inequalities and the social consequences of the enormous increase in the number of students and private universities. Despite different approaches, the countries face many similar problems, such as quality assurance, a shortage of staff, and information asymmetry. These problems seem to be sharper in Poland, but it is only a matter of time for the Czech Republic.
3
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Empirické přístupy v sociálně stratifikačním výzkumu vzdělanostních nerovností

100%
Katrnak T., Simonova N.
Sociologický časopis. Czech Sociological Review
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2008
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vol. 44
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issue 4
725-744
EN
This article provides a look at the main turning points in research on educational inequalities, both at the level of the field's subject matter and its methodology. The text focuses on authors and concepts that in their time constituted a major innovation, significantly advancing analysis and knowledge in the field of research on educational inequalities. In the article the authors propose viewing researchers in the field of educational inequalities through the lens of their era and in relation to the major turning points between them, which can be identified in terms of subject matter and methodology, and even chronologically. The authors define three basic periods, and for each one present two key concepts. The first period is represented by the basic model of the stratification process and by the socio-psychological model. The second period is characterised by the concept of educational allocation and the theory of 'maximally maintained inequality' (MMI). Presented for the third period are the multinomial transition model and the theory of 'effectively maintained inequality' (EMI). Across these stages of development the authors highlight three of the cited concepts as ground-breaking methodological innovations (the basic model of the stratification process, the concept of educational allocation, and the multinomial transition model) and the other three as innovations in subject matter (interpretive), though closely tied to the advancement of quantitative methods used in the analysis of educational inequalities (the socio-psychological model and the MMI and EMI theories).
4
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Intergenerační vzdělanostní fluidita a její vývoj v České republice v letech 1990 až 2009

88%
Katrňák T., Simonová N.
Sociologický časopis. Czech Sociological Review
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2011
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vol. 47
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issue 2
207-243
EN
The aim of the article is to identify the trend in educational fluidity in the Czech Republic between 1990 and 2009 and offer an explanation for it. The authors use a series of 28 annual surveys conducted between 1990 and 2009 in the Czech Republic and ascertaining information about the level of education of the respondent and the respondent’s father. The authors analyse trends in educational fluidity from a period and birth cohort perspective. The findings show that educational fluidity did not increase in Czech society between 1990 and 2003. From 2004 to 2009 this trend changed and a slight increase in educational fl uidity became evident. These changes in educational fluidity are driven by period (by institutional changes) rather than cohort effects (by cohort replacement). Period effect signifies both changes in the effect of class origin on educational attainment (class inequalities in education) and changes in the expansion of the Czech educational system. Both these period effects are presented as a part of the theory of maximally maintained inequality (MMI), which helps explain the changes in educational fluidity in the Czech Republic during the observed period.
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VÝVOJ VZDĚLANOSTNÍCH NEROVNOSTÍ V ÚČASTI NA POLITICE V ČESKU A NA SLOVENSKU A JEJICH DŮSLEDKY PRO REPREZENTACI POSTOJŮ

88%
Linek L., Petrúšek I.
Sociológia (Sociology)
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2018
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vol. 50
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issue 5
524 – 549
EN
Citizen participation in the political process is a key tenet of democratic government. Using data from post-election surveys covering all post-communist elections and European Social Survey 2002-2014, this paper studies how political participation in the Czech Republic and Slovakia has been stratified based on educational attainment. Educational inequalities in turnout increased substantively in both countries and are currently much more pronounced than in established western democracies. Educational inequalities in non-electoral participation are greater than inequalities in turnout. University graduates participate significantly more often than people of lower educational attainment. In combination with significant differences in attitudes towards income redistribution, gender equality and immigration, unequal participation constitutes conditions for unequal political voice. Nevertheless, this paper shows that educational inequalities in political participation and differences in attitudes do not automatically translate into equally strong distortions in attitude representation.
6
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Proměny v mezigeneračním přenosu dosaženého vzdělání v České republice v historické perspektivě

88%
Simonova N.
Sociologický časopis. Czech Sociological Review
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2009
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vol. 45
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issue 2
291-314
EN
The aim of this article is to explain educational reproduction in the Czech Lands between 1906 and 2003 from the perspective of educational mobility. Mobility trends in the intergenerational transmission of educational status identified in an analysis are presented in the context of findings on odds ratios in education and in a historical context. The analysis is based on observations of the intergenerational transmission of educational status, i.e. educational mobility, in two educational transitions between three educational levels (lower secondary, upper secondary, and higher education). Mobility tables and their log-linear analysis are used to help explain what mobility processes shape the educational inequalities that have proved stable over the long term and also odds ratios between the main levels of education. The article helps fill in the gap in knowledge about the long-term development of the educational structure in the historical Czech Lands and Czechoslovakia and provides information about typical mobility trajectories and varying mobility patterns in periods before 1948, between 1948 and 1989, and after 1989. An understanding of these structural contexts helps clarify what occurred in the past and what is occurring now in the area of unequal access to education and to explain one of the main findings from the analysis - that in Czech society the transmission of a family's educational status from one generation to the next continuously follows the same patterns.
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EMPIRICAL ORIENTATIONS IN EDUCATIONAL INEQUALITY RESEARCH (Orientacje empiryczne w badaniach nierównosci edukacyjnych)

88%
Zawistowska A.
Studia Socjologiczne
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2009
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issue 3(194)
53-82
EN
The paper aims to review main approaches in research on educational inequalities, focusing mainly on quantitative studies of social structure. The review starts with a discussion of the 'status attainment school' developed in nineteen sixties, followed by 'educational transition approach' and empirical generalizations proposed in nineteen nineties, namely 'maximally maintained inequality', 'effectively maintained inequality' and rational choice theory. The article shows how the concept of educational process has been redefined in these perspectives, what research questions have been asked and what types of statistical techniques have been used. Such comparison leads to the conclusion that changes in research strategies in the past five decades evolved towards more valid and detailed models which were better fitted to actual educational paths. Nevertheless they can be still seen as rather crude research patterns. Their application in the context of differentiation of educational institutions can seriously limit possibilities of asking new questions concerning educational stratification.
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