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Empirické přístupy v sociálně stratifikačním výzkumu vzdělanostních nerovností

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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).
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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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