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Barriers of the Selection to Secondary and University-Level Education

100%
Domański H.
Polish Sociological Review
|
2006
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vol. 156
|
issue 4
471-488
EN
This paper analyses educational inequalities in Poland over the last two decades. Using data from national surveys carried out during the period 1982–2002 these results provide insight into the relationship between social origin and transition to secondary schools and university levels. Transition to both secondary school and universities are unquestionably selective by social class. The only question is whether these patterns have changed over the last two decades, when the communist regime collapsed and new inequalities emerged. Previous cross-time analyses for most countries showed a lack of substantial changes in educational inequalities over long periods of time. The main findings of the investigation can be summarised as follows. First, it showed that the effect of the class position of the father significantly increased in the 1990s, and then-until 2002-it declined to the degree of the 1980s, before the communist system collapsed. Second, in accordance with the findings of all previous studies, secondary school transition proved to be more selective as compared to that to the university level.
2
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Teoria efektów stratyfikacyjnych Raymonda Boudona i jej współczesne implementacje w badaniach edukacyjnych.

87%
Długosz P.
Studia Edukacyjne
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2020
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issue 58
147-168
EN
The aim of the article is to apply Raymond Boudon’s theory of educational inequalities to the analysis and explanation of educational inequalities in Poland. The theory of primary and secondary effects of stratification was tested among the groups of middle school students (N = 1787) and secondary school leavers (N = 1168). The results of the analyses in both groups confirmed the presence of all the mechanisms of educational inequalities formulated within Boudon’s theory. First of all, the influence of one’s standing and capitals on the attitude towards education was observed. The students from middle classes more often valued tertiary education highly and noticed the relationship between higher education and life success. Secondly, educational performance was higher among the students of higher status, equipped with capitals. Thirdly, in the case of identical educational achievements, more ambitious educational choices were made by students of higher status. Fourthly, the influence of middle schools on educational aspirations has been discovered. The results of the research confirmed the validity of the theory of effects of stratification and proved its relevance and usefulness in terms of researching the effects of educational changes in Poland.
3
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New dimensions of educational inequality in Poland

63%
Studia Socjologiczne
|
2010
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issue 1
4
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Nauczanie języków obcych w Polsce w kontekście nierówności edukacyjnych

63%
Krzysiak L.
Roczniki Humanistyczne
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2020
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vol. 68
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issue 10
167-179
EN
The results of numerous research studies examining educational inequality have indicated that children’s school success depends, among other things, on their socio-economic status (SES). Children from socio-economically privileged families also tend to achieve better results in foreign language learning than children from less privileged backgrounds. According to the Survey on Foreign Language Learning and Teaching, differences in SES explain 21 percent of the variation in achievements in foreign language learning. The aim of this paper is to give some insight into the current state of the art of foreign language learning, and to present the results of the author’s research into how Polish teachers perceive and evaluate the impact of socio-economic inequalities on language learning and teaching at the secondary school level.
PL
Wyniki licznych badań dotyczących nierówności edukacyjnych wskazują, że na osiągnięcia szkolne dzieci wpływa m.in. status społeczno-ekonomiczny ich rodzin. Również w zakresie języka obcego dzieci z rodzin bardziej uprzywilejowanych osiągają generalnie lepsze wyniki niż ich rówieśnicy z rodzin gorzej sytuowanych. Wyniki Badania uczenia się i nauczania języków obcych pokazują, że różnice w statusie społeczno-ekonomicznym wyjaśniają 21% wariancji wyników testów kompetencji językowych. Niniejszy artykuł daje wgląd w aktualny stan badań, a także przedstawia wyniki badań autorki, dotyczących statusowych uwarunkowań osiągnięć szkolnych w zakresie języka obcego ocenianych z perspektywy nauczyciela polskiej szkoły średniej.
5

Wybór kierunku studiów – mechanizm segregacji

63%
Cukrowska-Torzewska E.
Edukacja
|
2017
|
issue 4(2017)
31–44
PL
W artykule przenalizowano poziom i źródła segregacji ze względu na płeć przy wyborze kierunków studiów w Polsce. W celu wyjaśnienia różnic w wyborach kierunków kształcenia, jakie występują pomiędzy kobietami a mężczyznami, odwołano się do teorii socjalizacji i teorii racjonalnego wyboru. Wyniki otrzymane na podstawie danych pochodzących z badania Społeczne i ekonomiczne uwarunkowania wyborów osób w wieku 19–30 lat dotyczących studiowania wskazują, że kobiety częściej niż mężczyźni wybierają kierunki kształcenia w zakresie zdrowia i opieki społecznej oraz nauk humanistycznych i sztuki; mężczyźni natomiast dominują na kierunkach technicznych – w zakresie technologii teleinformacyjnych, techniki, przemysłu i budownictwa. Wyniki oszacowań wielomianowego modelu logitowego pokazały, że zgodnie z przesłankami teoretycznymi na wybór kierunku studiów ze względu na poziom segregacji wpływają poziom i kierunek wykształcenia rodziców oraz dotychczasowe wyniki edukacyjne.
EN
The paper examines the level and the sources of gender segregation in the choice of the field of study in higher education in Poland. To explain the differences in men’s and women’s choices of higher education fields of study, the analysis uses socialisation and rational choice theories. The results obtained with data from the survey Social and economic determinants of higher education choices among people aged 19–30 show that women are more likely than men to choose education, health and welfare, as well as the arts and humanities; men in turn dominate in technical fields – particularly in information and communication technologies, engineering, manufacturing and construction. The results obtained from the estimation of the multinomial logit model reveal that in line with the theoretical predictions, the choice of the field of study with respect to segregation level is determined both by the level and the field of parents’ education, as well as individual education achievements.
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