ABSTRACT

This article analyses the mechanisms that contribute to differences in educational choice in the transition from the second to the third stage of secondary education in Flanders, a highly tracked educational system. The study programme chosen in the eleventh grade, besides being quite predictable from the educational position in the tenth grade and school performance, is also affected by social class, ethnic background and gender. Using data gathered from pupils, their parents and their teachers, this study (N = 4389) tests a broad range of factors put forward by rational action theory, cultural reproduction theory and the Wisconsin status attainment model. As proposed by rational action theory, relative risk aversion affects educational choice. However, it does not explain the SES effect. Pupils’ academic self-esteem and their time perspective do have some potential to explain SES differentials in educational choice, as hypothesised by rational action theorists, and as can be expected from cultural explanations for educational inequality as well. In addition, expectations of significant others (parents, as well as teachers) are important predictors for subsequent educational choice and explain part of SES differences. Finally, classic cultural indicators of the parental home do not seem to affect educational choice beyond their effects on performance.

摘要

本文分析了导致法兰德斯中学教育从第二阶段到第三阶段过渡中教育选择差异的机制，这是一个高度跟踪的教育系统。十一年级选择的学习计划，除了从十年级的教育地位和学校表现中可以预见外，还受到社会阶层、种族背景和性别的影响。本研究 (N = 4389) 使用从学生、他们的父母和老师那里收集的数据，测试了理性行为理论、文化再生产理论和威斯康星地位获得模型提出的广泛因素。正如理性行动理论所提出的，相对风险厌恶影响教育选择。然而，它并没有解释 SES 效应。正如理性行为理论家所假设的那样，学生的学业自尊和他们的时间观确实有可能解释教育选择中的 SES 差异，并且也可以从对教育不平等的文化解释中得到预期。此外，对重要他人（父母和老师）的期望是随后教育选择的重要预测因素，并解释了部分 SES 差异。最后，父母家庭的经典文化指标似乎不会影响教育选择，只影响他们的表现。以及教师）是随后教育选择的重要预测因素，并解释了部分 SES 差异。最后，父母家庭的经典文化指标似乎不会影响教育选择，只影响他们的表现。以及教师）是随后教育选择的重要预测因素，并解释了部分 SES 差异。最后，父母家庭的经典文化指标似乎不会影响教育选择，只影响他们的表现。