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社会背景构成与教育成长。

Social background composition and educational growth.

作者信息

Mare R D

出版信息

Demography. 1979 Feb;16(1):55-71.

PMID:371999
Abstract

This paper examines the impact of intercohort changes in social background composition on changes in grade progression rates at selected schooling levels. It presents formal arguments that the relative and absolute effects of background composition on grade progression rates should decline over levels of schooling, and using data for white males born beteen 1907 and 1951, offers empirical support for these arguments. Whereas twentieth century increases in average educational attainment are primarily due to increases in grade progression rates at the elementary and secondary levels, future growth must occur through increases in transition rates beyond high school, given the near universality of high school graduation for cohorts born at midcentury. Our analysis shows that postsecondary progression rates are much less responsive to changes in family background composition than rates in the schooling process. Despite intercohort changes in background composition that are increasingly favorable to educational attainment, future educational growth may be slower than past growth because compositional effects on average attainment will be through progression rates where the effects are weak.

摘要

本文考察了社会背景构成的代际变化对特定教育阶段成绩进步率变化的影响。文中提出了正式观点,即背景构成对成绩进步率的相对和绝对影响应随着教育阶段的升高而下降,并利用1907年至1951年出生的白人男性的数据,为这些观点提供了实证支持。鉴于世纪中叶出生的人群高中毕业后几乎普遍进入大学,20世纪平均受教育程度的提高主要归因于小学和中学阶段成绩进步率的提高,未来的增长必须通过高中以上阶段升学率的提高来实现。我们的分析表明,与学校教育过程中的升学率相比,高等教育升学率对家庭背景构成变化的反应要小得多。尽管背景构成的代际变化越来越有利于受教育程度的提高,但未来的教育增长可能比过去慢,因为对平均受教育程度的构成效应将通过效果较弱的升学率来实现。

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