dc.contributor.author | TRIVENTI, Moris | |
dc.date.accessioned | 2015-03-03T11:02:53Z | |
dc.date.available | 2015-03-03T11:02:53Z | |
dc.date.issued | 2014 | |
dc.identifier.citation | Scuola democratica, 2014, Vol. 2, pp. 321-342 | en |
dc.identifier.issn | 1129-731X | |
dc.identifier.uri | https://hdl.handle.net/1814/34901 | |
dc.description.abstract | In this article I review the literature on educational inequalities according to social background in Italy, with a focus on quantitative empirical research conducted in the last twenty years. In the first part I briefly discuss the main methods which are used to measure and analyse social inequalities in education. In the second part, I present the empirical results on the relationship between social origin and educational attainment (vertical inequalities) and how this association changed over time. Moreover, I briefly discuss those studies focusing on school dispersion, with an attention on the social gradient in the risk of dropping out. At the end, in the last part I focus on two main ways that can be viewed as ways of inequality reproduction in educational attainment: the choice of school track in upper secondary education and the development of cognitive competences in the earlier stages of educational career. | en |
dc.language.iso | it | en |
dc.relation.ispartof | Scuola democratica | en |
dc.title | Le disuguaglianze di istruzione secondo l'origine sociale : una rassegna della letteratura sul caso italiano | en |
dc.type | Article | en |
dc.identifier.doi | 10.12828/77420 | |
dc.identifier.startpage | 321 | en |
dc.identifier.endpage | 342 | en |
dc.identifier.issue | 2 | en |