Are classrooms equalizers or amplifiers of inequality? A genetically informative investigation of educational performance.

Autor/inn/en	Stienstra, Kim; Knigge, Antonie; Maas, Ineke; de Zeeuw, Eveline L.; Boomsma, Dorret I.
Titel	Are classrooms equalizers or amplifiers of inequality? A genetically informative investigation of educational performance. Gefälligkeitsübersetzung: Sind Klassenzimmer Gleichmacher oder Verstärker von Ungleichheit? Eine genetisch informative Untersuchung der Bildungsleistung.
Quelle	In: European sociological review, 39 (2023) 5, S. 708-723Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0266-7215; 1468-2672
DOI	10.1093/esr/jcac054
Schlagwörter	Bildung; Bildungschance; Chancengleichheit; Soziale Ungleichheit; Soziale Herkunft; Schule; Schulklasse; Schülerzahl; Primarbereich; Lehrer; Schulerfolg; Schulleistung; Lernumgebung; Peer Group; Ungleichheit; Ausstattung; Auswirkung; Qualität; Niederlande
Abstract	"We investigate the influence of the classroom environment on educational performance and its dependency on parental socio-economic status (SES). The classroom environment can have a compensatory effect and decrease educational inequality, in which case the classroom context is more important for children originating from lower SES families. Alternatively, there can be an amplifying effect, in which case the classroom environment is more important for high-SES children. This would increase educational inequality. We investigate the two alternatives by applying a twin design to data from 4,216 twin pairs from the Netherlands Twin Register (birth cohorts 1991-2002). Some twin pairs share a classroom and other twins from the same pair are in different classrooms. We use this fact to decompose the variance in educational performance at the end of primary school into four components: genetic variance, classroom variance, shared environmental variance, and non-shared environmental variance. We find that of the total variance in educational performance, only a small part (2 per cent) can be attributed to differences between classrooms within schools. The influence of the classroom was larger when the level of parental SES was lower (up to 7.7 per cent) indicating a compensatory effect." The study refers to the period 2013-2022. (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2024/1