Schooling as a Positional Good: The Brazilian Metropolitan Regions in Recent Decades

Autor/in	Salata, Andre
Titel	Schooling as a Positional Good: The Brazilian Metropolitan Regions in Recent Decades
Quelle	In: British Journal of Sociology of Education, 40 (2019) 3, S.410-429 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salata, Andre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2018.1552846
Schlagwörter	Educational Development; Labor Market; Metropolitan Areas; Income; Employment Level; Outcomes of Education; National Surveys; Comparative Analysis; Least Squares Statistics; Access to Education; Equal Education; Educational Opportunities; Foreign Countries; Social Stratification; Educational Attainment; Role of Education; Socioeconomic Status; Brazil + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Labour market; Arbeitsmarkt; Ballungsraum; Einkommen; Beschäftigungsgrad; Lernleistung; Schulerfolg; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Ausland; Soziale Zusammensetzung; Bildungsabschluss; Bildungsgut; Bildungsauftrag; Socio-economic status; Sozioökonomischer Status; Brasilien
Abstract	In this article, I aim to determine whether, in view of the trend of educational expansion in recent decades in Brazil, the role played by schooling in the labor market of Brazilian major metropolitan regions has changed, becoming positional rather than absolute. To this end, I analyze the influence of schooling on people's income and occupational status. Based on data from the National Household Sample Survey (PNAD-IBGE) for years 1995, 2005 and 2015, I compare ordinary least squares models that use absolute and positional measures of schooling. The results show that the explanatory power is greater for positional measures than for absolute ones, and that this advantage has increased over recent decades. As a result, it is argued that although educational expansion possibly makes the chances of access to a certain absolute schooling level less unequal, it also ends up undermining the opportunity structure related to it. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01