School subject choices and social class differences in entry to higher education: comparing Scotland and Ireland

Markus Klein, Cristina Iannelli, Emer Smyth

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)
219 Downloads (Pure)

Abstract

The existing literature on differentiation in secondary education and its consequences for social inequalities in educational attainment has mainly focused on students’ assignment into different formal school tracks (e.g. Bol et al. 2014; Brunello and Checchi 2007; Hanushek and Wößmann 2006; Horn 2009; Horn 2013). With a few exceptions (Ayalon 2006; Iannelli 2013; Van de Werfhorst, Sullivan and Cheung 2003), social stratification research has largely neglected the role of internal differentiation within secondary schools, such as allocation to, or take-up of, different subjects, in shaping social inequalities in life course outcomes.
Original languageEnglish
Title of host publicationModels of Secondary Education and Social Inequality
Subtitle of host publicationAn International Comparison
EditorsHans-Peter Blossfeld, Sandra Buchholz, Jan Skopek, Moris Triventi
Place of PublicationCheltenham
Pages233-248
Number of pages16
Publication statusPublished - 25 Nov 2016

Publication series

NameeduLIFE Lifelong Learning

Keywords

  • school subject choices
  • social class
  • higher education

Cite this

Klein, M., Iannelli, C., & Smyth, E. (2016). School subject choices and social class differences in entry to higher education: comparing Scotland and Ireland. In H-P. Blossfeld, S. Buchholz, J. Skopek, & M. Triventi (Eds.), Models of Secondary Education and Social Inequality: An International Comparison (pp. 233-248). (eduLIFE Lifelong Learning)..