This study analyses how parents’ socio-economic and cultural status influence students’ choice of secondary schooling track, according to gender differences and their interaction with social class effects. From a procedural point of view, we do not opt for an a priori theoretical choice in developing this chapter. Rather, we outline the research results step by step, using the interpretative approaches or "theoretical segments" which seem more useful for interpreting the empirical evidence in question. In the first phase, our goal is to analyse and make evident the network of relationships that links social origin, gender and educational choices. To achieve this objective, we turn to several descriptive analyses based on multivariate models for categorical variables (multinomial logistic regression), including a model that takes into account the interaction effects between independent variables. Subsequently, we investigate the relationship between the motivations expressed by students’ parents, and choice of school. Starting from a descriptive analysis of parents’ answers, we perform a synthesis of the data through a principal component analysis to then analyse the direction and strength of the relationship between parental motivations and their sons and daughters’ mix of gender and social class type. Our hypothesis is that families are accustomed to investing in a diversified way in their children’s education whether the students are girls or boys.
Gender, Social Origins, and Educational Choices: How it really works / Giancola, O.; Colarusso, S.. - (2020), pp. 95-109.
|Titolo:||Gender, Social Origins, and Educational Choices: How it really works|
GIANCOLA, ORAZIO (Primo) [Writing – Original Draft Preparation] (Corresponding author)
COLARUSSO, SIMONA (Secondo) [Writing – Original Draft Preparation]
|Data di pubblicazione:||2020|
|Citazione:||Gender, Social Origins, and Educational Choices: How it really works / Giancola, O.; Colarusso, S.. - (2020), pp. 95-109.|
|Appartiene alla tipologia:||02a Capitolo o Articolo|