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Biased Aspirations and Social Inequality at School: Evidence from French Teenagers*
The Economic Journal ( IF 3.721 ) Pub Date : 2020-06-27 , DOI: 10.1093/ej/ueaa077
Nina Guyon 1 , Elise Huillery 2
Affiliation  

This paper provides empirical evidence on how aspirations are formed and affect individual behavior, decisions, and paths in the context of education. Using unique data on aspirations, academic performance and actual track assignment to high school of French ninth graders, we show that low-SES students have lower aspirations than their equally-achieving high-SES classmates, and that track assignments to high school the next year are even more unequal due to dysfunctional dynamics: first, both low aspirations and low SES are associated with slower academic progress over the year. Second, aspirations and parental SES play a role in track assignment independent of one’s academic performance. Our results suggest that, in France, an aspirational trap at school contributes to the poverty trap, leading to the perpetuation of social inequalities.

中文翻译:

学校的偏见愿望和社会不平等:来自法国青少年的证据*

本文提供了在教育背景下如何形成抱负并影响个人行为、决策和路径的经验证据。使用关于法国九年级学生高中的志向、学业成绩和实际跟踪作业的独特数据,我们表明,低 SES 学生的志向低于同等成绩的高 SES 同学,并且可以跟踪下一年高中的作业由于功能失调的动态,它们甚至更加不平等:首先,低抱负和低 SES 都与一年中学业进展缓慢有关。其次,志向和父母的社会经济地位在独立于学业成绩的轨道分配中发挥作用。我们的研究结果表明,在法国,学校里的理想陷阱会助长贫困陷阱,导致社会不平等的长期存在。
更新日期:2020-06-27
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