There is controversy regarding trends over time in the association between social origins and educational outcomes in the UK. An explanation may lie in different methods of analysis. This article provides new evidence about trends in inequality between the 1980s and 2010s and informs the debate about the conceptualisation and operationalisation of social origins. It expands the multidimensional conceptualisation of social origins proposed by Bukodi and Goldthorpe (2013) by adding a separate indicator of family income to those of class, status and education of parents. Results from two UK age cohorts born in 1970 (BCS70) and 1989/90 (Next Steps) show that social class, social status, education and income all have independent effects on educational attainment and can show different patterns of stability or variability over time. Moreover, the study highlights the importance of transitions to upper secondary education for a more comprehensive understanding of inequalities in educational progression and attainment.

中文翻译：

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受教育程度中的社会不平等：父母的社会阶层，社会地位，教育和家庭收入的变化影响，英格兰1986年和2010年

在英国，社会出身与教育成果之间的关系随着时间的推移存在争议。一个解释可能在于不同的分析方法。本文提供了有关1980年代至2010年代之间不平等趋势的新证据，并为有关社会出身的概念化和实用化的辩论提供了信息。它通过将单独的家庭收入指标添加到阶级，地位和父母受教育程度的指标中，扩展了Bukodi和Goldthorpe（2013）提出的社会起源的多维概念化。来自两个分别在1970年（BCS70）和1989/90（下一步）出生的英国年龄组的结果表明，社会阶层，社会地位，教育和收入都对教育程度具有独立的影响，并且随着时间的推移会显示出不同的稳定性或变异性模式。此外，