ABSTRACT

This paper proposes to broaden the focus of analysis when studying the importance of parental context for a child’s educational achievement and attainment. Research has assessed the relevance of social origin primarily in the form of effects of parental characteristics. However, two additional aspects require further attention: first, individual-level distributions of the respective characteristics, and second, the composition or associations of context characteristics at the family level. This means that, in fact, three spheres of stratification need to be considered when assessing social origin’s relevance for education.

Going beyond parent-specific effects, this paper compares 61 countries with regard to the relevance of parental context in children’s educational achievement. Using large-scale data from the Programme for International Student Assessment (PISA) 2015 study, individual-level information on school students and their parents is used to derive country-specific macro-level indicators. These indicators are then used for comparative analyses. The analyses are also replicated using different measures for social origin and achievement. The results confirm that it is reasonable to consider various components when conceptualising and interpreting the level of origin-based inequality in education. There are marked international differences in the specific relevance of these components, but there are no clear associations between these dimensions.

摘要

本文建议在研究父母情境对孩子的教育成就和成就的重要性时，扩大分析的重点。研究已经以父母特征的影响形式评估了社会出身的相关性。但是，还有两个方面需要进一步注意：第一，各个特征的个人层次分布，第二，家庭层次上上下文特征的组成或关联。这意味着，实际上，在评估社会出身与教育的相关性时，需要考虑三个分层领域。

除了父母特定的影响之外，本文还比较了61个国家在儿童教育成就中父母情境的相关性。利用来自2015年国际学生评估计划（PISA）研究的大规模数据，有关学生及其父母的个人信息将用于得出特定国家/地区的宏观指标。然后将这些指标用于比较分析。还使用不同的社会来源和成就度量来重复分析。结果证实，在概念化和解释基于起源的教育不平等程度时，考虑各种因素是合理的。这些组成部分的具体相关性在国际上存在明显差异，但是这些维度之间没有明确的关联。