SMITH, Michael, Tsai SHU-LING, Petr MATĚJŮ and Huang MIN-HSIUNG. Educational Expansion and Inequality in Taiwan and the Czech Republic. Comparative Education Review. USA, Chicago: The University of Chicago Press, vol. 60, No 2, p. 339-374. ISSN 0010-4086. 2016.
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Basic information
Original name Educational Expansion and Inequality in Taiwan and the Czech Republic
Authors SMITH, Michael (840 United States of America), Tsai SHU-LING (156 China), Petr MATĚJŮ (203 Czech Republic, belonging to the institution) and Huang MIN-HSIUNG (156 China).
Edition Comparative Education Review, USA, Chicago, The University of Chicago Press, 2016, 0010-4086.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50000 5. Social Sciences
Country of publisher United States of America
Confidentiality degree is not subject to a state or trade secret
RIV identification code RIV/04274644:_____/16:#0000109
Organization unit University of Finance and Administration
Keywords in English UNITED-STATES; STRATIFICATION; OPPORTUNITY; ATTAINMENT
Tags AR 2015-2016, J6, SCOPUS, WOS, xJ2
Tags International impact, Reviewed
Changed by Changed by: Ing. Dominika Moravcová, učo 21787. Changed: 27/3/2017 14:06.
Abstract
This article presents a comparative analysis of educational inequality by family background and gender in Taiwan and the Czech Republic, which have both experienced substantial educational expansion in the last half-century under different educational systems. We highlight the specific institutional histories of both countries and examine the role of dead-end tracks in mediating educational inequality by family background. Pooling the most recent data available, we use probit analyses of inequality in secondary and tertiary educational attainment across 5-year birth cohorts from 1956 to 1985. In terms of secondary educational attainment, we find that the gap in inequalities by family background between the countries is large, with a decline in inequality in Taiwan but persistent inequality in the Czech case. We attribute these findings to differences in educational expansion and characteristics of the secondary school system. However, in tertiary educational attainment, we find similarities in educational inequality between the two countries.
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