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Soc. Sci. 2016, 5(4), 64; doi:10.3390/socsci5040064

Ascription, Achievement, and Perceived Equity of Educational Regimes: An Empirical Investigation

HIVA—Research Institute for Work and Society, University of Leuven, 3000 Leuven, Belgium
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Academic Editors: Carol Fuller and Richard Harris
Received: 25 July 2016 / Revised: 19 September 2016 / Accepted: 12 October 2016 / Published: 14 October 2016
(This article belongs to the Special Issue Equality and Social Inclusion: The Role of Education)
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Abstract

This article considers how countries differ in the opinions that citizens hold about the fairness of the social and educational system. From the literature, we derive a typology of four educational “regimes”, based on differences in educational system, labour market and welfare state design. We then use data from the ISSP (2009) to investigate how much weight respondents attribute to ascribed characteristics (e.g., being born in a wealthy family) and individual responsibility (e.g., working hard) to explain success in life or at school. We also examine how these judgments relate to the educational background of the respondents. We consider how these patterns correspond to the existing knowledge on social and economic inequality and what this means for the legitimacy of the social system. View Full-Text
Keywords: social equity; educational equity; perceptions; opinions; system design; ascription; social mobility social equity; educational equity; perceptions; opinions; system design; ascription; social mobility
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Lavrijsen, J.; Nicaise, I. Ascription, Achievement, and Perceived Equity of Educational Regimes: An Empirical Investigation. Soc. Sci. 2016, 5, 64.

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