Publication details

From Quantitative to Qualitative Differences: Testing MMI and EMI in the Czech Secondary School System in the First Decade of the 21st Century

Authors

KATRŇÁK Tomáš SIMONOVÁ Natálie FÓNADOVÁ Laura

Year of publication 2016
Type Article in Periodical
Magazine / Source Research in Social Stratification and Mobility
MU Faculty or unit

Faculty of Social Studies

Citation
Web http://fsslvt.fss.muni.cz/~katrnak/
Doi http://dx.doi.org/10.1016/j.rssm.2016.08.009
Field Sociology, demography
Keywords education inequality social stratifcation unequal chances Czech secondary school system
Attached files
Description This article examines secondary education in the Czech Republic between 2000 and 2010. We analyzedthe consequences of educational expansion on odds to achieve secondary education with a school-leavingcertificate (SLC) by social origin. We utilize the theories of maximally maintained inequality – MMI(Raftery & Hout, 1993) and effectively maintained inequality – EMI (Lucas, 2001). We analyzed data fromPISA 2000 to 2009 for the Czech Republic. We support EMI theory against MMI. Quantitative (vertical)differentiation by social origin decreased between 2000 and 2009. Contrary to MMI assumptions, theodds of achieving a school-leaving certificate (SLC) are increasing for children from the lower socialclasses, but only in a less academic type of secondary education. According to EMI assumptions, thisincrease occurs because qualitative (horizontal) diversification of schools with a SLC has been rising.Socioeconomic variables have a stronger effect on attendance in more academic schools (i.e. grammarschools with a SLC).
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