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Does social origin weigh more when a...

Chen, Wan-chi.

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Does social origin weigh more when a society gets richer? Over-time analysis of social origin's influence on educational attainment in postwar Taiwan.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Does social origin weigh more when a society gets richer? Over-time analysis of social origin's influence on educational attainment in postwar Taiwan./
作者:	Chen, Wan-chi.
面頁冊數:	158 p.
附註:	Adviser: William Parish.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3181322
ISBN:	9780542213021

Does social origin weigh more when a society gets richer? Over-time analysis of social origin's influence on educational attainment in postwar Taiwan.
Chen, Wan-chi.

Does social origin weigh more when a society gets richer? Over-time analysis of social origin's influence on educational attainment in postwar Taiwan. - 158 p.

Adviser: William Parish.

Thesis (Ph.D.)--The University of Chicago, 2005.

Inspired by Heyneman-Loxley effect, this dissertation considers a hypothesis in which the importance of family background factors upon educational attainment varies in different social contexts, especially referring to different degrees of economic development. Postwar Taiwan provides a good case study for its being through rapid economic development in a stable social as well as educational structure under political control. This dissertation investigates how family background affected one's opportunity of attending university and whether the family-education association changed over time in Taiwan for birth cohorts born between 1940 and 1980.

ISBN: 9780542213021Subjects--Topical Terms:

626654
Education, Sociology of.

Does social origin weigh more when a society gets richer? Over-time analysis of social origin's influence on educational attainment in postwar Taiwan.
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245 1 0 $a Does social origin weigh more when a society gets richer? Over-time analysis of social origin's influence on educational attainment in postwar Taiwan.
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500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2407.
502 $a Thesis (Ph.D.)--The University of Chicago, 2005.
520 $a Inspired by Heyneman-Loxley effect, this dissertation considers a hypothesis in which the importance of family background factors upon educational attainment varies in different social contexts, especially referring to different degrees of economic development. Postwar Taiwan provides a good case study for its being through rapid economic development in a stable social as well as educational structure under political control. This dissertation investigates how family background affected one's opportunity of attending university and whether the family-education association changed over time in Taiwan for birth cohorts born between 1940 and 1980.
520 $a The overall analysis of "who goes to college" partly confirms the surmise of an increasingly importance role played by social origin in educational attainment, although the variable of lower-class background exhibits a very different pattern. Major findings include: First, the influence of father's education on one's chance of college attendance remained stable across cohorts. Second, the influence of mother's education and growing up in urban areas (especially in Taipei---the Capital city) upon college attendance significantly increased over time. Third, the gender gap had narrowed rapidly and disappeared for the youngest cohort. Fourth, being a Mainlander had an independent effect, controlling for other family background variable, upon college attendance, though this effect occurred only for those from less-educated background and had been decreasing as time goes by. Fifth, in contrast with the increasing importance of other background variables, the strength of negative lower-class effect significantly attenuated over time.
520 $a The results, generally speaking, support the "persistent inequality" argument and the "Maximally Maintained Inequality" thesis; however, the exceptional pattern of the significantly-mitigated lower-class disadvantage suggests that cultural capital may play a more crucial role than economic resources in the MMI schooling process.
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