Byrne, Delma
(2017)
Effectively Maintained
Inequality in Educational
Transitions in the Republic
of Ireland.
American Behavioral Scientist, 61 (1).
pp. 49-73.
ISSN 0002-7642
Abstract
While it is well established that the structure and organization of the education
system affects youth transitions, less attention has been paid to the study of
qualitative distinctions at the same level of education over time in the Irish context.
Using data from the School Leavers’ Survey over the period 1980-2006, this paper
considers the hypothesis of effectively maintained inequality in the case of the
Republic of Ireland. The data capture young people’s transitions during three
distinct and remarkable macro-economic fluctuations, and makes a particularly
interesting test case for EMI. Over the cohorts under investigation, Ireland had
changed from a recessionary economic climate and prolonged economic stagnation
for much of the 1980s to a booming economy by the middle of the mid-2000s and
one of the most dynamic economies in the world during the “Celtic Tiger” period.
The patterns of social-class inequality over a 30-year paper reported in this article
suggest that qualitative differences at the same level of inequality represent a
persistent barrier to greater equality in the Irish context. Specifically, we find
three notable patterns to support the hypothesis of EMI with regard to tracking
decisions taken in the transition from lower secondary to upper secondary,
subject-level differentiation in the upper secondary mathematics curriculum, and
access to university higher education.
| Item Type: |
Article
|
| Keywords: |
Social inequality; effectively maintained inequality;tracking; maths; higher education;
Ireland; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
8556 |
| Identification Number: |
https://doi.org/10.1177/0002764216682991 |
| Depositing User: |
Delma Byrne
|
| Date Deposited: |
02 Aug 2017 11:14 |
| Journal or Publication Title: |
American Behavioral Scientist |
| Publisher: |
SAGE Publications |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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