Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/25922
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dc.contributor.authorPlayford, Chrisen_UK
dc.contributor.authorGayle, Vernonen_UK
dc.contributor.authorConnelly, Roxanneen_UK
dc.contributor.authorMurray, Susanen_UK
dc.date.accessioned2017-10-11T22:18:40Z-
dc.date.available2017-10-11T22:18:40Z-
dc.date.issued2016en_UK
dc.identifier.urihttp://hdl.handle.net/1893/25922-
dc.description.abstractIn Britain there have been manifest changes in the management and organisation of education, but despite these developments there are still persistent inequalities in pupils’ educational outcomes. These inequalities are consequential because school qualifications are known to influence both pupils’ immediate continuation in education, and their later educational and occupational outcomes. The Scottish school system is similar to the system in England and Wales but there are a distinctive set of qualifications. From the mid-1980s until 2013 the final years of compulsory schooling led up to Standard Grade qualifications. Standard Grades were similar to the General Certificates of Secondary Education (GCSEs) and are worthy of detailed sociological examination because they were the first major branching point in the Scottish education system. A specialist dataset using administrative records was constructed for this project. The dataset comprises young people who undertook Standard Grades in Scottish schools between 2007 and 2011, who were members of the Scottish Longitudinal Study (SLS). We analyse pupils’ subject-area outcomes using a latent variable modelling approach, and explore characteristics associated with the membership of latent educational groups. The analyses uncovered four main latent educational groups. One group had very positive outcomes and pupils were generally more socially advantaged; another group had very poor outcomes and were generally more socially disadvantaged. There were two ‘middle’ groups, which both had similar moderate overall Standard Grade outcomes, but notably different subject-area-level outcomes. We conclude that during school hours these pupils are unlikely to be found drinking Iron Brew WKD in their local parks or at home playing on their Xbox; however, they are also unlikely to be filling out university application forms in the next couple of years.en_UK
dc.language.isoenen_UK
dc.publisherTaylor and Francisen_UK
dc.relationPlayford C, Gayle V, Connelly R & Murray S (2016) Parental socioeconomic influences on filial educational outcomes in Scotland: patterns of school-level educational performance using administrative data. Contemporary Social Science, 11 (2-3), pp. 183-202. https://doi.org/10.1080/21582041.2016.1172728en_UK
dc.rights© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.en_UK
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_UK
dc.subjectEducationen_UK
dc.subjectinequalityen_UK
dc.subjectsocial stratificationen_UK
dc.subjectlatent class analysisen_UK
dc.subjectScotlanden_UK
dc.titleParental socioeconomic influences on filial educational outcomes in Scotland: patterns of school-level educational performance using administrative dataen_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1080/21582041.2016.1172728en_UK
dc.citation.jtitleContemporary Social Scienceen_UK
dc.citation.issn2158-205Xen_UK
dc.citation.issn2158-2041en_UK
dc.citation.volume11en_UK
dc.citation.issue2-3en_UK
dc.citation.spage183en_UK
dc.citation.epage202en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.citation.date16/05/2016en_UK
dc.contributor.affiliationSociology, Social Policy & Criminologyen_UK
dc.contributor.affiliationUniversity of Edinburghen_UK
dc.contributor.affiliationUniversity of Warwicken_UK
dc.contributor.affiliationHealth Sciences Stirlingen_UK
dc.identifier.isiWOS:000409299200007en_UK
dc.identifier.scopusid2-s2.0-84967215083en_UK
dc.identifier.wtid518394en_UK
dc.date.accepted2016-03-28en_UK
dcterms.dateAccepted2016-03-28en_UK
dc.date.filedepositdate2017-09-28en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorPlayford, Chris|en_UK
local.rioxx.authorGayle, Vernon|en_UK
local.rioxx.authorConnelly, Roxanne|en_UK
local.rioxx.authorMurray, Susan|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2017-09-28en_UK
local.rioxx.licencehttp://creativecommons.org/licenses/by/4.0/|2017-09-28|en_UK
local.rioxx.filenamePlayford_etal_CSS_2016.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source2158-2041en_UK
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