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Title
Applying social production function theory to benefits of schooling. The concept of values of education
Authors GND-ID ORCID; GND-ID ORCID; GND-ID ORCID
SourceBritish journal of sociology of education 40 (2019) 7, S. 847-867 ZDB
Document  (654 KB) (formally and content revised edition)
License of the document In copyright
Keywords (German)Bildung; Ungleichheit; Bildungsertrag; Gewinn; Wertigkeit; Theorie; Konzept; Messinstrument; Datenanalyse; Schüler; Schuljahr 07; Schuljahr 08; Schweiz; Luxemburg
sub-disciplineEducational Sociology
Document typeArticle (journal)
ISSN1465-3346
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings. (DIPF/Orig.)
additional URLsDOI: 10.1080/01425692.2019.1604207
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Date of publication30.11.2021
CitationScharf, Jan; Hadjar, Andreas; Grecu, Alyssa: Applying social production function theory to benefits of schooling. The concept of values of education - In: British journal of sociology of education 40 (2019) 7, S. 847-867 - URN: urn:nbn:de:0111-pedocs-236317 - DOI: 10.25656/01:23631
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