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Compensatory advantage in educational transitions: trivial or substantial? A simulated scenario analysis

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dc.contributor.authorBernardi, Fabrizio
dc.contributor.authorTriventi, Moris
dc.date.accessioned2025-01-10T09:27:44Z
dc.date.available2025-01-10T09:27:44Z
dc.date.issued2020-02
dc.descriptionThis is an Accepted Manuscript of an article published by SAGE in "Acta Sociologica, 63(1), 40-62", available at: https://doi.org/10.1177/0001699318780950
dc.descriptionEste es el manuscrito aceptado del artículo publicado por SAGE en "Acta Sociologica, 63(1), 40-62", disponible en línea: https://doi.org/10.1177/0001699318780950
dc.description.abstractIn this article, first, we present new evidence on a specific type of compensatory advantage (CA) mechanism in educational transitions and attainment, whereby students from socio-economically advantaged families compensate the negative event of achieving poor grades by ignoring them and disproportionally moving on to the next level of education. Using two independent data sources, we focus on the attainment of an upper secondary degree and the transition from high school to university in Italy, investigating the role of parental education and social class in compensating for an early poor academic performance. Second, we develop a simulated scenario analysis to assess how much of the observed social background inequality is due to the educational outcomes of poorly performing students from high social backgrounds. The results are consistent with the notion that a CA mechanism is in place and show that the advantage of individuals with higher backgrounds over those from lower backgrounds is much larger among students with bad marks in earlier school stages. We estimate that at least one-third of the observed social background inequality in educational transitions in Italy can be attributed to the CA mechanism. This result is consistent across different outcomes, samples and birth cohorts, and is robust to a number of sensitivity checks.en
dc.description.versionversión final
dc.identifier.citationBernardi, F., & Triventi, M. (2020). Compensatory advantage in educational transitions: Trivial or substantial? A simulated scenario analysis. Acta Sociologica (United Kingdom), 63(1), 40-62. https://doi.org/10.1177/0001699318780950
dc.identifier.doihttps://doi.org/10.1177/0001699318780950
dc.identifier.issn0001-6993 | eISSN 1502-3869
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25170
dc.journal.issue1
dc.journal.titleActa Sociologica
dc.journal.volume63
dc.language.isoen
dc.page.final62
dc.page.initial40
dc.publisherSAGE Publications
dc.relation.centerFacultades y escuelas::Facultad de Ciencias Políticas y Sociología
dc.relation.departmentSociología II (Estructura Social)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject63 Sociología
dc.subject.keywordseducational transitionsen
dc.subject.keywordssocial inequalityen
dc.subject.keywordscompensatory advantageen
dc.subject.keywordssocial background;en
dc.subject.keywordsacademic performanceen
dc.subject.keywordsscenario analysisen
dc.subject.keywordsItalyen
dc.titleCompensatory advantage in educational transitions: trivial or substantial? A simulated scenario analysisen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication7f548656-17cb-463d-8466-202b8b8050f2
relation.isAuthorOfPublication.latestForDiscovery7f548656-17cb-463d-8466-202b8b8050f2
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