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Sticky educational expectations: A cross-country comparison

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dc.contributor.authorBernardi, Fabrizio
dc.contributor.authorValdés Fernández, Manuel Tomás
dc.date.accessioned2025-01-10T08:51:38Z
dc.date.available2025-01-10T08:51:38Z
dc.date.issued2021-10
dc.descriptionThis is an Accepted Manuscript of an article published by Elsevier in "Research in Social Stratification and Mobility, 75", available at: https://doi.org/10.1016/j.rssm.2021.100624
dc.descriptionEste es el manuscrito aceptado del artículo publicado por Elsevier en "Research in Social Stratification and Mobility, 75", disponible en línea: https://doi.org/10.1016/j.rssm.2021.100624
dc.description.abstractThis work studies the cross-country variability in the interaction effect between academic achievement and social origin on the configuration of the expectation of enrolment in the academic track of upper secondary education. Drawing on the Relative Risk Aversion Theory and the Compensatory Advantage model, we anticipate that academic achievement and social origin interact so that high-SES students’ expectations are irresponsive to low academic achievement. We call this phenomenon “stickiness in expectations”. However, we expect to observe sticky educational expectations of high-SES students particularly in those countries where the transition into the academic track of upper secondary education is consequential for their social status maintenance. To test this hypothesis, we use 2018 PISA data for 11 OECD countries and carry out a two-stage regression analysis. We estimate stickiness in expectations for each country using a counterfactual decomposition method. We then regress the country-specific estimate of stickiness in educational expectations on macro-level indicators of the risk of downward mobility associated with non-enrolment in the academic track and the economic capacity to compensate for low achievement in each country. We find sticky educational expectations in 6 of the 11 countries studied and show that stickiness is larger in those countries where not enrolling the academic track in Upper Secondary Education entails a larger risk of social status demotion for high-SES students.en
dc.description.versionversión final
dc.identifier.citationBernardi, F. and Valdés-Fernández, M. (2021), “Sticky educational expectations: A Cross-Country Comparison”, Research in Social Stratification and Mobility, 75, 100624. https://doi.org/10.1016/J.RSSM.2021.100624
dc.identifier.doihttps://doi.org/10.1016/j.rssm.2021.100624
dc.identifier.issn0276-5624 | eISSN 1878-5654
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25165
dc.journal.titleResearch in Social Stratification and Mobility
dc.journal.volume75
dc.language.isoen
dc.publisherElsevier
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 expectationsen
dc.subject.keywordsSocial differentialsen
dc.subject.keywordsCompensatory Advantage modelen
dc.subject.keywordsRelative Risk Aversionen
dc.subject.keywordsPISAen
dc.titleSticky educational expectations: A cross-country comparisonen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication7f548656-17cb-463d-8466-202b8b8050f2
relation.isAuthorOfPublicationf2a0b433-41c7-46cb-bc0a-4434ca81267a
relation.isAuthorOfPublication.latestForDiscovery7f548656-17cb-463d-8466-202b8b8050f2
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