The stubborn persistence of educational inequality

Key takeaways

(file:///C:\Users\scott\Zotero\storage\FC8D573F\Breen_2022_The%20stubborn%20persistence%20of%20educational%20inequality.pdf)

Bibliography: Breen, R., 2022. The stubborn persistence of educational inequality. IFS Deaton Review.

Authors:: Richard Breen

Collections:: UCL BCS Dump

First-page: 8

Abstract

My goal in this commentary is to complement the findings of Christine Farquharson, Sandra McNally and Imran Tahir in their chapter on educational inequalities with some general remarks that will provide a context and framework for understanding educational inequalities in the UK. I make five main points, summarised at the start of each section of the commentary.

Citations

content: "@breenStubbornPersistenceEducational2022" -file:@breenStubbornPersistenceEducational2022

Reading notes

Imported on 2024-05-07 21:32

⭐ Important

& Education is the most important single, individual predictor of adult incomes and earnings. It follows, therefore, that inequality in educational attainment will be associated with inequalities in incomes and earnings, as well as with other important outcomes, such as health. (p. 8)
& As Goldthorpe (2016, p. 105) has pointed out, advantaged parents, ‘will not [...] simply be passive in relation to the expansion or reform of the educational system’; they will use their resources to maximise the benefits and minimise the perceived harm to their children from educational reforms. It is only in this light that it is possible to understand the persistent failure of educational reform to reduce class inequalities in attainment and, perhaps, to gain some insight into how best to proceed. (p. 8)