DECODING INEQUALITY IN EDUCATIONAL EXPECTATIONS: EXAMINING DECISIONAL MECHANISMS AND SOCIAL ORIGIN

Abstract

This study aims to examine the formation of educational expectations and the underlying mechanisms that mediate the secondary effects of social origin. The research addresses the question of why students with similar academic performance but different social backgrounds hold different expectations about their educational future. The conceptualization of expectations as realistic aspirations provides a framework for understanding the state of the educational decision-making process. The study draws on two prominent theoretical approaches, Rational Action Theory and Cultural Capital Theory, to explain social differentials in educational decisions.

Using data from the Programme for the International Study Assessment (PISA), specifically focusing on the Spanish educational system, the study explores vertical (whether to enter an educational level) and horizontal expectations (what to do within a level of education) regarding Upper Secondary and Tertiary Education. The PISA dataset offers comprehensive information on participants' educational and occupational expectations, allowing for the analysis of numerous mechanisms.

The findings reveal that Cultural Capital mechanisms, such as highbrow-culture participation, educational resource endowment, and reading habits, significantly contribute to explaining secondary effects. Rational Action mechanisms, including the aversion to social demotion, fear of failure, economic concerns, and information acquisition, also play a role in generating secondary effects, albeit to a lesser extent. However, despite considering these mechanisms, approximately two-thirds of the observed inequality in expectations remains unexplained.

Furthermore, the study highlights that certain mechanisms perform differently in vertical and horizontal expectations. The relative risk aversion mechanism, the number of information sources accessed, educational resources at home, and reading habits exhibit varying impacts in different types of expectations.

In conclusion, this research sheds light on the formation of educational expectations and the mediating mechanisms contributing to inequality. By considering both Rational Action Theory and Cultural Capital Theory, the study provides valuable insights into the complex processes underlying educational decision-making. The discussion section reflects on the results and acknowledges the limitations of the study. Overall, this research contributes to a deeper understanding of educational expectations and informs efforts to address educational inequalities.