IB_12(29). Subjective perception of educational inequality among schoolchildren

Julia Kersha () and Roman Zvyagintsev ()
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Julia Kersha: National Research University Higher School of Economics (Russian Federation)
Roman Zvyagintsev: National Research University Higher School of Economics (Russian Federation)

Monitoring of Education Markets and Organizations (MEMO), 2022, issue 13, 1-27

Abstract: The analytical report presents the results of studying a new phenomenon to the Russian research agenda - the subjective perception of educational inequality. The database of this study is the results of the MEMO-2020 survey, the household questionnaire. The authors describe and interpret the results using the already traditional framework of educational inequality and the framework of perception of inequality, which is not so often used in educational research. The main result of the study is the fixation of a significant difference in a whole set of parameters of subjective perception of the education system among families with different income and education levels. The discussion is built around the question of what conclusions from this study can be drawn for educational policy and, more importantly, for the problem of informing the population and ways to overcome the current situation. Key conclusions: • Parents with high incomes believe that their children are above the rest on the educational ladder. Moreover, even the opportunities of children from low-income families are perceived by them higher than the parents themselves in such families. • People with higher education are less likely to believe that all students are equal in terms of access to quality education and high academic results. Probably, this is how the degree of awareness of parents with different levels of education is manifested. • High-income parents are more likely than low-income parents to believe that children and their families are responsible for their children's educational success. • Probably, the subjective perception of educational inequality affects the persistence of real educational inequality and therefore is a self-fulfilling prophecy. • Higher education has a symbolic value: parents consider getting a higher education important regardless of potential income. • Parents with high SES attach more importance to the child's further educational and professional trajectory, while those with low SES attach more importance to social characteristics (successful marriage, large number of friends). • Parents with low SES more often than those with high SES believe that it is necessary to support students who are lagging behind in learning, and with gifted and talented students, the situation is reversed: parents with high SES more often indicate the need for their support.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:hig:moneco:v::y:2022:i:13:p:1-27

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