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Factors influencing the educational aspirations of primary school students
Husovská, Christiana ; Soukup, Petr (advisor) ; Wirthová, Jitka (referee)
The thesis addresses the topic of educational aspirations, which is perceived as one of the important issues in the field of educational inequalities. Specifically, the thesis focuses on the factors influencing the educational aspirations of fifteen-year-old students from elementary schools in the Czech Republic and how these factors have evolved from the year 2003 to 2022. The theoretical part of the thesis describes the key concepts related to educational aspirations and also introduces social stratification models, which partially underpin the study of such aspirations. The thesis also presents the results of previous studies on educational aspirations, particularly from the Czech context, which were subsequently utilized in the practical part. This section of the thesis is dedicated to the analysis of data from the international PISA survey, specifically its editions spanning from the year 2003 to 2022. The analysis focuses on identifying significant factors influencing educational aspirations and their development over the observed period. The most important factors influencing educational aspirations were found to be gender, mathematical abilities, parental education, as well as socioeconomic index, and cultural capital of the family. The evolution of these factors over time appears to be...
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Individual and social contexts of dawnward social mobility
Kubatová, Marie ; Šanderová, Jadwiga (advisor) ; Čada, Karel (referee)
The author deals with the phenomenon of individual and social contexts of downward social mobility. She focuses on cases of families with at least one college educated parent whose children did not follow their parents in college education attainment. After defining terms such as social status, social mobility, capital and social reproduction that are key for later analysis, she summarizes previous researches of social mobility and educational inequalities. Thereafter she presents a qualitative analysis of gained interviews with ten respondents. This research has been done by methods of grounded theory that enable to uncover contexts of the analysed phenomenon. The author argues that the phenomenon in general, according to the analysis, is not a problem. It is understood as a problem only after it has been set into the context of the social situation in which the phenomenon occurs. According to the analysis the children of college educated parents do use and develop their abilities gained by socialization and upbringing by college educated parents. Nevertheless, these children do not develop their abilities in the formal system of education that is commonly conceived as the best educational institution. It is just the authority of this institution that creates the social norm - one of the contexts...
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