When Different Types of Education Matter: Effectively Maintained Inequality of Educational Opportunity in Korea

Soo Yong Byun, Hyunjoon Park

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Using longitudinal data for a nationally representative sample of ninth graders in South Korea, we examine socioeconomic differences in the likelihood of making transitions into different types of high school and college with a goal of testing the validity of the effectively maintained inequality hypothesis. We find significant socioeconomic disparities in the likelihood of attending an academic high school and a 4-year university. However, the predicted probabilities suggest that even disadvantaged students typically choose an academic high school relative to a vocational high school. Furthermore, although disadvantaged students likely end up with a 2-year junior college, those disadvantaged students graduating from an academic high school typically choose a 4-year university, after controlling for academic achievement and other variables. We discuss the relevance of the effectively maintained inequality hypothesis for South Korea and broad implications for elsewhere where postsecondary education is increasingly available for the majority of population.

Original languageEnglish (US)
Pages (from-to)94-113
Number of pages20
JournalAmerican Behavioral Scientist
Volume61
Issue number1
DOIs
StatePublished - Jan 1 2017

Fingerprint

educational opportunity
Korea
Education
Vulnerable Populations
Republic of Korea
school
education
Students
South Korea
university
student
academic achievement
Population

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Cultural Studies
  • Education
  • Sociology and Political Science
  • Social Sciences(all)

Cite this

@article{be78c0040749437b9a62b2662255c7ba,
title = "When Different Types of Education Matter: Effectively Maintained Inequality of Educational Opportunity in Korea",
abstract = "Using longitudinal data for a nationally representative sample of ninth graders in South Korea, we examine socioeconomic differences in the likelihood of making transitions into different types of high school and college with a goal of testing the validity of the effectively maintained inequality hypothesis. We find significant socioeconomic disparities in the likelihood of attending an academic high school and a 4-year university. However, the predicted probabilities suggest that even disadvantaged students typically choose an academic high school relative to a vocational high school. Furthermore, although disadvantaged students likely end up with a 2-year junior college, those disadvantaged students graduating from an academic high school typically choose a 4-year university, after controlling for academic achievement and other variables. We discuss the relevance of the effectively maintained inequality hypothesis for South Korea and broad implications for elsewhere where postsecondary education is increasingly available for the majority of population.",
author = "Byun, {Soo Yong} and Hyunjoon Park",
year = "2017",
month = "1",
day = "1",
doi = "10.1177/0002764216682810",
language = "English (US)",
volume = "61",
pages = "94--113",
journal = "American Behavioral Scientist",
issn = "0002-7642",
publisher = "SAGE Publications Inc.",
number = "1",

}

When Different Types of Education Matter : Effectively Maintained Inequality of Educational Opportunity in Korea. / Byun, Soo Yong; Park, Hyunjoon.

In: American Behavioral Scientist, Vol. 61, No. 1, 01.01.2017, p. 94-113.

Research output: Contribution to journalArticle

TY - JOUR

T1 - When Different Types of Education Matter

T2 - Effectively Maintained Inequality of Educational Opportunity in Korea

AU - Byun, Soo Yong

AU - Park, Hyunjoon

PY - 2017/1/1

Y1 - 2017/1/1

N2 - Using longitudinal data for a nationally representative sample of ninth graders in South Korea, we examine socioeconomic differences in the likelihood of making transitions into different types of high school and college with a goal of testing the validity of the effectively maintained inequality hypothesis. We find significant socioeconomic disparities in the likelihood of attending an academic high school and a 4-year university. However, the predicted probabilities suggest that even disadvantaged students typically choose an academic high school relative to a vocational high school. Furthermore, although disadvantaged students likely end up with a 2-year junior college, those disadvantaged students graduating from an academic high school typically choose a 4-year university, after controlling for academic achievement and other variables. We discuss the relevance of the effectively maintained inequality hypothesis for South Korea and broad implications for elsewhere where postsecondary education is increasingly available for the majority of population.

AB - Using longitudinal data for a nationally representative sample of ninth graders in South Korea, we examine socioeconomic differences in the likelihood of making transitions into different types of high school and college with a goal of testing the validity of the effectively maintained inequality hypothesis. We find significant socioeconomic disparities in the likelihood of attending an academic high school and a 4-year university. However, the predicted probabilities suggest that even disadvantaged students typically choose an academic high school relative to a vocational high school. Furthermore, although disadvantaged students likely end up with a 2-year junior college, those disadvantaged students graduating from an academic high school typically choose a 4-year university, after controlling for academic achievement and other variables. We discuss the relevance of the effectively maintained inequality hypothesis for South Korea and broad implications for elsewhere where postsecondary education is increasingly available for the majority of population.

UR - http://www.scopus.com/inward/record.url?scp=85011672162&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85011672162&partnerID=8YFLogxK

U2 - 10.1177/0002764216682810

DO - 10.1177/0002764216682810

M3 - Article

AN - SCOPUS:85011672162

VL - 61

SP - 94

EP - 113

JO - American Behavioral Scientist

JF - American Behavioral Scientist

SN - 0002-7642

IS - 1

ER -