Stratification and the formation of expectations in highly differentiated educational systems

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Tracking Effects Depend on Tracking Type (2013, background): “Last, we included student socioeconomic status (SES) and ethnicity, because low-SES students and minority students often disproportionately attend low tracks (Buchmann & Park, 2009; Lucas, 2001; Maaz et al., 2008; Oakes, 1985).”
Achievement Inequality and the Institutional Structure of Educational Systems: A Comparative Perspective (2010, unknown): “Some studies have shown that school type has a tremendous (and realistic) effect on college expectations and aspirations in differentiating educational systems (Buchmann & Dalton 2002, Buchmann & Park 2009).”
Educational Systems and the Trade-Off between Labor Market Allocation and Equality of Educational Opportunity (2013, background): “On top of this, students live up to the expectation of the track they are in, leading to a self-fulfilling prophecy in relation to tracking institutions (Buchmann and Park 2009).”
Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology (2013, background): “…highly differentiated educational systems tend to produce more outcome inequality for pupils from different classes and from different ethnic backgrounds (Buchmann & Park, 2009; Charlton, Mills, Martino, & Beckett, 2007; Hillmert & Jacob, 2010; Lynch & Lodge, 2002; Van de Werfhorst & Mijs, 2010).”