Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects1

By Samuel R. Lucas. American Journal of Sociology, 2001

1,567 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a34079b36c085f8d3479ddc6ae07689649dda336

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Citations in the corpus

College for some to college for all: social background, occupational expectations, and educational expectations over time. (2008, background): “…through the type and purpose of the post-secondary institution a student attends and, consequently, through graduate school credentials, as the ‘‘maximally maintained inequality’’ (e.g. Raftery and Hout, 1993) and ‘‘effectively maintained inequality’’ positions suggest (e.g. Lucas, 2001).”
Towards Research-based Innovation and Reform: Singapore schooling in transition (2005, background): “In the tradition of Coleman studies in the 1960s, it attempts to provide a systematic account of how various individual and cultural, social and economic factors influence school achievement (for recent examples, see Lucas, 2001).”
Social and Economic Returns to College Education in the United States (2012, background): “Inequality of educational opportunity persists (Lucas 2001, Lareau 2003, Hout & Janus 2011), but it would be even more unequal without schools (Downey et al. 2004, Pfeffer 2008).”
International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, background): “…Rees, & Brewer, 1996; Attewell & Domina, 2008; Dauber, Alexander, & Entwisle, 1996; Hout & Garnier, 1979; Jones, Vanfossen, & Ensminger, 1995; Lucas, 2001; Lucas & Gamoran, 2002; Maaz, Trautwein, Lüdtke, & Baumert, 2008; Mickelson, 2001; Oakes, 1985; Smith & Tomlinson, 1989; Southworth &…”
Income Inequality, Intergenerational Mobility, and the Great Gatsby Curve: Is Education the Key? (2015, background): “Focusing on public expenditure on schooling, for financial resources to be important in the intergenerational transmission process, parents must be able to gain an advantage for their offspring from using them (Lucas 2001).”
The Advanced Placement Arms Race and the Reproduction of Educational Inequality (2013, background): “On the other hand, there is reason to believe that inequalities are “effectively maintained” (Lucas, 2001) and are resistant to interventions targeting resources at disadvantaged schools.”
Social Background, Credential Inflation and Educational Strategies (2005, background): “Lucas (2001) argues, however, that including a time-covariate in the transition model limits this bias.”
Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM (2017, background): “…on achievement, which can be attributed to more demanding curricula, more teaching time, and larger weights from grades in advanced courses with respect to their contribution to final GPA (e.g., Brunello & Checchi, 2007; Gamoran & Mare, 1989; Hanushek & Wössmann, 2006; Kelly, 2004; Lucas, 2001).”
Economic Crisis and Inequality of Educational Opportunity in Latin America (2010, background): “Recent studies have highlighted the qualitative dimension of inequality, namely, the fact that a given educational level may comprise different subsectors—such as tracks or school sectors—which provide unequal opportunities for further attainment (Ayalon and Shavit 2004; Breen and Jonsson 2000; Luca”