Differences in social capital and the inequality of educational outcomes

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dc.contributor.advisor Hillmert, Steffen (Prof. Dr.)
dc.contributor.author Schwenzer, Marc
dc.date.accessioned 2019-08-23T10:01:04Z
dc.date.available 2019-08-23T10:01:04Z
dc.date.issued 2019-08-23
dc.identifier.other 1672171741 de_DE
dc.identifier.uri http://hdl.handle.net/10900/91865
dc.identifier.uri http://nbn-resolving.de/urn:nbn:de:bsz:21-dspace-918655 de_DE
dc.identifier.uri http://dx.doi.org/10.15496/publikation-33246
dc.description.abstract This dissertation assesses if and how cultural properties that augment social ties, commonly denoted as social capital, are related to differences in the inequality of educational outcomes (IEO). Cultural properties of social aggregates (and several other factors) influence the likelihood of social ties and thus constitute a social context moderating IEO. The main hypothesis is that collective social capital will make experiences of status groups more similar by mitigating differences in cultural capital and thus will also reduce IEO. This hypothesis is challenged by analyzing the effects of three different contextual levels where collective social capital can become relevant: countries (paper 1), schools (paper 2) and school class networks (paper 3). The first article (Collective social capital. Does it make a difference for the inequality of educational outcomes? ) deals with the context effects of the average level of generalized trust and membership in voluntary associations in different countries by using data from the World Values Survey (WVS), European Values Study (EVS) and PISA. The second article (Do school-level differences in social capital shape IEO? School-level context effects of connectedness of students and parental school volunteering.) tests this hypothesis on the school level by analyzing the effect of ties of students and their parents’ school volunteering by using the same data sources. The third article (Network resources, resource deficits and the consequences of homophily on educational outcomes. Evidence from school class networks in 4 European countries.) adds to the debated topics by developing a resource theory, analyzing resource deficits in 4 European countries. Additionally, it tests for effects of higher socio-economic status homophily in school classes on the outcomes of students by application of estimates derived from ERG models. This analysis is based on micro-data on students’ social ties collected by the Children of Immigrants Longitudinal Survey (CILS4EU). en
dc.language.iso en de_DE
dc.publisher Universität Tübingen de_DE
dc.rights ubt-podok de_DE
dc.rights.uri http://tobias-lib.uni-tuebingen.de/doku/lic_mit_pod.php?la=de de_DE
dc.rights.uri http://tobias-lib.uni-tuebingen.de/doku/lic_mit_pod.php?la=en en
dc.subject.classification Soziales Kapital de_DE
dc.subject.ddc 300 de_DE
dc.subject.other social capital en
dc.subject.other Kollektives Soziales Kapital de_DE
dc.subject.other inequality of educational outcomes en
dc.subject.other Soziale Netzwerke de_DE
dc.subject.other education en
dc.subject.other collective social capital en
dc.subject.other Schulkontexte de_DE
dc.subject.other social capital resource deficit en
dc.subject.other Peer Effekt de_DE
dc.subject.other Bildungsungleichheit de_DE
dc.subject.other PISA en
dc.subject.other school context en
dc.subject.other peer effects en
dc.subject.other CILS4EU en
dc.subject.other WVS en
dc.subject.other EVS en
dc.subject.other ESS en
dc.title Differences in social capital and the inequality of educational outcomes de_DE
dc.type Dissertation de_DE
dcterms.dateAccepted 2019-07-22
utue.publikation.fachbereich Soziologie de_DE
utue.publikation.fakultaet 6 Wirtschafts- und Sozialwissenschaftliche Fakultät de_DE


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