By Rose Impey
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758; Hauser & Andrew, 2006, p. 4; Mare, 1981, pp. 74–75): first, 54 Theoretical approaches it estimates coefficients for each transition. This makes it possible to gain information about the effect of social origin on different transitions. Second, it uses odds ratios that are independent of variations in the marginal distribution. An odds ratio indicates the ratio of the odds to continue versus not to continue education for a certain status group in relation to another status group at a specific transition.
1 However, the literature reports some limitations of the Mare model (Breen & Jonsson, 2000, p. 759): first, the dependent variable is binary with the two options of continuing or leaving school. The limitation to two options does not allow the discrimination of effects of social origin on different educational track options. Second, by neglecting the fact that different pathways can lead to the same qualification, Mare’s model ignores that there are different transition probabilities depending on which pathway has been chosen (Breen & Jonsson, 2000, p.
Boudon thinks of this component as generated by cultural differences: ‘The lower the social status, the poorer the cultural background – hence the lower the school achievement’ (Boudon, 1974, p. 36). The second component is the influence of social origin on decisions regarding the further educational career given equal levels of academic ability. According to Boudon, social inequalities in educational decisions emerge mainly because persons from higher classes expect higher benefits from educational options that are more likely to lead to higher social positions, and because of the social costs that are related to choosing a different option than friends or than expected by family.