教育學報



Socio-Educational Status and Science Achievement: A Quantitative View on Social Stratification in Hong Kong

1991.第19卷第1期(Vol. 19 No. 1).pp. 57–68

 

Socio-Educational Status and Science Achievement: A Quantitative View on Social Stratification in Hong Kong

社會教育地位與科學成績:香港社會分層之量化觀

Kwok-Cheung CHEUNG(張國祥)

Abstract

In Hong Kong, educational attainment obtained at the sixth form and the tertiary levels is one of the key determinants for higher social status attainment. This paper examines the relationships between socio-educational status of the home and science achievement at the sixth form level using the IEA Hong Kong Science Study data. The type of schools attended and the history of the cohort of sampled students were taken into account as they progressed through the education system. The findings show that there is a patterned relationship between educational provision and social-educational status of the home. Furthermore, there are evidences showing congruence with the speculation that although nowadays education does provide a means for upward social mobility for the under-privileged, this occurs only to a small extent and mainly for students at the right tail of the ability continuum who pursue their matriculation study in the well-maintained government schools.

摘要

N.A.