Social Identity and Schooling Inequality
Interdisciplinary Studies and Professional Development
The focus of this paper is to evaluate similarities and differences between and within socio-economic samples of school attendance. Eight variables broadly classified by income, education, family background, and class size, are employed for this purpose. For each of the eight variables, the null hypothesis is that the means by various classifications (income, mother’s schooling, father’s schooling, math score, language score, 4th grade class size, number of 4th grade classes, 4th grade enrollment) are equal against an alternative hypothesis that at least one of the member group differs. The method employed for this purpose is one-way analysis of variance. In each of the classifications, samples were divided to reflect public schools, voucher private schools and unsubsidized private schools as well as the full sample. Furthermore, the full samples are employed to find whether differences between the three groups exist for the eight variables. The full sample is n = 3,776 schools. The results point to statistical significant differences for all of the variables.
Journal of Economics and Finance
(2012). Social Identity and Schooling Inequality. Journal of Economics and Finance, 36, 190-200.
Available at: https://aquila.usm.edu/fac_pubs/21081