Longitudinal studies on variation by socio-economic position in child conduct, academic outcomes and curricular choice in the Irish context

Abstract

Using unique, nationally representative longitudinal data from Cohort98 of Growing Up in Ireland (N=6,039; 51.2% female; ages 9-17), this thesis evaluates socio-economic inequalities in educational development, decision-making and outcomes among a cohort of young people in Ireland between the ages of 9 and 17/18 in the period immediately prior to, during and after the Great Recession of 2010 to 2016. The thesis approaches the question of inequality in education from a holistic perspective, looking both at the development of inequalities in achievement (primary effects of social origin) and the extent to which decision-making in school differs by family socio-economic position (SEP), net of prior academic performance (secondary effects of social origin). The research goals have been approached through four distinct studies that link back to the central theme of inequalities by SEP in education, whilst testing a number of important theories. The core research questions of each paper are as follows:

Study I: Social class differentials in conduct and self-esteem: does poor conduct precede poor academic performance or is it a consequence?

Study II: The role of home environment and family processes in emotional and behavioural problems: can class differentials be explained via higher levels of financial strain on lower-class households?

Study III: School type, school ethos and academic performance: does the effect of school type reflect variation in student composition, in teacher-student relations, or in disciplinary climate?

Study IV: Social class differentials in third-level participation: can relative risk aversion explain class differentials in student curriculum selections?