According to the functional and conflict paradigm
questionsSocioeconomic Statu
s, intelligence, schooling, and students''academic achievement
in the primary s
chool. To investigatewhether or not schooling is the great equalizer?Participa
nts in this study were 1761 students from the fifthgrade of
primary school in
Taiwan. Study variables includingsocioecomomic Status(SES),
home educational e
nvironment(HEE),school background(SB), school educational environment(SEE),int
elligence(GI), and academic achievement(AA), etc. Data wereanalysised by ANOVA
, t-test, pearson''s correlation, partialcorrelation, multiple regression, and
path analysis, etc.The major findings are described as
following:1.HEE, GI, AA
differ among the different SES and SB.2.Home factors(SES & HEE) can account f
or 25.33% of totalvariance of AA. School factors(SB & SEE)
can explain 37.79%o
f total variance of AA. GI factor can account for45.94% oftotal variance of AA
.3.Environment factors(HEE,SEE) are obviously superior tostructare factors(SES
,SB)in predict to total variance of AA.4.Schooling can play
the equal function
of inequalitythat home factors influence on AA..Home factors can account for
25.16% of total varianceof AA, after being School factors,
show significantlya
dd account for 20.05% of total variance of AA..Control GI
variable, after bein
g Home factors, showsignificantly account for 7.02% of total variance ofAA, af
ter being School factors, show significantly addaccount for
8.67% of total var
iance of AA. Schoolfactors are superior to Home factors in predict tototal var
iance of AA..Account for total variance of AA large/
small order:GI, SEE, HEE,
SB, SES.Conclusion, Study show that schooling can play thefunction of "equal
institution", and show meritocraticpicture. No evidence show that AA reflects
SES, and schoolingare the reproduction of inequality.
Whereas there''s somethin
gof slip between the function of equal institution and thegreat equalizer.