Educational Stratification and Intergenerational Mobility in Ireland from a European Comparative Perspective

Using four related substantive chapters, this work considers pathways by which educational inequality is perpetuated – both in terms of attainment and achievement. Specifically, the following mechanisms are explored: educational systems/policy, gender, the intersection of gender and migrant status, and language. These substantive themes are captured by the following research questions: First, how have patterns of educational attainment changed over time in Europe, and are they shaped by policy and educational systems? Second, to what extent do group attributes (e.g., gender, migrant status, the intersection of the two) or institutional context (e.g., language of instruction and linguistic background) shape patterns of educational stratification in Ireland and in Europe more broadly? Research on the influence of parental attributes on an individual’s life development has explored how and why family background plays a central role in social and educational outcomes (D’Addio, 2007; Nolan et al., 2010) while also considering the mediating role of institutions, policies, and macro-economic contexts in such dynamics (D’Addio, 2007; Nolan et al., 2010). These dynamics played on the macro level and the establishment of national values, customs and identity relate directly to the formation of educational institutions, the choice of curricula and language of instruction, the financing and structuring of schools. Simultaneously, these macro-level efforts are linked to micro-level factors and the individual and family educational choices, which also takes into account the cultural, social, linguistic and/or financial constraints faced by less privileged students during their attainment process (Nolan et al., 2010). For instance, there is evidence showing that educational structure could impact on attainment, with educational tracking in early stages increasing educational inequality (Hanushek and Woessmann, 2004)