Based on the status-inconsistency approach, the study probes the post-secondary predisposition of high-achieving students of low economic background who differ in their socio-cultural background. The sample was 331 high school students from low economic urban localities in Israel. During the 1990s new immigrants from the former Soviet Union moved into these localities, making them highly diverse socio-cultural places. Four groups were defined: (1) students whose parents held an academic degree and were immigrants. This group was taken as the most status-inconsistent; (2) students whose parents held an academic degree and were born in Israel; (3) students whose parents did not hold an academic degree but were immigrants; (4) students whose parents did not hold an academic degree and were born in Israel. This group was taken as status-consistent. Discriminant analysis showed that the status-inconsistent group of students differed in their predispositions from the status-consistent group. It is suggested that students' socio-cultural characteristics exert at major influence on aspirations and attitudes to higher education even though they lack economic resources. Implications of the findings are further discussed.
|Keywords:||Disadvantaged Students, Post-secondary Predispositions, Social Inequality|
Senior Lecturer, School of Education, Tel-Aviv University, Tel-Aviv, Israel
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