期刊
BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
卷 41, 期 5, 页码 626-642出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/01425692.2020.1763162
关键词
Tracking; self-confidence; social justice; social inequality; attainment grouping; setting
The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject ('setting'). They provided survey responses when placed in 'ability' sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students' self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed.
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