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Who’s for Meritocracy? Individual and Contextual Variations in the Faith

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Date
2012-05
Dewey
Education
Sujet
Inégalité scolaire; Meritocracy; Education; Etudes; Méritocratie; Inégalités
Journal issue
Comparative Education Review
Volume
56
Number
2
Publication date
05-2012
Article pages
223-247
Publisher
The University of Chicago Press
URI
https://basepub.dauphine.fr/handle/123456789/14799
Collections
  • IRISSO : Publications
Metadata
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Author
Tenret, Elise
184082 Institut de Recherche Interdisciplinaire en Sciences Sociales [IRISSO]
Duru-Bellat, Marie
Type
Article accepté pour publication ou publié
Abstract (EN)
This article reports on perceptions of meritocracy and support for education-based meritocracy in 26 countries. Using the International Social Survey Program Social Inequality III (1999) survey, we investigate the impact of education on perceptions and support, at both the individual and the country level. At the individual level, education strengthens support for education-based meritocracy but has less impact on perceptions of meritocracy. National indicators are also associated with perceived and preferred meritocracy. Perceived meritocracy is correlated with the expansion of the education system, while the support for education-based meritocracy is correlated with average returns to education. We also find that perceptions and preferences may be affected by such national characteristics as inequality and the average wealth.

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