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Abstract
Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. Applying the Spearman–Brown formula allowed comparison of the Cronbach’s alpha values of the shorter scale (four items) and the longer scale (five items) measuring the comfort/status dimension. At 0.65, the Cronbach’s alpha of the longer scale presented a lower value in both eighth-grader settings and therefore indicated worse reliability.
2. Taking into account the intersectionalities of the three axes of inequality (Gross, Gottburgsen, and Phoenix Citation2016), we tested for interaction effects between gender and social origin, as well as gender and immigrant background, in order to partial out gender effects related to family background. Significant interaction effects were not found, however, which may be due to low sample numbers.