Demand for Additional Foreign Language Activities in Poland

• Autorzy: Małgorzata Kłobuszewska
• Języki publikacji: EN

Abstrakty

EN

This paper addresses the issue of participation in additional activities in foreign languages among Polish students aged 7-15. Foreign language skills are important in recruitment to secondary school and university. In the labour market, there is also a considerable wage premium for foreign language skills. Participation in such activities is therefore a form of investment in human capital. In this work we distinguish two kinds of additional foreign language activities: paid and free, and we show their different characteristics, which is our contribution to the literature. We check whether the key factors on the demand and supply side of additional activities such as family socio-economic status (SES) and size of the place of residence affect the participation in paid and free activities in a similar way. We also examine gender differences in additional foreign language activities participation. For the purpose of our analysis, we use data from the second round of the Determinants of Educational Decisions study (UDE) and apply the multinomial logit regression model. Our results indicate that family SES and size of the place of residence are important factors for probability of participation in paid foreign language activities. For participation in free activities, family SES does not matter. Therefore, these classes can contribute to equalising educational opportunities. We also find that girls are more likely to participate in both paid and free activities in foreign languages. (original abstract)

Słowa kluczowe

EN

Language courses; Gender; Logit model; Social status

PL

Kursy językowe; Płeć; Model logitowy; Status społeczny

• Czasopismo: Ekonomia / Uniwersytet Warszawski
• Rocznik: 2022
• Tom: 9
• Numer: nr 56
• Strony: 254--268

Twórcy

autor

Małgorzata Kłobuszewska

• Educational Research Institute, Poland

Bibliografia

• Asadullah, M. N., & Xiao, S. (2019). Labor Market Returns to Education and English Language Skills in the People's Republic of China: An Update. Asian Development Review, 36(1), 80-111. https://doi.org/10.1162/adev_a_00124
• Badora, B. (2021). Wydatki rodziców na edukację dzieci w roku szkolnym 2021/2022. Komunikat z badań 136/2021. Warsaw: Fundacja CBOS. https://www.cbos.pl/SPISKOM.POL/2021/K_136_21.PDF
• Becker, G. S., & Tomes, N. (1979). An Equilibrium Theory of the Distribution of Income and Intergenerational Mobility. Journal of Political Economy, 87(6), 1153-1189.
• Bray, M. (2021). Shadow Education in Europe: Growing Prevalence, Underlying Forces, and Policy Implications. ECNU Review of Education, 4(3), 442-475. https://doi.org/10.1177/2096531119890142
• Bray, M., & Kwok, P. (2003). Demand for Private Supplementary Tutoring: Conceptual Considerations, and Socio-economic Patterns in Hong Kong. Economics of Education Review, 22(6), 611-620.
• Buchmann, C., DiPrete, T. A., & McDaniel, A. (2008). Gender Inequalities in Education. Annual Review of Sociology, 34(1), 319-337. https://doi.org/10.1146/annurev.soc.34.040507.134719
• Covay, E., & Carbonaro, W. (2010). After the Bell: Participation in Extracurricular Activities, Classroom Behavior, and Academic Achievement. Sociology of Education, 83(1), 20-45. https://doi.org/10.1177/0038040709356565
• Dang, H. A., & Rogers, F. H. (2016). The Decision to Invest in Child Quality Over Quantity: Household Size and Household Investment in Education in Vietnam. The World Bank Economic Review, 30(1), 104-142.
• Di Paolo, A., & Tansel, A. (2015). Returns to Foreign Language Skills in a Developing Country: The Case of Turkey. The Journal of Development Studies, 51(4), 407-421. https://doi.org/10.1080/00220388.2015.1019482
• Długosz, P. (2016). Private Lessons as an Instrument for Middle Class Status Struggle in Post-Socialist Societies: Poland and Ukraine Case Studies. Economics & Sociology, 9(1), 173-191. https://doi.org/10.14254/2071-789X.2016/9-1/12
• Dolata, R. (2011). Analiza różnicowania się systemu oświaty w Polsce na poziomie szkół podstawowych i gimnazjów, edycja 2011. Warsaw: Centralna Komisja Egzaminacyjna, Warszawa.
• Domański, H. (2007). Struktura Społeczna. Wydawnictwo Naukowe Scholar.
• Exley, S. (2020). Selective Schooling and Its Relationship to Private Tutoring: The Case of South Korea. Comparative Education, 56(2), 218-235. https://doi.org/10.1080/03050068.2019.1687230
• Fletcher, A. C., Nickerson, P., & Wright, K. L. (2003). Structured Leisure Activities in Middle Childhood: Links to Well-Being. Journal of Community Psychology, 31(6), 641-659. https://doi.org/10.1002/jcop.10075
• Gajewska-Dyszkiewicz, A., Kutyłowska, K., Kulon, F., Paczuska, K., Rycielska, L., & Szpotowicz, M. (2014). Lessons of English in Polish Schools: A Third-Grade Lower Secondary School Perspective. EDUKACJA, 6(131), 81-96.
• Gromkowska-Melosik, A. (2011). Edukacja i (nie) równość społeczna kobiet. Studium dynamiki dostępu. Kraków: Oficyna Wydawnicza "Impuls".
• Guill, K., Lüdtke, O., & Schwanenberg, J. (2020). A Two-Level Study of Predictors of Private Tutoring Attendance at the Beginning of Secondary Schooling in Germany: The Role of Individual Learning Support in the Classroom. British Educational Research Journal, 46(2), 437-457. https://doi.org/10.1002/berj.3586
• Hawrot, A. (2018). Out-of-School Learning Assistance in Adolescence. Educational Psychology, 38(4), 513-534. https://doi.org/10.1080/01443410.2017.1392006
• Hawrot, A. (2022). Do School-Related Factors Affect Private Tutoring Attendance? Predictors of Private Tutoring in Maths and German among German Tenth-Graders. Research Papers in Education. Advance online publication. https://doi.org/10.1080/02671522.2022.2089209
• Heath, R. D., Anderson, C., Turner, A. C., & Payne, C. M. (2022). Extracurricular Activities and Disadvantaged Youth: A Complicated-But Promising-Story. Urban Education, 57(8), 1415-1449. https://doi.org/10.1177/0042085918805797
• Holm, A., & Jæger, M. M. (2008). Does Relative Risk Aversion Explain Educational Inequality? A Dynamic Choice Approach. Research in Social Stratification and Mobility, 26(3), 199-219. https://doi.org/10.1016/j.rssm.2008.05.004
• Kim, S., & Lee, J. (2010). Private Tutoring and Demand for Education in South Korea. Economic Development and Cultural Change, 58(2), 259-296. https://doi.org/10.1086/648186
• Kłobuszewska, M. (2019). Wydatki rodziców na edukację dzieci a publiczny system oświaty [Doctoral dissertation, Warsaw University]. Repozytorium UW, https://depotuw.ceon.pl/handle/item/3496
• Kopańska, A., & Sztanderska, U. (2015). Prywatne i publiczne wydatki na oświatę: Raport jubileuszowy. Warszawa: Instytut Badań Edukacyjnych.
• Kotarski, H. (2020). Cultural and Social Factors Determining the Use of Private Tutoring Services in Poland. New Trends and Issues Proceedings on Humanities and Social Sciences, 7(2), 01-09. https://doi.org/10.18844/prosoc.v7i2.5012
• Lareau, A. (2003). Unequal Childhoods: Class, Race, and Family Life. Berkeley, CA: University of California Press.
• Liwiński, J. (2019). The Wage Premium from Foreign Language Skills. Empirica, 46(4), 691-711. https://doi.org/10.1007/s10663-019-09459-0
• Liwiński, J., & Bendyk, E. (2016). Does It Pay to Invest in the Education of Children? Ekonomia Journal, 47. https://doi.org/10.17451/eko/47/2016/213
• Lleras, C. (2008). Do Skills and Behaviors in High School Matter? The Contribution of Noncognitive Factors in Explaining Differences in Educational Attainment and Earnings. Social Science Research, 37(3), 888-902.
• Lucas, S. (2001). Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects. American Journal of Sociology, 106(6), 1642-1690. https://doi.org/10.1086/321300
• Matsuoka, R. (2018). Inequality in Shadow Education Participation in an Egalitarian Compulsory Education System. Comparative Education Review, 62(4), 565-586. https://doi.org/10.1086/699831
• Meier, A., Hartmann, B. S., & Larson, R. (2018). A Quarter Century of Participation in School-Based Extracurricular Activities: Inequalities by Race, Class, Gender and Age? Journal of Youth and Adolescence, 47(6), 1299-1316. https://doi.org/10.1007/s10964-018-0838-1
• Molinuevo, B., Bonillo, A., Pardo, Y., Doval, E., & Torrubia, R. (2010). Participation in Extracurricular Activities and Emotional and Behavioral Adjustment in Middle Childhood in Spanish Boys and Girls. Journal of Community Psychology, 38(7), 842-857. https://doi.org/10.1002/jcop.20399
• OECD. (2011). Quality Time for Students: Learning In and Out of School. Paris: OECD. http://dx.doi.org/10.1787/9789264087057-en
• Park, H., Buchmann, C., Choi, J., & Merry, J. J. (2016). Learning Beyond the School Walls: Trends and Implications. Annual Review of Sociology, 42(1), 231-252. https://doi.org/10.1146/annurev-soc-081715-074341
• Rokicka, M., & Sztanderska, U. (2013). Cechy społeczno-ekonomiczne rodziny a ponoszenie wydatków na prywatne dobra i usługi edukacyjne. Edukacja, 1(121), 7-23.
• Sadura, P. (2017). Państwo, szkoła, klasy. Warszawa: Wydawnictwo Krytyki Politycznej.
• Safarzyńska, K. (2013). Socio-Economic Determinants of Demand for Private Tutoring. European Sociological Review, 29(2), 139-154. https://doi.org/10.1093/esr/jcr045
• Silova, I. (2010). Private Tutoring in Eastern Europe and Central Asia: Policy Choices and Implications. Compare: A Journal of Comparative and International Education, 40(3), 327-344. https://doi.org/10.1080/03057920903361926
• Smyth, E. (2009). Buying Your Way Into College? Private Tuition and the Transition to Higher Education in Ireland. Oxford Review of Education, 35(1). https://doi.org/10.1080/03054980801981426
• Šťastný, V. (2016). Private Supplementary Tutoring in the Czech Republic. European Education, 48(1), 1-22. https://doi.org/10.1080/10564934.2016.1147006
• Šťastný, V., Greger, D., & Soukup, P. (2021). Does the Quality of School Instruction Relate to the Use of Additional Tutoring in Science? Comparative Analysis of Five Post-Socialist Countries. School Effectiveness and School Improvement, 32(1), 24-46. https://doi.org/10.1080/09243453.2020.1770809
• Tansel, A., & Bircan, F. (2006). Demand for Education in Turkey: A Tobit Analysis of Private Tutoring Expenditures. Economics of Education Review, 25(3), 303-313. https://doi.org/10.1016/j.econedurev.2005.02.003
• Tsiplakides, I. (2018). Shadow Education and Social Class Inequalities in Secondary Education in Greece: The Case of Teaching English as a Foreign Language. International Journal of Sociology of Education, 7(1), 71-93. https://doi.org/doi:10.17583/rise.2018.2987
• Zwier, D., Geven, S., & van de Werfhorst, H. G. (2020). Social Inequality in Shadow Education: The Role of High-Stakes Testing. International Journal of Comparative Sociology, 61(6), 412-440. https://doi.org/10.1177/0020715220984500

Identyfikatory

DOI

doi.org/10.2478/ceej-2022-0015