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Credential marketmass schooling, aca...

Maire, Quentin.

Credential marketmass schooling, academic power and the International Baccalaureate Diploma /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Credential marketby Quentin Maire.
Reminder of title:	mass schooling, academic power and the International Baccalaureate Diploma /
Author:	Maire, Quentin.
Published:	Cham :Springer International Publishing :2021.
Description:	xxiii, 364 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	International baccalaureate.
Online resource:	https://doi.org/10.1007/978-3-030-80169-4
ISBN:	9783030801694$q(electronic bk.)

Credential marketmass schooling, academic power and the International Baccalaureate Diploma /
Maire, Quentin.

Credential marketmass schooling, academic power and the International Baccalaureate Diploma /[electronic resource] :by Quentin Maire. - Cham :Springer International Publishing :2021. - xxiii, 364 p. :ill., digital ;24 cm. - International study of city youth education,volume 42524-8545 ;. - International study of city youth education ;v.2..

1. A structural analysis of the IB Diploma credential -- 2. The IB Diploma retailers -- 3. The market position of IB Diploma retailers -- 4. The IB Diploma acquirers -- 5. The market position of IB Diploma acquirers -- 6. The academic power of the IB Diploma -- 7. Constructing the IB Diploma value -- 8. The historical construction of the IB Diploma market -- 9. The specificity of educational credentials as cultural goods.

This book makes an original contribution to credential sociology by analysing how high school certificates become and remain valuable in a context of mass high school participation (i.e. credentialism) Building on a detailed analysis of the International Baccalaureate (IB) Diploma, a senior secondary school certificate offered in over 150 countries, Quentin Maire argues that the advent of new private credentials can be understood as a phenomenon of credential stratification in a context of intensified academic competition. Using original data on high school credentials in Australia and internationally, the author makes a strong case for certificates to be studied relationally, by locating them in the credentialing structures in which they are inserted. He systematically applies the comparative method to explain the role of the curriculum, family resources, school segregation and higher education selection in creating a credential hierarchy. His robust combination of theoretical construction and detailed empirical work allows him to offer new insights into social inequality in education systems, credential theory and the IB Diploma.

ISBN: 9783030801694$q(electronic bk.)

Standard No.: 10.1007/978-3-030-80169-4doiSubjects--Topical Terms:

529503
International baccalaureate.

LC Class. No.: LB2351 / .M35 2021

Dewey Class. No.: 378.161

Credential marketmass schooling, academic power and the International Baccalaureate Diploma /
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505 0 $a 1. A structural analysis of the IB Diploma credential -- 2. The IB Diploma retailers -- 3. The market position of IB Diploma retailers -- 4. The IB Diploma acquirers -- 5. The market position of IB Diploma acquirers -- 6. The academic power of the IB Diploma -- 7. Constructing the IB Diploma value -- 8. The historical construction of the IB Diploma market -- 9. The specificity of educational credentials as cultural goods.
520 $a This book makes an original contribution to credential sociology by analysing how high school certificates become and remain valuable in a context of mass high school participation (i.e. credentialism) Building on a detailed analysis of the International Baccalaureate (IB) Diploma, a senior secondary school certificate offered in over 150 countries, Quentin Maire argues that the advent of new private credentials can be understood as a phenomenon of credential stratification in a context of intensified academic competition. Using original data on high school credentials in Australia and internationally, the author makes a strong case for certificates to be studied relationally, by locating them in the credentialing structures in which they are inserted. He systematically applies the comparative method to explain the role of the curriculum, family resources, school segregation and higher education selection in creating a credential hierarchy. His robust combination of theoretical construction and detailed empirical work allows him to offer new insights into social inequality in education systems, credential theory and the IB Diploma.
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