Overview
- Develops a unique analysis of the International Baccalaureate (IB) Diploma as a private credentialing phenomenon
- Dissects the contemporary structure and historical transformation of high school certification
- Brings conceptual clarity to an emerging mechanism of educational inequality in modern school systems
- Builds on and refines Bourdieu’s sociological theory of credentials
- Offers new conceptual instruments to understand credential change
Part of the book series: International Study of City Youth Education (SCYE, volume 4)
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Table of contents (14 chapters)
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Front Matter
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Back Matter
Keywords
- curriculum and assessment in the IB Diploma
- comparative analysis of credential structure
- market position of IB Diploma schools
- socioeconomic background of IB and non-IB Diploma students
- value of the IB Diploma for higher education entry
- high school certificates
- state educational authorities and higher education providers
- high school credential market in Australia
- history of the IB Diploma since the 1970s
- theorists of cultural markets
About this book
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.
Authors and Affiliations
About the author
Quentin Maire is a French-Australian Research Fellow in the Centre for International Research on Education Systems at Victoria University in Melbourne, Australia. He is a recognised scholar in educational sociology, international education and comparative education. He completed his PhD on the International Baccalaureate (IB) in 2016 and has published in various academic outlets, including International Studies in Sociology of Education, Educational Review and Discourse. His work uses both quantitative and qualitative research methods and combines empirical analysis and theory building. He is developing an original sociological agenda to propose new ways of understanding social inequality in education systems. He is currently co-authoring a comprehensive volume on educational inequality with Stephen Lamb and Esther Doecke. The book builds on the large-scale International Study of City Youth (ISCY) project and is expected to be published with Springer in 2022.
Bibliographic Information
Book Title: Credential Market
Book Subtitle: Mass Schooling, Academic Power and the International Baccalaureate Diploma
Authors: Quentin Maire
Series Title: International Study of City Youth Education
DOI: https://doi.org/10.1007/978-3-030-80169-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
Hardcover ISBN: 978-3-030-80168-7Published: 23 September 2021
Softcover ISBN: 978-3-030-80171-7Published: 24 September 2022
eBook ISBN: 978-3-030-80169-4Published: 22 September 2021
Series ISSN: 2524-8537
Series E-ISSN: 2524-8545
Edition Number: 1
Number of Pages: XXIII, 364
Number of Illustrations: 2 b/w illustrations, 49 illustrations in colour
Topics: Education, general, Social Structure, Social Inequality, Sociology of Education, Educational Psychology