It is well-known that socio-economic status (SES) of a student’s family is strongly related to their academic results, particularly to school achievements (Sirin, 2005). Though there is a group of children which achieve a high level of academic outcomes despite coming from a family with disadvantaged background. The ability of children from families with low levels of economic, cultural and educational resources to show high academic achievements is called ‘academic resiliency’ (OECD 2011). The proportion of resilient students is often seen as one of the indicators of the effectiveness of the education system, ensuring accessibility and equal opportunity for education (Erberber, Stephens, Mamedova, Ferguson, & Kroeger, 2015, OECD, 2016). In addition, the term ‘resilient’ can be used to describe the school. Resilience can characterize the ability of a school to produce relatively high academic results despite the low SES of its students and their lack of cultural and educational resources (Hargreaves & Harris, 2011). Schooling was shown as one of the most important social agents that can contribute to overcoming the negative impact of unfavourable social backgrounds (A. J. Martin & Marsh, 2008; Motti-Stefanidi & Masten, 2013; Sutton & Soderstrom, 1999).
However, students’ performance does not always serve as a reliable predictor of a successful life trajectory. It is the academic trajectory that assumes opportunities for upward social mobility. In many countries being able to access high quality universities education is thought to be an important determinant of later economic success. Therefore it is important to study not only the factors of academic achievement, but also the educational trajectory of resilient students.
In this work we based on the theory of Davis (1966), which states that students who have relatively low achievements in their school are less likely to choose prestigious specialties and universities, even if they have high individual scores.
We are aiming to study the following interrelated research questions:
What is the role of the school and the school environment in the educational trajectory choice for resilient students and students with low SES? In particular we are interested in exploring the effect of the resilient schools in this choice.
What is the peer-effect for the trajectory choice for resilient students and students with low SES?