The use that agents do of cultural knowledge to navigate institutions is a major explanation of inequalities. Nevertheless, the difficulties accessing culture knowledge have led sociologists of education to often rely on declarative forms of culture to gauge explanations on inequalities. Based on the case of Chile, this study contributes to educational inequality research by using factorial survey experiments to assess the stratification of evaluative principles of educational quality or what is termed "judgments of the game." Different teaching and school resources features were experimentally manipulated and presented to representative and probabilistic samples of parents and primary school students to measure their evaluative principles of educational quality. Findings show that socially advantaged parents and students, and from private schools, tend to evaluate educational quality more critically and attribute stronger effects to vignette features, suggesting cultural knowledge stratification. Thus, this study contributes to cultural sociology, sociology of education, and stratification research by testing one of the central theoretical propositions on the explanations of educational inequalities.

中文翻译：

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教育质量判断的分层：来自两个因子调查实验对学生和家长评估中社会经济差异的见解


代理人利用文化知识来驾驭机构是对不平等的一个主要解释。然而，获取文化知识的困难导致教育社会学家经常依赖文化的陈述形式来衡量对不平等的解释。以智利为例，本研究通过使用因子调查实验来评估教育质量评估原则或所谓的“游戏判断”的分层，从而为教育不平等研究做出贡献。对不同的教学和学校资源特征进行实验操作，并将其呈现给家长和小学生的代表性和概率性样本，以衡量他们对教育质量的评价原则。研究结果表明，具有社会优势的家长和学生以及来自私立学校的家长和学生倾向于更批判性地评估教育质量，并将更强的影响归因于晕影特征，这表明文化知识分层。因此，本研究通过检验解释教育不平等的核心理论命题之一，为文化社会学、教育社会学和分层研究做出了贡献。