Exploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA)

This article discusses the issue of conceptual asymmetry and associated analytical challenges, with the concept of educational poverty serving as an empirical example. The notion of educational poverty has been introduced by Allmendinger to describe, analogously to material poverty, a severe shortag...

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Autor principal:	Judith Glaesser
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	Social Sciences H
Acceso en línea:	https://doaj.org/article/9cacfeb2d06046d7b83a31a30f72b6c3
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spelling	oai:doaj.org-article:9cacfeb2d06046d7b83a31a30f72b6c32021-11-15T11:03:19ZExploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA)2059-799110.1177/20597991211040062https://doaj.org/article/9cacfeb2d06046d7b83a31a30f72b6c32021-08-01T00:00:00Zhttps://doi.org/10.1177/20597991211040062https://doaj.org/toc/2059-7991This article discusses the issue of conceptual asymmetry and associated analytical challenges, with the concept of educational poverty serving as an empirical example. The notion of educational poverty has been introduced by Allmendinger to describe, analogously to material poverty, a severe shortage or complete lack of educational qualifications. Poverty may be considered to be the opposite of wealth, but absence of poverty is not so obviously the same thing as wealth – in fact, it almost certainly is not. Neither is absence of wealth the same thing as poverty. However, both poverty and wealth are measured using the same raw measure, monetary resources in the case of material poverty or wealth and educational certificates in the case of educational poverty or wealth. This asymmetry and related issues lead to interesting conceptual and methodological challenges in analysing factors contributing to the twin outcomes of educational poverty and wealth, as well as the absence of each. These conceptual or methodological challenges are the focus of this article. Given that both poverty and wealth are experienced by only a minority of individuals, the article also addresses the question of whether explaining relatively rare events requires a different approach than explaining more commonly occurring events or outcomes. The analysis of asymmetry requires the use of a method which is able to distinguish between the presence of an outcome and its absence. This capability is one of the features of Qualitative Comparative Analysis, making it an eminently suitable method for this issue. The empirical example draws on the German National Educational Panel Study. The analyses focus on the four outcomes of educational poverty and its absence and educational wealth and its absence, demonstrating that different pathways are associated with each.Judith GlaesserSAGE PublishingarticleSocial SciencesHENMethodological Innovations, Vol 14 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Social Sciences H
spellingShingle	Social Sciences H Judith Glaesser Exploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA)
description	This article discusses the issue of conceptual asymmetry and associated analytical challenges, with the concept of educational poverty serving as an empirical example. The notion of educational poverty has been introduced by Allmendinger to describe, analogously to material poverty, a severe shortage or complete lack of educational qualifications. Poverty may be considered to be the opposite of wealth, but absence of poverty is not so obviously the same thing as wealth – in fact, it almost certainly is not. Neither is absence of wealth the same thing as poverty. However, both poverty and wealth are measured using the same raw measure, monetary resources in the case of material poverty or wealth and educational certificates in the case of educational poverty or wealth. This asymmetry and related issues lead to interesting conceptual and methodological challenges in analysing factors contributing to the twin outcomes of educational poverty and wealth, as well as the absence of each. These conceptual or methodological challenges are the focus of this article. Given that both poverty and wealth are experienced by only a minority of individuals, the article also addresses the question of whether explaining relatively rare events requires a different approach than explaining more commonly occurring events or outcomes. The analysis of asymmetry requires the use of a method which is able to distinguish between the presence of an outcome and its absence. This capability is one of the features of Qualitative Comparative Analysis, making it an eminently suitable method for this issue. The empirical example draws on the German National Educational Panel Study. The analyses focus on the four outcomes of educational poverty and its absence and educational wealth and its absence, demonstrating that different pathways are associated with each.
format	article
author	Judith Glaesser
author_facet	Judith Glaesser
author_sort	Judith Glaesser
title	Exploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA)
title_short	Exploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA)
title_full	Exploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA)
title_fullStr	Exploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA)
title_full_unstemmed	Exploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA)
title_sort	exploring the issue of asymmetry in analysing educational poverty using qualitative comparative analysis (qca)
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/9cacfeb2d06046d7b83a31a30f72b6c3
work_keys_str_mv	AT judithglaesser exploringtheissueofasymmetryinanalysingeducationalpovertyusingqualitativecomparativeanalysisqca
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Exploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA)

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