Private Tutoring and Educational Inequalities in Canton Ticino - Switzerland.

Zanolla, Giovanna (2013) Private Tutoring and Educational Inequalities in Canton Ticino - Switzerland. In: 15th Annual International Conference on Education, 20-23 maggio 2013, Atene, Grecia.

Full text not available from this repository. (Request a copy)


In recent times in Western Europe private tutoring has grown considerably and has become increasingly evident. Social competition, school performance rankings, examination-based learning, the pressures transmitted to families and children along with the cuts in public funding for education have been strong driving forces for the expansion of private tutoring. The first purpose of this study is to gain an understanding of the nature of private tutoring among students in the secondary school in Canton Ticino, the Italian speaking region of Switzerland, on the basis of the analysis of PISA 2009 data. With 37.5% of students who during their 3rd-4th year at lower secondary school have taken at least occasionally private tutoring, Ticino ranks 4th in Switzerland and this position seems to be positively correlated with the level of inequality measured by the Gini Index: where there is a high level of inequality, access to resources becomes of crucial importance and a sort of rush towards private tutoring is registered. The second purpose is to test, using logistic regression models, the hypothesis that, other things being equal, private tutoring is not a peculiarity of those families who do not own the intellectual resources to help their children at school, but on the contrary, is typical of the higher socio-economic and better educated groups, who do their utmost to maintain their competitive advantages and to prevent the risk of downwarding mobility of their children. This hypothesis derives from the theory of credentialism according to which the upper classes try to facilitate their children to achieve educational credentials necessary for monopolizing access to lucrative positions. The role of the relation between the student and of his/her teachers and his/her satisfaction with school seem rather marginal and a more in–depth investigation on class climate and on parents’ attitudes towards school is required.

Actions (login required)

View Item View Item