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The article provides an overview of the main theoretical approaches to research on educational choices and anticipated labour-market opportunities from a gender perspective. It then presents the results of three quantitative analyses of secondary data. The objective is to help facilitate a complex understanding of the mechanisms of the reproduction of gendered social
structures. The genderedness of the social institutions in the education system and the labour market in relation to the socialising trends in the family is described in three parts: 1) gender segregation in employment in the context of segregation in education – the author shows that the horizontal dimension of these social institutions plays a more signifi cant role than the vertical dimension; 2) the factors that condition girls' and boys' educational aspirations and choice of schools – the author demonstrates how secondary school choices are gendered (though the analysis did not reveal the differences between the factors that infl uence girls' and boys' aspirations); 3) the factors that condition parents' educational and class aspirations for their sons and daughters – the author uncovers several aspects of the socialising effect of the reproduction of the two traditional career trajectories based on gender. In conclusion, the article answers the question of how structurally gendered expectations cohere with individual career trajectories, and based on the three analyses formulates questions for further research and offers a revised theoretical conceptualisation of gender as an analytical category.

This article focuses on the connection between fi nancial aid systems in higher education and the development of inequalities in access to higher education. Although the student financial aid system is just one of a number of factors that infl uence a person's chances of studying in higher education, its role in a person's decision to pursue higher education may be of fundamental significance for those with lower socio-economic status. Therefore, the authors of this article focus on the effect of the fi nancial conditions of study on the chances that individuals from families with low socio-economic status have obtained higher education. The analysis looks at developments in the Czech Republic and the Netherlands, because Czech and Dutch student financial aid systems have been evolving in very different directions over the last two decades, while their secondary school systems continue to share very similar features. The analysis reveals that student financial aid based primarily on direct financial support (as in the Netherlands) was accompanied by a decline in inequalities in access to education, even though students had to pay tuition, while a system of financial aid primarily involving indirect support (as in the Czech Republic) applied over the same period did not inhibit increasing inequalities, despite the fact that during the period under observation students were not required to pay tuition.

Numerous Czech studies have been conducted on how the education system reproduces inequalities. While most of them have dealt with the reproduction of class inequalities, relatively few have focused on the reproduction of gender inequalities. In this article, the authors apply a conceptual understanding of the category of gender to research on education, an approach that avoids both universalising the category of woman, as well as the opposite extreme of individualisation. We claim that female students, even though they differ among themselves in various social and personal ways, are serialised as women by institutions in the education system. They are expected to perform differently, with different motivations, their performance is valued differently and they are expected to follow different professions than male students. The paper focuses in detail on the gendered nature of educational institutions, both in terms of the gender segregation of fi elds and levels of study, as well as in terms of the importance of the interaction that occurs during the processes of teaching and ascribing value and significance to the performance of male and female students. The authors argue that education, generally expected to function as a social ladder and a route to better-paid jobs in the labour market, serves men and women in segregated ways.

This study deals with application of the Norbert Elias's theory of sociogenesis to the case of early Czech state formation. For this purpose we focus on the mechanisms of emergence and establishing of the state monopoly, as well as on the aspects of decentralization and privatization of state power during reign of first Premyslid dukes - from 860 to 1230 AD. In the second place, the article tries to compare the process of sociogenesis in the Western Europe with the dynamics of state formation that was typical for the contemporary Czech lands. In this context we claim that Elias made several mistakes, because he supposed that features and mechanisms of state formation were fairly unitary everywhere Europe. We try to challenge this notion show that the history of state making in the Central European region has many autonomous and unique aspects that differentiate it from social dynamics in other parts of the continent. From this critical pointof view, the article attempts a reformulation of Elias's theory for the Central European area.

The study evaluates the potential impact of alternative models of university entrance exams – a model based on field-specific knowledge and a model relying on general aptitude tests – in the context of the Czech education system since 1998, a system that can be described as highly stratified and suffering from a notable excess of demand for higher education over supply. Using the dataset Sonda Maturant 1998, the authors show that entrance exams based on general aptitude tests may outperform the field-specific knowledge model in terms of providing access to talented students from a lower socioeconomic background. The simulations show that under the general aptitude regime the relative chances of an applicant with a university-educated father are only one-quarter higher than the relative chances of a student with a less educated father, compared to more than a one-third difference in the case of the regime emphasising field-specific knowledge. For mother's education, the respective odds ratios differ by the even larger margin of 28 percentage points.

This article considers the position of sociology in a nonsociological context, that is, the Czech Agricultural U in Prague. The substance of the paper is a consideration of the role of sociology in relation to rural issues, including their practical dimension as relates to rural development. The background of the paper is constituted by both discussions in the Czech lands & abroad, which address the role & position of sociology & its relation to the lay public, & the question of how (& also if) it is possible to cope with the skepticism of lay people (a skepticism that the authors have experienced in the exercise of their professional activities) in relation to the findings & information provided by sociology. The authors suggest that the possibility exists of presenting non-trivial findings & information for lay people. Sociologists have at their disposal many instruments for mapping the actions & ideas of specific people when investigating such issues. If the results of sociological research are embedded within specific practical measures addressing rural issues, then the chance for social acceptance increases & the project is more likely to be sustainable. In such a situation, sociology is both related to concrete practices & circumstances (the doubts of lay persons about its meaninglessness disappear), yet it also retains its academic discourse, as a part of sociology, as a science. As a reflection of the latter, the article demonstrates the interconnections between general sociology & rural sociology, because of the centrality of the countryside & agriculture in contemporary society.

The objective of this article is to contribute to the analysis of the factors that influence the educational aspirations of boys & girls in the Czech Republic & vertical inequality in the Czech education system. Drawing on Mateju & Strakova's monograph Unequal Chances in Education, the authors enhance the discussion with a look at the gender aspect of choices of educational trajectory. The authors review existing theories to present the main arguments from research on educational aspirations by gender. They point out the ambiguity of studies to date on the effect of gender in the education system, as they have often arrived at contradictory findings. The authors look at the theories in which the differences in educational aspirations are related to gender & the theoretical & empirical arguments that reject gender as a category for distinguishing educational aspirations. The authors summarize the research to date on gender segregation in the education system, & then offer their own conclusions, based on a secondary analysis of data from the PISA-L in 2003. Their results reveal, in conformity with the analysis by Mateju & Strakova, that while according to these analyses gender does not have an effect on differences in the educational aspirations of boys & girls, it does have an effect on some aspects of the resulting segregation of the education system & thus on a student's choice of secondary school.