Soziale Herkunft und Arbeitsmarktchancen
Soziale Herkunft bezeichnet die sozio-kulturelle sowie die ökonomische Situation in der Familie. Der Zugang zu Bildung, beruflicher Aufstieg und gesellschaftliche Teilhabe werden durch die soziale Herkunft stark beeinflusst. Dieses Themendossier enthält wissenschaftliche Literatur zu den Auswirkungen sozialer Herkunft auf die Chancen am Arbeitsmarkt.
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Literaturhinweis
What Explains the Growing Gender Education Gap? The Effects of Parental Background, the Labor Market and the Marriage Market on College Attainment (2023)
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Eckstein, Zvi, Michael P. Keane & Osnat Lifshitz (2023): What Explains the Growing Gender Education Gap? The Effects of Parental Background, the Labor Market and the Marriage Market on College Attainment. (IZA discussion paper / Forschungsinstitut zur Zukunft der Arbeit 16612), Bonn, 58 S.
Abstract
"In the 1960 cohort, American men and women graduated from college at the same rate, and this was true for Whites, Blacks and Hispanics. But in more recent cohorts, women graduate at much higher rates than men. To understand the emerging gender education gap, we formulate and estimate a model of individual and family decision-making where education, labor supply, marriage and fertility are all endogenous. Assuming preferences that are common across ethnic groups and fixed over cohorts, our model explains differences in all endogenous variables by gender/ethnicity for the '60-'80 cohorts based on three exogenous factors: family background, labor market and marriage market constraints. Changes in parental background are a key factor driving the growing gender education gap: Women with college educated mothers get greater utility from college, and are much more likely to graduate themselves. The marriage market also contributes: Women's chance of getting marriage offers at older ages has increased, enabling them to defer marriage. The labor market is the largest factor: Improvement in women's labor market return to college in recent cohorts accounts for 50% of the increase in their graduation rate. But the labor market returns to college are still greater for men. Women go to college more because their overall return is greater, after factoring in marriage market returns and their greater utility from college attendance. We predict the recent large increases in women's graduation rates will cause their children's graduation rates to increase further. But growth in the aggregate graduation rate will slow substantially, due to significant increases in the share of Hispanics – a group with a low graduation rate – in recent birth cohorts." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Soziale Herkunft: Durch Bildung zu beruflichem (Top-)Erfolg? (2023)
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Ehrmann, Thomas & Aloys Prinz (2023): Soziale Herkunft: Durch Bildung zu beruflichem (Top-)Erfolg? In: Wirtschaftswissenschaftliches Studium, Jg. 52, H. 5, S. 4-9. DOI:10.15358/0340-1650-2023-5-4
Abstract
"Unter Nutzung des Skill-Paradoxons zeigen wir, dass durch die Ausweitung der universitären Ausbildung auf Nichttarget-Universitäten und steigende Ausbildungsqualität dieser Universitäten die Chancen von Bewerbern mit sozial schwächerer Herkunft bei der Besetzung von Spitzenpositionen in Unternehmen nicht notwendigerweise verbessert werden; sie können sich möglicherweise sogar verschlechtern. Diese Hypothese wird mit kostentheoretischen Überlegungen zur Personalauswahl unterstützt. Daran anschließend werden empirische Ergebnisse für das Investmentbanking in Großbritannien präsentiert." (Autorenreferat, IAB-Doku, © Verlag Franz Vahlen )
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Literaturhinweis
Sozioökonomischer Status, Mentoring und Chancengerechtigkeit: Thünen-Vorlesung 2022 (2023)
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Falk, Armin, Fabian Kosse & Lasse S. Stötzer (2023): Sozioökonomischer Status, Mentoring und Chancengerechtigkeit. Thünen-Vorlesung 2022. In: Perspektiven der Wirtschaftspolitik, Jg. 24, H. 2, S. 264-275. DOI:10.1515/pwp-2023-0020
Abstract
"Dieser Beitrag, der die Thünen-Vorlesung von Armin Falk auf der Jahrestagung des Vereins für Socialpolitik widerspiegelt, ist der sozialen Ungleichheit und Chancengerechtigkeit in Deutschland gewidmet. Die empirischen Erkenntnisse der Forschung von Armin Falk, Fabian Kosse und Lasse S. Stötzer belegen zum einen eine erhebliche Gerechtigkeitslücke, da Kinder aus sozial schwächeren Verhältnissen auf multiple Weise in ihren Startchancen benachteiligt sind. Zum anderen zeigt sich aber, dass diese Lücken keinesfalls hingenommen werden müssen: Durch geeignete Interventionen, insbesondere Mentoringprogramme, können sie stark reduziert werden." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Predicting School Grades: Can Conscientiousness Compensate for Intelligence? (2023)
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Friedrich, Teresa Sophie & Astrid Schütz (2023): Predicting School Grades: Can Conscientiousness Compensate for Intelligence? In: Journal of Intelligence, Jg. 11, H. 7 16 S., 2023-07-17. DOI:10.3390/jintelligence11070146
Abstract
"Intelligence and noncognitive factors such as conscientiousness are strongly related to academic performance. As theory and research differ with respect to their interplay in predicting performance, the present study examines whether conscientiousness compensates for intelligence or enhances the effect of intelligence on performance in 3775 13th grade students from Germany. Latent moderation analyses show positive main effects of intelligence and conscientiousness on grades. Further, analyses reveal synergistic interactions in predicting grades in biology, mathematics, and German, but no interaction in predicting grades in English. Intelligence and grades are more strongly linked if students are conscientious. Multigroup models detected gender differences in biology, but no differences with respect to SES. In biology, conscientiousness has especially strong effects in intelligent men. Conscientiousness thus enhances the effect of intelligence on performance in several subjects." (Author's abstract, IAB-Doku, © MDPI) ((en))
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Literaturhinweis
Can workers still climb the social ladder as middling jobs become scarce? Evidence from two British cohorts (2023)
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García-Peñalosa, Cecilia, Fabien Petit & Tanguy van Ypersele (2023): Can workers still climb the social ladder as middling jobs become scarce? Evidence from two British cohorts. In: Labour Economics, Jg. 84. DOI:10.1016/j.labeco.2023.102390
Abstract
"The increase in employment polarization observed in several high-income economies has coincided with a reduction in inter-generational mobility. This paper argues that the disappearance of middling jobs can drive changes in mobility, notably by removing a stepping stone towards high-paying occupations for those from less well-off family backgrounds. Using data from two British cohorts who entered the labour market at two points in time with very different degrees of employment polarization, we examine how parental income affects both entry occupations and occupational upgrading over careers. We find that transitions across occupations are key to mobility and that the impact of parental income has grown over time. At regional level, using a shift-share IV-strategy, we show that the impact of parental income has increased the most in regions experiencing the greatest increase in polarisation. This indicates that the disappearance of middling jobs played a role in the observed decline in mobility." (Author's abstract, IAB-Doku, © 2024 Elsevier) ((en))
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Literaturhinweis
Zusammenhänge zwischen nachbarschaftlicher Wohnumgebung und schulischem Bildungserfolg (2023)
Zitatform
Gresch, Cornelia, Lars Hoffmann & Georg Lorenz (2023): Zusammenhänge zwischen nachbarschaftlicher Wohnumgebung und schulischem Bildungserfolg. In: Kölner Zeitschrift für Soziologie und Sozialpsychologie, Jg. 75, H. 1, S. 37-61. DOI:10.1007/s11577-023-00880-9
Abstract
"Ob Merkmale der nachbarschaftlichen Wohnumgebung den schulischen Bildungserfolg beeinflussen, wurde in Deutschland bislang kaum untersucht. Epidemische Theorieansätze lassen erwarten, dass Effekte der Wohnumgebung nicht linear sind, sondern erst ab bestimmten Schwellenwerten auftreten. Der Artikel untersucht den Beitrag der Sozialstruktur der Wohnumgebung zur statistischen Erklärung schulischer Kompetenzen. Dabei wird im Gegensatz zu bereits vorliegenden Arbeiten die Konfundierung von Nachbarschaftsmerkmalen mit individuellen, familiären und schulischen Merkmalen berücksichtigt. Als Datengrundlage dienen die querschnittlichen IQB-Bildungstrendstudien 2015 (N = 1467, 9. Klassenstufe) und 2016 (N = 1546, 4. Klassenstufe), die an sozialräumliche Daten des Statistischen Landesamts Bremen gekoppelt werden. Mehrebenenmodelle weisen auf einen Zusammenhang zwischen der sozialen Zusammensetzung der Nachbarschaft und den schulischen Kompetenzen von Heranwachsenden hin, der weitgehend auf die Konfundierung mit individuellen, familiären und schulischen Merkmalen zurückgeführt werden kann. Die Zusammenhänge sind linear und die Effektstärken fallen für beide Jahrgangsstufen ähnlich klein aus. Die Ergebnisse werden mit Blick auf die Folgen sozialräumlicher Segregation für Bildungsungleichheit diskutiert." (Autorenreferat, IAB-Doku, © Springer-Verlag)
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Literaturhinweis
Less learned but still good grades (for some). What impact had school closures on social inequality of educational opportunity? (2023)
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Homuth, Christoph & Felix Bittmann (2023): Less learned but still good grades (for some). What impact had school closures on social inequality of educational opportunity? In: Soziale Welt, Jg. 74, H. 1, S. 14-39. DOI:10.5771/0038-6073-2023-1-14
Abstract
"In mehreren Studien wurde versucht, die Auswirkungen der COVID-19-Pandemie auf das Lernen der Schüler und die Lernunterschiede zwischen sozialen Gruppen abzuschätzen. Nur wenige Studien haben sich mit den Auswirkungen auf Schulnoten als weiteren zentralen Indikator von Schulleistungen befasst. Institutionell sind Noten für die Bewertung der Fähigkeiten von Schüler:innen, für Bildungsübergänge, für den Schulabschluss und als Signal für den Arbeitsmarkt von wesentlicher Bedeutung. Noten sind jedoch von vielen nicht leistungsbezogenen Faktoren abhängig, wie z. B. dem Geschlecht oder der sozialen Herkunft. Auf der Grundlage früherer Studienergebnisse und theoretischer Argumente erwarteten wir, dass die Noten während der Schulschließungen weniger mit kognitiven Kompetenzen und stärker mit der sozialen Herkunft korrelieren würden als in vorangegangen Schuljahren. Wir analysierten die Auswirkungen der Pandemie auf die Noten in Mathematik und Deutsch am Ende der achten Klasse. Die Pandemie kann als natürliches Experiment betrachtet werden, was bei der Analyse von zwei Kohorten des Nationalen Bildungspanels genutzt werden kann: Die Noten der jüngeren Kohorte (n = 4.069 Schüler:innen), die während der Pandemie (2020) die achte Klasse besuchten, wurden verglichen mit den Noten der älteren Kohorte (n = 6.861 Schüler:innen in 2014). Unsere Ergebnisse zeigen keine systematische Zunahme der Bildungsungleichheit aufgrund der sozialen Herkunft der Schüler:innen. Allerdings berichteten die Schüler:innen nach der Schulschließungsphase bessere Noten als Schüler:innen der Vergleichsgruppe. Eine Erklärung dafür könnte pro-soziale Benotung durch die Lehrkräfte sein." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Family inequality: On the changing educational gradient of family patterns in Western Germany (2023)
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Hudde, Ansgar & Henriette Engelhardt (2023): Family inequality: On the changing educational gradient of family patterns in Western Germany. In: Demographic Research, Jg. 48, S. 549-590. DOI:10.4054/DemRes.2023.48.20
Abstract
"Objective: A comprehensive and thorough investigation of the key trends in family patterns in Western Germany. Methods: Descriptive analyses of educational differences in marital status, cohabitation, partnerlessness, and children in the household in Western Germany from 1976 to 2019. We analyze unique data from the German Microcensus with information from more than 1.7 million individuals. Results: In the 1970s, men with higher education were moderately more likely to live with a partner and be married, and less likely to be divorced. The reverse was mainly the case for women. Over time, higher education levels for men and women became increasingly associated with living with a partner, being married, and living with children; lower levels of education became increasingly associated with divorce, partnerlessness, and single parenthood. Today, men with lower levels of education are least likely to live with a partner, be married, or have children in the household. Women with lower education levels are most likely to be single parents. Conclusions: Education is turning more and more into a generalized life resource: those with higher education are not only the winners in the labor market but are also increasingly more likely to achieve those partnership and family outcomes to which the majority of young people aspire – a stable partnership and children. Contribution: This 'big picture' analysis deepens our understanding of changes in family-related social inequalities in Germany. Analyses based on high-quality data have not been available for Germany and can serve as bases for future research at the granular level." (Author's abstract, IAB-Doku, © Max-Planck-Institut für demographische Forschung) ((en))
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Literaturhinweis
Das duale Studium spricht eher Bildungsaufsteiger an (Interview mit Bernhard Christoph, Carina Toussaint und Alexander Patzina) (2023)
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Keitel, Christiane; Alexander Patzina, Bernhard Christoph & Carina Toussaint (interviewte Person) (2023): Das duale Studium spricht eher Bildungsaufsteiger an (Interview mit Bernhard Christoph, Carina Toussaint und Alexander Patzina). In: IAB-Forum H. 09.08.2023 Nürnberg, 2023-08-08. DOI:10.48720/IAB.FOO.20230809.01
Abstract
"Das duale Studium hat in Deutschland erheblich an Bedeutung gewonnen: Im letzten Jahrzehnt hat sich die Zahl der dual Studierenden nahezu verdreifacht. Doch wer genau nimmt ein duales Studium auf und welche Rolle spielt der Bildungshintergrund bei dieser Entscheidung? Diesen Fragen gehen Bernhard Christoph, Alexander Patzina und Carina Toussaint im IAB-Kurzbericht 15/2023 nach. Sie haben auch der Redaktion des IAB-Forum dazu Rede und Antwort gestanden." (Autorenreferat, IAB-Doku)
Beteiligte aus dem IAB
Keitel, Christiane; Patzina, Alexander ; Christoph, Bernhard ; Toussaint, Carina; -
Literaturhinweis
Wie geht es für wen weiter? Verläufe der bildungs- und berufsbezogenen Neuorientierung nach Abbruch eines Studiums und der Einfluss der sozialen Herkunft (2023)
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Kracke, Nancy & Sören Isleib (2023): Wie geht es für wen weiter? Verläufe der bildungs- und berufsbezogenen Neuorientierung nach Abbruch eines Studiums und der Einfluss der sozialen Herkunft. In: Soziale Welt, Jg. 74, H. 2, S. 173-215. DOI:10.5771/0038-6073-2023-2-173
Abstract
"Der Beitrag untersucht erstmals umfassend die Frage, inwiefern die soziale Herkunft einen Einfluss auf die Wahl von Bildungs- und Berufsoptionen nach dem Abbruch des Erststudiums ausübt. Auf Basis der Befragung von Exmatrikulierten des Sommersemesters 2014 werden mittels Sequenz- und Clusteranalysen zunächst sechs typische Muster der Neuorientierung nach Studienabbruch ermittelt. Diese variieren hinsichtlich der Tätigkeitsarten sowie zeitlicher Dimensionen. Die soziale Herkunft erweist sich hierbei als bedeutender Einflussfaktor der Neuorientierung. Am sichtbarsten wird ihr Einfluss hinsichtlich der Abwägung zwischen einem erneuten Studium und anderen Alternativen: Personen aus vollakademischen Elternhäusern kehren eher an die Hochschule zurück. Dies weist auf eine langfristige akademische Orientierung und entsprechende Aspirationen bei statushöheren Herkunftsgruppen hin. Aber auch eine geringere Reaktivität auf Bildungsmisserfolge, das Vermeiden intergenerationaler Abwärtsmobilität sowie die kompensatorische Wirkung materieller und immaterieller Ressourcen sind hierbei von Bedeutung. Für statusniedrigere Herkunftsgruppen lässt sich im Falle eines Abbruchs des Erststudiums eher eine Abkehr von akademischer Bildung, hauptsächlich hin zur beruflichen Ausbildung oder Erwerbstätigkeit, beobachten." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Ready or not, here I come: the significance of information about educational success for educational decisions (2023)
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Larsen, Kira Solveig (2023): Ready or not, here I come: the significance of information about educational success for educational decisions. In: European Sociological Review, Jg. 39, H. 5, S. 775-788. DOI:10.1093/esr/jcac075
Abstract
"This study analyses the effect of the Educational Readiness Assessment (ERA)—a scheme that categorizes students in Denmark as either ‘ready’ or ‘not ready’ for upper secondary education—on educational decision-making. Because the ERA uses a grade-specific cut-off to determine readiness, it can be used in a fuzzy regression discontinuity design to estimate the causal effect of the ERA on educational decision-making. Inspired by the theory of Relative Risk Aversion (RRA), the study argues that non-service-class students respond to a negative signal by postponing the decision (not) to continue to upper secondary education, while service-class students proceed regardless of receiving a negative signal. Empirical results are mostly consistent with RRA. The policy implications of the results are that students do respond to information regarding the likelihood of educational success, but respond differently depending on their social class position." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Mobility and stability: post-graduate employment experiences of working-class students (2023)
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Lehmann, Wolfgang (2023): Mobility and stability: post-graduate employment experiences of working-class students. In: Journal of education and work, Jg. 36, H. 1, S. 79-93. DOI:10.1080/13639080.2022.2128188
Abstract
"The transition from university to the graduate labour market has become increasingly competitive. As university degrees no longer offer a guarantee for success, graduates mobilise other forms of capital to gain a competitive advantage. First-in-family and working-class students are seen to be disadvantaged as they lack access to the types of economic, social and personal capital employers prefer. This article is based on a qualitative longitudinal study of first-in-family, working-class students in Canada. Starting university in 2005 with very high ambitions and goals for substantial mobility, I will show how most gradually revised these goals over the 16 years they have been followed in the study, and how they engaged in a range of strategies to negotiate their potential working-class disadvantages to find career success. They further evoked a broader notion of mobility beyond career achievement, in that they also discussed personal/intellectual growth through education, their ability to develop and accumulate middle-class cultural capital, while not abandoning their working-class roots, and the importance of stability over status." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Karriereachterbahn: Was unsere Berufswege wirklich beeinflusst (2023)
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Mayrhofer, Wolfgang & Johannes Steyrer (Hrsg.) (2023): Karriereachterbahn. Was unsere Berufswege wirklich beeinflusst. Wien: Linde, 199 S.
Abstract
"Wer warum Karriere macht: Warum wird die eine Bundeskanzlerin, der andere Geschäftsführer eines mittelständischen Unternehmens und die dritte arbeitet über Jahre in Teilzeit? Wodurch werden Karrieren bestimmt? Wie sehr können Menschen ihre Karriere beeinflussen? Und: Wie stark hängt der Karriereerfolg von persönlichen und situativen Faktoren ab? Zur Beantwortung dieser Fragen analysiert das Buch anhand von sieben Dimensionen des Karriereerfolgs Berufsverläufe aus mehr als vier Jahrzehnten. Dafür wurden erstmals auch über 500 Studien aus einem Zeitraum von fast 50 Jahren mit über 600.000 Teilnehmerinnen und Teilnehmern sowie eine über Jahrzehnte angelegte Langzeitstudie ausgewertet. Die Daten zu individuellen Karrieren und ihren Bestimmungsfaktoren zeigen: Anstrengung und Leistung lohnen sich, auch wenn Persönlichkeit, der eigene soziale Hintergrund und die Unterstützung durch die Organisation sowie Arbeitsmarkt und Konjunktur eine wichtige Rolle spielen. Ebenfalls wird deutlich, dass der Einfluss von Persönlichkeit und strategisch-taktischem Agieren heute wesentlich größer ist als früher." (Autorenreferat, IAB-Doku, © Linde Verlag)
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Literaturhinweis
Welfare Regimes and Intergenerational Social Mobility: An Institutional Explanation of the Great Gatsby Curve (2023)
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Meng, Ke & Shouhao Li (2023): Welfare Regimes and Intergenerational Social Mobility: An Institutional Explanation of the Great Gatsby Curve. In: Social indicators research, Jg. 165, H. 1, S. 355-375. DOI:10.1007/s11205-022-03017-1
Abstract
"Evidence shows that economic advantages and disadvantages tend to be hereditary, generating a positive association between income inequality and intergenerational immobility. This relationship, “the Great Gatsby Curve,” is explained in this article in relation to welfare regimes. Compared to Liberal and Nordic welfare regimes, Conservative welfare regime generates the highest level of intergenerational immobility. Multilevel analysis of data from International Social Survey Programme (ISSP2009) supports that Conservative regime is the strongest to keep the influence of parental backgrounds on children's wealth which is the key to determine children's socio-economic status. These findings, combined with the fact that the conservative welfare regime generates a medium-high level of economic inequality, explains why income inequality is positively and concavely correlated with intergenerational immobility." (Author's abstract, IAB-Doku, © Springer-Verlag) ((en))
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Literaturhinweis
No Matthew effects and stable SES gaps in math and language achievement growth throughout schooling: Evidence from Germany (2023)
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Nennstiel, Richard (2023): No Matthew effects and stable SES gaps in math and language achievement growth throughout schooling: Evidence from Germany. In: European Sociological Review, Jg. 39, H. 5, S. 724-740. DOI:10.1093/esr/jcac062
Abstract
"The extent to which achievement gaps become wider or narrower over the course of schooling is a topic that is widely discussed, both publicly and in educational research. This study examines whether absolute achievement (in language and math skills) and social origin gaps grow throughout the school career. To investigate the achievement growth of three German student cohorts (N = 14,273) at different stages of their school career (primary school, lower secondary school, and upper secondary school), I use multilevel models to estimate the effects of prior achievement and social origin on achievement growth. The results consistently suggest a negative association between prior achievement and subsequent growth; hence, initially low-performing students have higher achievement gains than initially high-performing students. Additionally, I find that social origin gaps remain stable over time. However, when controlling for initial achievement, slightly growing socio-economic status gaps can be observed." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Skills, Aspirations, and Occupations (2023)
Orellana, Alexis; Tan, Kegon Teng Kok;Zitatform
Orellana, Alexis & Kegon Teng Kok Tan (2023): Skills, Aspirations, and Occupations. (HCEO working paper / Human capital and economic opportunity global working group 2023,027), Chicago, Ill., 44 S.
Abstract
"It is well documented that children often "inherit" the occupations of their parents. This paper studies the role of early occupational aspirations in determining later life outcomes, a potentially important channel for intergenerational correlations in occupations. Using the Wisconsin Longitudinal Study, we estimate a lifecycle model of college choice and occupation choice to quantify the effect of aspirations on education and wages. We find that aspirations have a sizeable impact on educational attainment and wages, even conditional on latent skills that we recover from the choice model. We also simulate the importance of family background conditional on skills through the strong correlation between family background and aspirations. Our findings suggest that aspirations may be a valuable lever for reducing intergenerational inequality." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Not all wealth is the same: types and levels of wealth and children's university enrolment (2023)
Zitatform
Pietrolucci, Andrea & Marco Albertini (2023): Not all wealth is the same: types and levels of wealth and children's university enrolment. In: European Sociological Review, Jg. 39, H. 5, S. 789-803. DOI:10.1093/esr/jcad009
Abstract
"A number of studies suggest that parental wealth has both primary and secondary effects on offspring’s educational decisions, net of other measures family’s socio-economic status. The article documents that there is a positive association between parental wealth and children’s university enrolment in Italy, a country characterized by comparatively low levels of wealth inequality and a low enrolment rate in tertiary education. The positive association is confirmed when controlling for children’s performance in secondary school, too. Moreover, complementing previous studies, the analyses explore the extent to which different types of wealth have a different effect on children’s university enrolment, and on how this effect varies along the wealth distribution and depending on parents’ educational level. A positive effect is found only for families with non-negative net wealth and up to the 35th percentile of the wealth distribution. A threshold effect is found for financial wealth as well, being the association positive and significant up to the median of the financial wealth distribution. Real assets show a positive, albeit weaker, association up to the 30th percentile. Next, parental wealth is found to be positively associated with a higher likelihood of enrolment at university only for children of parents with a lower secondary degree or less, whereas the effect is not statistically significant for children of parents with at least an upper secondary degree." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Ethnic Differences in Social Capital Mobilization at the Transition to Vocational Training in Germany (2023)
Zitatform
Roth, Tobias & Markus Weißmann (2023): Ethnic Differences in Social Capital Mobilization at the Transition to Vocational Training in Germany. In: S. Weinert, G. J. Blossfeld & H.-P. Blossfeld (Hrsg.) (2023): Education, Competence Development and Career Trajectories, S. 369-401. DOI:10.1007/978-3-031-27007-9_17
Abstract
"In this chapter, we provide an in-depth analysis of the differences between students with and without a migration background in Germany in mobilising social capital during the transition to vocational education and training (VET) after lower secondary education. Besides retrospective information, we analyse (hypothetical) prospective information. Furthermore, we distinguish between different kinds of social contacts and different types of support. Using data from the first five waves of starting cohort 4 (9th graders) of the National Educational Panel Study (NEPS) we find that students rely heavily on their social contacts, with parents playing the most important role. Regarding general information and support, we find only small ethnic differences in the mobilization of non-institutional social contacts. In contrast, adolescents with a migration background tend to receive specific assistance less often from relatives outside the nuclear family and substantively less often from parents. Our results suggest that the general motivation of non-institutional social contacts to provide support at the transition to VET does not differ between natives and migrants, but that the ability of these ties to provide more specific, instrumental assistance depends on their receiving-country-specific resources and thus on their migration history." (Author's abstract, IAB-Doku, © Springer) ((en))
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Literaturhinweis
Rapid expansion of academic upper secondary graduation in Germany: Changing social inequalities in the transition to secondary and to tertiary education? (2023)
Zitatform
Scharf, Jan, Michael Becker, Marko Neumann & Kai Maaz (2023): Rapid expansion of academic upper secondary graduation in Germany. Changing social inequalities in the transition to secondary and to tertiary education? In: Research in Social Stratification and Mobility, Jg. 84. DOI:10.1016/j.rssm.2023.100771
Abstract
"Taking as its point of departure the rapid expansion in the proportion of students graduating with a university entrance diploma (Abitur) in Germany, this paper adds to research on the mechanisms and effects of academic educational expansion, a worldwide phenomenon in the 20th and 21st century. Drawing on Boudon's theory of primary and secondary effects of social origin, we seek to understand if the educational expansion went along with a decreasing or persisting role of social background. Therefore, we analyze educational inequalities in two respects: first, in the transition from primary school to the academic track (Gymnasium) leading to the Abitur and, second, in the transition to tertiary education after academic upper secondary education. The study is based on two student cohorts (initial N = 13,026 and N = 13,873) who obtained university entrance diplomas in 2005 (cohort 1) and 2011/2012 (cohort 2) in the school system of the federal state of Hamburg (Germany). These cohorts were assessed during secondary education between 1996 (start of cohort 1) and 2012 (end of cohort 2). Employing the KHB decomposition method, we break the total effect of social background down into the relative importance of achievement differentials (primary effects) and educational decisions (secondary effects). Our findings indicate no changes in the total effects of social background and thus suggest that educational inequalities related to social origin persisted in both of the transitions we studied. However, when comparing both cohorts, we noted a clear decrease in secondary effects regarding transitions to the academic secondary track, meaning that achievement-related social differences gained in importance compared to the period before the educational expansion. At the same time, we observed a slight increase in the relative importance of secondary effects for transitions to tertiary education during the expansion. As a further result, our study shows that the rapid expansion of academic upper secondary graduation is mainly the consequence of an increase in the number of Abitur graduates via alternative paths besides the Gymnasium." (Author's abstract, IAB-Doku, © 2023 Elsevier) ((en))
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Literaturhinweis
Career Preferences and Socio-Economic Background (2023)
Schüle, Paul;Zitatform
Schüle, Paul (2023): Career Preferences and Socio-Economic Background. (Ifo working papers 395), München, 50 S.
Abstract
"Career decisions, that is educational and occupational choice, are not only made by comparing expected incomes, but also by considering non-monetary rewards like social impact, chances of promotion, or the compatibility of work and family. In this paper, I use rich panel data from Germany to show that preferences about such aspects of a career as stated at age 17 are strong predictors of future earnings in the labor market. At the same time, these preferences differ significantly by socioeconomic background, and intergenerational income persistence is reduced by 8–22 percent when accounting for career preferences." (Author's abstract, IAB-Doku) ((en))