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
The Relationship Between Intergenerational Mobility and Equality of Opportunity (2025)
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Adermon, Adrian, Gunnar Brandén & Martin Nybom (2025): The Relationship Between Intergenerational Mobility and Equality of Opportunity. (IZA discussion paper / Forschungsinstitut zur Zukunft der Arbeit 17792), Bonn, 30 S.
Abstract
"Among economists, empirical analysis of social mobility and the role of parental background is largely carried out in two separate strands of research. The intergenerational mobility literature estimates parent-child persistence in a certain outcome of interest, such as income. In contrast, the equality of opportunity literature is rooted in a normative framework, and has only more recently started generating empirical evidence. Intergenerational regressions are relatively straightforward to estimate, but their normative implications are less obvious. In contrast, measures of equality of opportunity have a policy-relelvant interpretation, but are demanding in terms of data, requiring the researcher to observe a large set of determinants of socioeconomic status for large samples. But maybe they capture similar underlying dynamics? We compare the two approaches by estimating equality of opportunity and intergenerational mobility measures — as well as sibling correlations — across 16 cohorts within 126 Swedish local labor markets. We then test to what extent the different measures correlate, resulting in insights on the plausibility of interpreting intergenerational mobility measures as informative about equality of opportunity." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Bridging gaps in vocational education and training systems in Norway (2025)
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Anna Cecilia, Rapp, Knutas Agneta & Eli Smeplass (2025): Bridging gaps in vocational education and training systems in Norway. In: Journal of vocational education and training, Jg. 77, H. 2, S. 503-521. DOI:10.1080/13636820.2023.2255992
Abstract
"More than half of the youth in upper-secondary education in Norway choose programmes in vocational education and training. There is a larger risk of marginalisation in VET than in other educational programmes. One challenge facing VET is the mismatch between students' vocational education and the companies' need for apprenticeships. It is found that a great number of students lack apprenticeship after the second year in school, another matter of concern is the related risk of marginalisation connected to students' social backgrounds. We explore how a local vocational education and training (VET) system in Norway addresses the risk of marginalisation. With a focus on marginalisation and Luhmann's system theory lens, we understand that a local VET is divided into several more or less autopoietic subsystems which communicate different meanings regarding the risk of marginalisation. We investigate how marginalisation is addressed within different subsystems in VET, by using a case study that includes interviews with important stakeholders at an upper-secondary school, a training agency, and companies. The results from the case study reveal that different rationalities may lead to difficulties in constructing integration between education and the labour market. However, through communication, ideas can be translated and overbridge system differentiation and mutual communication regarding how marginalisation can be decreased." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Analyzing the Effects of Occupational Licensing on Earnings Inequality in the United States (2025)
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Bae, Kihwan, Morris M. Kleiner, Conor Norris & Edward J. Timmons (2025): Analyzing the Effects of Occupational Licensing on Earnings Inequality in the United States. (NBER working paper / National Bureau of Economic Research 33732), Cambridge, Mass, 68 S.
Abstract
"There is a consensus that there is an earnings premium for licensed workers relative to unlicensed workers. However, little is known about how occupational licensing affects earnings inequality. In this paper, we study dynamic, heterogeneous earnings effects of occupational licensing and draw implications for earnings inequality in the United States. First, we find that the earnings gap between workers in licensed occupations and those in unlicensed occupations with similar characteristics (“licensing premium”) increased slightly during the 1983–2019 period. Second, we find that the licensing premium for workers in high paying occupations significantly increased, which is not the case for workers in lower paying occupations. The finding is consistent with growing demands for skills over the past decades, given the more rigorous licensing requirements for high-skilled occupations. As a result, earnings inequality among workers in licensed occupations increased. Third, we document that the licensing premium for female workers and workers without a college education declined relative to male workers and college graduates. Taken together, our findings suggest that occupational licensing is associated with widening earnings inequality in the United States during the 1983–2019 period." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Family and social resilience: A scoping review of the empirical literature (2025)
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Bawati, Abrar, Rense Nieuwenhuis, Merve Uzunalioǧlu & Max Thaning (2025): Family and social resilience: A scoping review of the empirical literature. In: Demographic Research, Jg. 52, S. 887-914. DOI:10.4054/demres.2025.52.27
Abstract
"Background: The concept of resilience in familial and social contexts has gained prominence in academic and policy discussions. However, the interplay between family life and social inequalities, and how these relate to each other in the resilience literature, has yet to be documented. Objective: This scoping review addresses this gap by analyzing 250 articles published between 1998 and 2023. We compare the concept of resilience as applied in family and social resilience studies through four constitutive elements: (1) the unit of analysis, (2) definitions, (3) types, and (4) the risks, outcomes, and explanatory factors that are examined empirically. Results: While both perspectives study individuals’ resilience, the emphasis in family resilience is on families, whereas social resilience studies focus more on communities and societies. Both perspectives emphasize the centrality of risks in defining resilience, yet family resilience scholarship seeks solutions within the family, while social resilience highlights community dynamics. Additionally, family resilience studies explore topics related to family-specific risks and resources, while social resilience studies examine external risks and resources. Conclusions: The family resilience scholarship follows the clinical tradition in the resilience literature, viewing families as a separate entity that is resourceful and agentic. Socioeconomic risks are recurrent themes in social resilience literature, but not in family resilience. Contribution: Understanding resilience through the lens of family inequalities in socioeconomic contexts can bridge these two perspectives. Incorporating factors such as labour market dynamics, family transitions, and educational attainment into definitions of risks, outcomes, and explanatory factors of resilience can enhance this integration." (Author's abstract, IAB-Doku, © Max-Planck-Institut für demographische Forschung) ((en))
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Literaturhinweis
Participation and learning in Vocational education and training - a cross-national analysis of the perspectives of youth at risk for social exclusion (2025)
Bruin, Marieke ; Buligina, Ilze ; Kaminskiené, Lina ; Tūtlys, Vidmantas ; Bentsalo, Inna ; Loogma, Krista ; Väljataga, Terje ; Ümarik, Meril ; Sloka, Biruta ;Zitatform
Bruin, Marieke, Vidmantas Tūtlys, Meril Ümarik, Krista Loogma, Lina Kaminskiené, Inna Bentsalo, Terje Väljataga, Biruta Sloka & Ilze Buligina (2025): Participation and learning in Vocational education and training - a cross-national analysis of the perspectives of youth at risk for social exclusion. In: Journal of vocational education and training, Jg. 77, H. 3, S. 706-727. DOI:10.1080/13636820.2023.2283745
Abstract
"The article explores the experiences of youth at risk for social exclusion and is part of cross-national research involving Norway, Lithuania, Estonia, and Latvia. 79 young people aged 16-29 who are at risk of becoming economically and socially marginalized were interviewed about circumstances that may support or hinder their participation and learning in VET. The study draws on sociocultural theory, emphasizing learning as participation in social practices. Thematic analyzes indicate that negative experiences in the past affect current participation in VET. In all countries, VET offers opportunities for participation for students at risk of social exclusion. However, vulnerable youth do not navigate the paths of social engagement well on their own. In the case of VET-students at risk for social exclusion, the mere development of knowledge and skills relevant for employment in the labor market does not suffice. VET institutions will need to facilitate students participation in learning communities. Building social capital for youth at risk through developing relationships that generate motivation, trust, and confidence enhances students opportunities for participation and subsequent learning. VET teachers and workplace supervisors will need guidance on how to develop the pedagogical competencies necessary to nurture social capital for students at risk for social exclusion." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Ist Blut dicker als Wasser? Wie die Familie den sozialen Aufstieg beeinflusst (2025)
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Bühler, Jonas, Tamara Erhardt, Melanie Häner-Müller & Christoph A. Schaltegger (2025): Ist Blut dicker als Wasser? Wie die Familie den sozialen Aufstieg beeinflusst. In: Perspektiven der Wirtschaftspolitik, Jg. 26, H. 1, S. 62-79. DOI:10.1515/pwp-2025-0001
Abstract
"In diesem Artikel bieten Jonas Bühler, Tamara Erhardt, Melanie Häner-Müller und Christoph A. Schaltegger einen Überblick über den Stand der Forschung zu gesellschaftlichen Aufstiegschancen. Während traditionelle Ansätze hauptsächlich Eltern-Kind-Beziehungen betrachten, zeigt dieser Beitrag, dass sich der familiäre Einfluss umfassender messen lässt, wenn man den Blick auf die horizontalen Familienstrukturen richtet, also beispielsweise auf die Charakteristika von Geschwistern oder Cousins/Cousinen. Zudem ermöglicht dieser Ansatz eine detaillierte Untersuchung vieldiskutierter Persistenzfaktoren wie das elterliche Einkommen oder die Nationalität. Internationale Vergleiche verdeutlichen, dass familiäre Prägungen in den Vereinigten Staaten und Deutschland stärker wirken als in skandinavischen Ländern, während in der Schweiz eine bemerkenswert starke Einkommensmobilität vorherrscht. Darüber hinaus zeigt sich, dass in den untersuchten Ländern der familiäre Einfluss mit zunehmendem Verwandtschaftsgrad abnimmt, in horizontalen Analysen jedoch langsamer als in vertikalen. Abschließend belegen wir mit der Erweiterung der „Great-Gatsby-Kurve“, dass der Zusammenhang zwischen Ungleichheit und sozialer Mobilität auch dann bestehen bleibt, wenn man Letztere über Geschwisterähnlichkeiten statt Eltern-Kind-Beziehungen erfasst." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Kita-Versorgungsungleichheiten - eine Analyse auf Stadtteilebene (2025)
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Diermeier, Matthias, Jan Engler, Melinda Fremerey & Leon Wansleben (2025): Kita-Versorgungsungleichheiten - eine Analyse auf Stadtteilebene. (IW-Kurzberichte / Institut der Deutschen Wirtschaft Köln 2025,41), Köln, 3 S.
Abstract
"Der Zugang zu frühkindlicher Bildung hängt auch in Deutschland stark von der sozio-ökonomischen Segregation der Städte ab. Innerhalb derselben Stadt gibt es in wohlsituierten Vierteln im Durchschnitt ein Drittel mehr Kitas pro Anzahl Kinder als in sozio-ökonomisch prekären Räumen. Dieser Unterschied geht darauf zurück, dass sich konfessionelle- und private-gemeinnütze Kitas deutlich häufiger in prosperierenden Quartieren ansiedeln als in sozial schwachen Stadtteilen – öffentliche Kitas können dies nicht kompensieren." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Same but Different: Gender, Social Origin, and University Access. Results From a Field Experiment on Guidance Counseling (2025)
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Erdmann, Melinda, Irena Pietrzyk, Juliana Schneider, Marcel Helbig & Marita Jacob (2025): Same but Different: Gender, Social Origin, and University Access. Results From a Field Experiment on Guidance Counseling. In: Research in Social Stratification and Mobility, Jg. 98. DOI:10.1016/j.rssm.2025.101062
Abstract
"Inequalities based on social origins heavily influence university access, shaping individuals’ careers and earning potential. While educational interventions in upper secondary schools have shown promise in supporting students from low social origins, their effects on gender disparities in university access remain less clear. This study investigates how social origins and gender intersect to affect university enrollment and whether counseling programs influence these patterns. Using data from a randomized controlled trial (RCT) in Germany evaluating a counseling program, our analysis reveals two key results. First, students’ evaluations of higher education appear to be shaped by their social background and gender before high school graduation. Second, the counseling program altered these evaluations and enrollment rates in distinct ways depending on students’ social background and gender. Our findings contribute to research on social stratification by highlighting intersectional patterns in rational choice evaluations and university enrollment. We also demonstrate that counseling in Germany effectively reduces intersectional inequalities in enrollment, which particularly benefits women from low social origins." (Author's abstract, IAB-Doku, © 2025 The Author(s). Published by Elsevier Ltd.) ((en))
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Literaturhinweis
Inequality and socio-economic divides in parental transfers to young adults in the United States (2025)
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Floridi, Ginevra (2025): Inequality and socio-economic divides in parental transfers to young adults in the United States. In: Social forces, Jg. 103, H. 4, S. 1282-1306. DOI:10.1093/sf/soae148
Abstract
"Parental transfers of money and co-residence to young-adult children can serve as means of status reproduction. Yet, the relationship between inequality and socio-economic gaps in these forms of parental support has not been studied. Inequality may widen socio-economic differentials in monetary and co-residential transfers, potentially hindering social mobility. I test the association between income inequality and socio-economic divides in parental support to children aged 22–35 in the United States (U.S.), a context where the economic dependence of young adults has increased over decades of high or rising inequality. I link state-level inequality data to longitudinal data on 39,626 parent–child dyads from the Health and Retirement Study (1992–2018). Using state fixed-effects models I investigate how changes in income inequality within states relate to changes in wealth, income, and educational gradients in parental transfers over time. Socio-economic differences in the occurrence and amount of money transfers widen with inequality, as the probability of monetary support decreases among lower-class and lower-educated parents, while the amounts transferred increase among upper-class and higher-educated parents. Moreover, in times of higher inequality, co-residence is more strongly concentrated among lower-class, lower-educated parents. Previous research indicates that receiving money improves labor and housing market outcomes, while co-residence may restrict economic opportunities among young adults from disadvantaged backgrounds. In light of this, my findings suggest that rising U.S. inequality may hinder social mobility by shifting the socio-economic distribution of intergenerational support." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Does the class composition matter? Social and immigrant class composition in compulsory school and the trajectory to upper-secondary education in Germany and Switzerland (2025)
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Glauser, David, Robin Busse & Katja Scharenberg (2025): Does the class composition matter? Social and immigrant class composition in compulsory school and the trajectory to upper-secondary education in Germany and Switzerland. In: International Journal of Comparative Sociology. DOI:10.1177/00207152241303401
Abstract
"Drawing on survey data from Germany and German-speaking Switzerland, we examine whether the class composition at lower-secondary level—in particular, the proportion of low-SES and immigrant students—is associated with students’ trajectories to post-compulsory education, using linear probability models. By focusing on two tracked education systems, our study extends the existing research, which primarily examines comprehensive education systems. Our findings indicate a generally weak relationship between class composition and educational attainment, partly mediated by class-level aspirations and achievement. However, the results underscore that in tracked education systems, individual-level characteristics matter more than class composition. We conclude that it is the institutional setting of tracking, which is linked to track-specific opportunity structures, that shapes educational trajectories and life chances." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Kompetenzen von First Generation Professionals: Kompetenzorientierte Reflexion von Karrierewegen (2025)
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Huesmann, Monika (2025): Kompetenzen von First Generation Professionals: Kompetenzorientierte Reflexion von Karrierewegen. In: Zeitschrift für Arbeitswissenschaft, Jg. 79, H. 1, S. 51-63. DOI:10.1007/s41449-024-00444-3
Abstract
"First Generation Professionals erleben Probleme und Schwierigkeiten beim Eintritt und der Karriere in Organisationen. Allerdings entwickeln sie auch Kompetenzen im Zusammenhang mit ihrer sozialen Herkunft. In einer empirischen Studie mit 27 Interviews werden Kompetenzen inhaltsanalytisch ausgewertet. Anhand der Ergebnisse werden klassische defizitorientierte Maßnahmen kritisch reflektiert und kompetenzorientierte Ansätze diskutiert. Praktische Relevanz Soziale Herkunft wird im Diversity Management zunehmend thematisiert. Es werden sowohl Probleme beim Einstieg in den Beruf als auch auf dem Karriereweg festgestellt. Häufig zielen die Handlungsempfehlungen vor allem auf den Ausgleich von Defiziten. Allerdings werden dabei die Kompetenzen, die First Generation Professionals auf ihrem Bildungs- und Berufsweg auch aufgrund ihrer sozialen Herkunft entwickeln oft nicht gesehen und daher auch nicht in den Organisationen nutzbar gemacht. In dieser Studie werden berufsbezogene Kompetenzen analysiert und kompetenzorientierte Ansätze diskutiert, die in Organisationen umgesetzt werden können." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Is the gender-gap reversal a feedback loop? Demographic factors influencing gender-gap inequalities in tertiary education in European countries (2025)
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Katrňák, Tomáš, Pia N. Blossfeld & Tomáš Doseděl (2025): Is the gender-gap reversal a feedback loop? Demographic factors influencing gender-gap inequalities in tertiary education in European countries. In: Research in Social Stratification and Mobility, Jg. 97. DOI:10.1016/j.rssm.2025.101040
Abstract
"The educational structures of European populations have changed significantly over the last 20 years. The average proportion of young people (aged 25–34) in European countries who had attained tertiary education increased from 25 % in 2000 to 41 % in 2020. This educational expansion has been accompanied by a change of the gender ratio in favor of women and the growth of a gender-gap reversal (GGR). We deal with demographic factors that influence the trends in GGR in tertiary education. We use the first round of Generations and Gender Surveys (GGS-I) data collected under the Generations and Gender Programme (GGP) in 12 European countries. We analyze the effects of parental educational hypogamy (marriage where the wife’s education level is higher than the husband’s), parental tertiary homogamy (marriage where the wife’s tertiary level is the same as the husband’s), parental divorce, and non-intact origin family. The empirical results show that three of these factors have positive effects on women’s tertiary education attainment andincrease the GGR. We argue that the increasing level of GGR then reinforces the prevalence of these factors in the tertiary educated population at the macro level by which the GGR is boosted again over time. Based on this cyclic argument we suggest interpreting the GGR in tertiary education as a positive feedback loop." (Author's abstract, IAB-Doku, © 2025 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.) ((en))
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Literaturhinweis
A Lifecycle Estimator of Intergenerational Income Mobility (2025)
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Mello, Ursula, Martin Nybom & Jan Stuhler (2025): A Lifecycle Estimator of Intergenerational Income Mobility. In: The Review of Economics and Statistics, S. 1-44. DOI:10.1162/rest_a_01585
Abstract
"Lacking lifetime income data, most intergenerational mobility estimates are subject to lifecycle bias. Using long income series from Sweden and the US, we illustrate that standard correction methods struggle to account for one important property of income processes: children from affluent families experience faster income growth, even conditional on their own characteristics. We propose a lifecycle estimator that captures this pattern and performs well across different settings. We apply the estimator to study mobility trends, including for recent cohorts that could not be considered in prior work. Despite rising income inequality, intergenerational mobility remained largely stable in both countries." (Author's abstract, IAB-Doku, © MIT Press Journals) ((en))
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Literaturhinweis
Social inequalities at the transition to higher education: the role of personality for graduates from vocational and general schools (2025)
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Nika, David (2025): Social inequalities at the transition to higher education: the role of personality for graduates from vocational and general schools. In: Empirical Research in Vocational Education and Training, Jg. 17. DOI:10.1186/s40461-025-00181-9
Abstract
"Previous research has shown that social inequalities in the transition to higher education are a persistent phenomenon in Germany. Additionally, studies indicate that graduates from vocational schools are less likely to enter higher education, compared to their peers who graduated from general schools. However, research is scarce about how social background effects may differ for graduates from vocational schools in comparison to general schools. This paper aims to examine this twofold inequality, by introducing personality traits as resources that support graduates from disadvantaged social backgrounds to enter higher education, especially if they graduated from vocational schools. Therefore, this study distinguishes between graduates from general schools, as well as from vocational schools with a general and a specific higher education entrance qualification. Drawing on data of the two most recent cohorts of the school leaver cohort of the German Student Life Cycle Panel, logistic regression models with interaction terms are employed and average marginal effects are reported. The findings reveal that, although vocational schools are less socially selective in their student decomposition as well as in the transition into higher education, inequalities based on social background persist. Two of the five personality traits showed significant positive effects for graduates from disadvantaged social background for entering higher education: while openness appears to be beneficial for students who graduated from general schools and vocational schools, agreeableness is especially advantageous for students who graduated from vocational schools with a specific higher education entrance qualification. This paper highlights how personality traits can mitigate social inequalities in higher education transitions and underscores the importance of distinguishing social background effects across different school types. The results have broader implications for addressing educational inequalities and understanding the role of individual resources in diverse institutional contexts." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Student*in Werden als soziale Praxis – Bildungsaufsteiger*innen an österreichischen Universitäten (2025)
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Petrik, Flora (2025): Student*in Werden als soziale Praxis – Bildungsaufsteiger*innen an österreichischen Universitäten. In: Österreichische Zeitschrift für Soziologie, Jg. 50. DOI:10.1007/s11614-025-00612-7
Abstract
"Die soziale Herkunft prägt nach wie vor Bildungswege, -zugänge und -erfahrungen in Österreich. Für Bildungsaufsteiger*innen, deren Eltern nicht studiert haben, ist es nicht selbstverständlich, Student*in zu sein. Anknüpfend daran widmet sich dieser Beitrag der biografischen Phase des Studiums und untersucht, wie Bildungsaufsteiger*innen den Übergang in die soziale Position „Student*in“ vollziehen. Wie werden Bildungsaufsteiger*innen zu Student*innen? Die Forschungsfrage wird auf Basis biografisch-narrativen Datenmaterials beantwortet, das entsprechend der Grounded Theory Methodologie produziert und ausgewertet wurde: 17 biografisch-narrative Interviews mit first-generation Studierenden sowie 36 autobiografische schriftliche Texte, in denen first-generation Studierende ihren Bildungsweg reflektieren. Für die Analyse wird auf Pierre Bourdieus bildungssoziologische Konzepte sowie Überlegungen der sozialwissenschaftlichen Biografieforschung zurückgegriffen. Die Ergebnisse zeigen, dass der Eintritt in das universitäre Feld kein isoliertes Ereignis, sondern ein komplexer biografischer Prozess des Student*in Werdens (becoming a student ) ist. Die Aneignung der sozialen Position „Student*in“ erfolgt durch spezifische soziale Praktiken: Praktiken des Tätigwerdens, kollektive Peer-Praktiken und Praktiken pädagogischer Begleitung. In diesen Praktiken werden studentische Subjekte als solche konstituiert, Zugehörigkeit gestiftet und Bildungsaufsteiger*innen als Mitglieder des universitären Feldes autorisiert. Diese Dynamiken werden anhand der Fallgeschichte der Studentin „Marie Schmidt“ rekonstruiert. Ihre biografische Erzählung verdeutlicht, dass der klassenspezifische Habitus zwar die Erfahrungswelt von Bildungsaufsteiger*innen prägt, zugleich aber Spielräume für Transformationen eröffnet. Abschließend werden die Ergebnisse in den aktuellen Forschungsstand zu Bildungsaufstieg eingeordnet und vor dem Hintergrund bildungspolitischer Herausforderungen in Österreich diskutiert." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Soziale Ungleichheiten in der frühkindlichen Betreuung: Eine Analyse von Betreuungsentscheidungen und -verläufen (2025)
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Steinberg, Hannah Sinja (2025): Soziale Ungleichheiten in der frühkindlichen Betreuung. Eine Analyse von Betreuungsentscheidungen und -verläufen. Wiesbaden: Springer VS, 316 S.
Abstract
"Wie treffen Eltern Entscheidungen über frühkindliche Betreuung, und welche Rolle spielt dabei die soziale Herkunft? Dieses Buch beleuchtet die Mechanismen, die soziale Ungleichheiten in Betreuungsentscheidungen für Kinder unter drei Jahren prägen – ein Bereich, der sowohl für die Förderung der kindlichen Entwicklung als auch für die Vereinbarkeit von Familie und Beruf von zentraler Bedeutung ist. Die Arbeit erweitert das Verständnis frühkindlicher Betreuung durch eine dynamische Perspektive: Neben der Nutzung oder Nicht-Nutzung formeller Angebote stehen das Timing und die Muster der Betreuungsverläufe im Fokus. Basierend auf einer Kombination von Rational-Choice-Modellen und dem Lebensverlaufsansatz liefert die Analyse empirisch fundierte Einblicke in soziale Disparitäten und den Einfluss institutioneller Rahmenbedingungen. Die Ergebnisse zeigen, wie selektive Betreuungsentscheidungen nicht nur bestehende Ungleichheiten widerspiegeln, und somit die Startchancen und Bildungsbiografien von Kindern nachhaltig beeinflussen können. Abschließend eröffnet die Arbeit Handlungsperspektiven für Politik und Praxis, um gerechtere Betreuungszugänge zu fördern." (Verlagsangaben, IAB-Doku)
Weiterführende Informationen
Inhaltsverzeichnis -
Literaturhinweis
Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and Australia (2025)
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Tomaszewski, Wojtek, Hans Dietrich, Golo Henseke, Ning Xiang & Ingrid Schoon (2025): Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and Australia. In: Social Inclusion, Jg. 13, S. 1-23., 2025-02-10. DOI:10.17645/si.9601
Abstract
"This study investigates variations in school‐to‐work transitions (SWTs) by socio‐economic status (SES), gender, and socio‐cultural context. Leveraging data from three nationally representative longitudinal panel studies, we compare the experiences of young people coming of age in the 21st century (2011 to 2023) in the United Kingdom, Germany, and Australia. We examine the role of different support systems that scaffold the SWT process along various post‐secondary pathways, including university, further education/vocational training, and employment tracks, with a particular focus on variations by parental education and gender. Utilizing longitudinal data from the Understanding Society Panel in the UK (N = 15,692 observations), the German Socio‐Economic Panel (GSOEP; N = 5,464), and the Household, Income and Labour Dynamics in Australia (HILDA) Survey (N = 5,759), we track synthetic cohorts born between 1993 and 1995 from ages 18 to 27 in the three countries. We employ linear probability models to conduct a cross‐national comparative analysis, identifying variations in post‐secondary pathways across the three country contexts. The choice of countries is motivated by their shared status as developed economies with distinct features in their SWT systems—contrasting the neoliberal deregulatory frameworks of Britain and Australia with Germany’s employment‐focused dual system. The findings reveal significant effects of parental education on post‐secondary transitions, as well as the differing roles of gender across various educational policy contexts. These results underscore the complexity of SWT when considered in different national settings. The insights generated by this analysis highlight the importance of dedicated policies to support low‐SES youth and promote gender equality in education and employment outcomes." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Class origin, intergenerational transfers, and the gender wealth gap (2025)
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Trinh, Nhat An (2025): Class origin, intergenerational transfers, and the gender wealth gap. In: Socio-economic review, Jg. 23, H. 2, S. 645-669. DOI:10.1093/ser/mwae054
Abstract
"This study pursues two objectives: First, to describe how gender disparities in wealth levels vary by parental class and second, to examine the contribution of the gendered allocation of parental wealth to these differences. It thereby sheds light on the interplay between family background and gender in shaping wealth inequality. Using representative survey data from Germany, I find pronounced absolute and relative gaps in personal net wealth to the disadvantage of women. The largest wealth gaps are observed between men and women from the most advantaged backgrounds, for whom parental transfers of business and financial assets are strongly gendered. For these individuals, gender gaps would be reduced by around 40% if transfers were allocated equally. For those from lower class origins, equalizing transfers would not reduce gender gaps despite observed differences in the allocation of real estate and cash. Intergenerational transfers thus emerge as driver of gender wealth inequality at the very top of the class origin hierarchy." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
The temporal dimension of parental employment: Temporary contracts, non-standard work schedules, and children's education in Germany (2024)
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Betthäuser, Bastian A., Nhat An Trinh & Anette Eva Fasang (2024): The temporal dimension of parental employment: Temporary contracts, non-standard work schedules, and children's education in Germany. In: European Sociological Review, Jg. 40, H. 6, S. 950-963. DOI:10.1093/esr/jcad073
Abstract
"The increasing prevalence of non-standard work and its adverse consequences are well documented. However, we still know little about how common non-standard work is amongst parents, and whether its negative consequences are further transmitted to their children. Using data from the German Microcensus, we document the prevalence and concentration of temporary employment and non-standard work schedules in households with children in Germany. Second, we examine the extent to which variation in this temporal dimension of parental employment is associated with children’s school track. Results show that in about half of all German households with children in lower-secondary school at least one parent has a temporary contract or regularly works evenings or Saturdays. We find that children whose mother always works evenings or Saturdays are substantially less likely to transition to the academic school track. By contrast, we find no significant association between fathers’ non-standard work schedules and children’s school track. We also find no evidence of an association between parents’ temporary employment and children’s school track placement. These divergent findings highlight the importance of disaggregating non-standard work into its specific components and differentiating between mothers' and fathers' non-standard work when investigating the consequences of parental non-standard work for children’s educational and life chances." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
On the Origins of Socioeconomic Inequalities: Evidence from Twin Families (2024)
Zitatform
Bingley, Paul, Lorenzo Cappellari & Konstantinos Tatsiramos (2024): On the Origins of Socioeconomic Inequalities: Evidence from Twin Families. (LISER working papers), Esch-sur-Alzette, 56 S.
Abstract
"Using Danish Twins Registry and population data, we link twins with their relatives to evaluate the controversial assumptions of the classic twin model and decompose socioeconomic inequality into genetic (heritability) and environmental factors. We reject the equal environments assumption, finding that the classic model overestimates heritability. Heritability explains 9% of variation in education and 14-16% in earnings, income, and wealth, helping to fill the ‘missing heritability’ gap between the classic twin model and Genome-Wide Association Studies. Shared environments account for 26-42% of these variances and 45-81% of intergenerational persistence. These findings reconcile estimates from twin and adoptee studies." (Author's abstract, IAB-Doku) ((en))