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 (2026)
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Adermon, Adrian, Gunnar Brandén & Martin Nybom (2026): The relationship between intergenerational mobility and equality of opportunity. In: The Scandinavian Journal of Economics, S. 1-29. DOI:10.1111/sjoe.70033
Abstract
"Among economists, the 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 some 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 mobility regressions are relatively straightforward to estimate, but their normative implications are less obvious. Measures of equality of opportunity have a policy-relevant interpretation, but are very data-demanding, requiring a large set of observable determinants of socioeconomic status for large samples. But maybe the two approaches capture similar dynamics? We compare the approaches by estimating both equality of opportunity and intergenerational mobility measures – as well as sibling correlations – across 16 birthcohorts and 126 Swedish local labor markets. Using these estimates, we find that the different measures correlate strongly, suggesting that (variation in) intergenerational mobility is indeed informative about equality of opportunity." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Social Origin and Gendered Labor Market Integration among Second-Generation Immigrants in Norway (2026)
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Adu-Mensa, Francis, Espen Dahl & Åsmund Hermansen (2026): Social Origin and Gendered Labor Market Integration among Second-Generation Immigrants in Norway. In: Journal of International Migration and Integration, S. 1-23. DOI:10.1007/s12134-026-01370-5
Abstract
"Second-generation immigrants are expected to achieve labor-market outcomes comparable to those of children of native-born parents, yet research consistently shows persistent disadvantages, including overqualification, weaker attachment to work, and employment gaps. While these patterns are well documented, less is known about the extent to which family background shapes long-term labor-market trajectories across early adulthood. Here, using population-wide registry data from Norway, we follow a full birth cohort from age 21 to 35 and construct a trajectory-based Labor Market Integration (LMI) index that summarizes longitudinal employment, education, and welfare trajectories across early adulthood. We show that second-generation immigrants experience substantial integration gaps relative to children of native-born parents, but that these are largely accounted for by parental education, household income, and parental disability. Although outcomes for women converge with those of their Norwegian peers once family background is considered, a significant gap persists for men. Our results demonstrate that social origin remains a powerful determinant of integration outcomes in a universalistic welfare state. These findings highlight the importance of policies that address socioeconomic inequalities in the family context, through early educational support, income stability, and health interventions in the labor market." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Education, Skills, and Intergenerational Inequality in Status Attainment: Causal Mediation Analysis and Typology of 23 OECD Countries (2026)
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Araki, Satoshi (2026): Education, Skills, and Intergenerational Inequality in Status Attainment: Causal Mediation Analysis and Typology of 23 OECD Countries. In: The British journal of sociology, S. 1-19. DOI:10.1111/1468-4446.70139
Abstract
"Scholars have long investigated intergenerational inequality, with attention to the associations among social origins, education, and socio-economic destinations: the so-called OED triangle. Meanwhile, recent research highlights distinct roles of education and skills in status attainment. Extending these studies, this article proposes a new framework—theOESD quadrangle—that incorporates origin, education, skills, and destination to better understand the structure of intergenerational inequality and its cross-national patterns. As an application, causal mediation analysis based on the counterfactual framework is performed using data from the OECD Survey of Adult Skills (PIAAC) for 27,812 individuals in 23 countries, encompassing parental status, respondents' educational attainment, adult cognitive skills, and occupational outcomes. The findings corroborate prior research, demonstrating that education significantly mediates the origin-destination association in all cases. Importantly, adult skills also exert a mediating power net of education, ranging from 4% (Sweden) to 25% (USA) of the total origin effect estimates in conservative models. These results suggest that fostering cognitive skills among the disadvantaged may help mitigate intergenerational inequality, although its magnitude varies across societies. By linking these cross-national differences to fundamental concepts such as meritocracy and credentialism, the study concludes with a preliminary typology of societies from a comparative perspective." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Cultural and Human Capital Signals in Hiring—A Factorial Survey Experiment Across Contexts (2026)
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Burchartz, Luisa, Kobe De Keere & Sara Geven (2026): Cultural and Human Capital Signals in Hiring—A Factorial Survey Experiment Across Contexts. In: The British journal of sociology, S. 1-16. DOI:10.1111/1468-4446.70125
Abstract
"When evaluating candidates, hiring agents may draw on signals of human as well as cultural capital. While these processes have been considered separately, an open question is how the two types of signals interact. As signals of social class, cultural capital signals relate to human capital as they evoke stereotypes about competence, polish, and discipline, and can indicate different patterns of social mobility in combination with human capital signals. These interdependencies may be important in employee gatekeeping, and therefore in the reproduction of labour market inequalities. In this paper, we address the question of how hiring agents evaluate cultural capital signals in light of different human capital signals. We draw on a factorial survey experiment to analyse hiring agents' evaluations of different cultural capital signals (combining signals of class backgrounds and class practices) in relation to human capital indicators (the level and specificity of education, training participation, and work experience) across contexts. These contexts include two countries, Germany and England, two sectors, Software Development and Human Resource Management, and two career stages, the early and late career. The results show that the value of highbrow cultural capital signals depends on the context, as well as on human capital signals. In Software Development and HRM as the professional fields that we studied, hiring agents often did not give value to cultural capital signals. This was especially the case in England. In Germany, positive evaluations of cultural capital signals mostly followed a multiplication effect: such signals were only valued when higher human capital signals were also indicated. We found this pattern most clearly in Germany, particularly for late-career candidates. This multiplication effect underlines the importance of looking at combinations of cultural and human capital signals for understanding how inequalities are generated in gatekeeping processes." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
How Parenting Styles Shape Children's Lifetime Outcomes (2026)
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Dohmen, Thomas, Bart Golsteyn, Hans Grönqvist, Edvin Hertegård & Gerard Pfann (2026): How Parenting Styles Shape Children's Lifetime Outcomes. (CESifo working paper 12407), München, 33 S.
Abstract
"This study examines how parenting styles predict children's lifetime outcomes. Using a Swedish dataset which combines rich survey information on parenting styles with administrative records tracking children over five decades, we find that authoritarian parenting is negatively associated with children's long-term success, especially regarding their educational attainment. The results for other parenting styles are more mixed. Authoritarian parenting remains a robust predictor of adverse outcomes even when accounting for ability and family background. We identify children's knowledge accumulation and parental educational expectations as key mechanisms explaining these results." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
First-generation graduates in OECD countries (2026)
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Fabbri, Alessandro & Michele Pellizzari (2026): First-generation graduates in OECD countries. In: Economics of Education Review, Jg. 113. DOI:10.1016/j.econedurev.2026.102807
Abstract
"This paper examines earnings differences between first-generation and continuing-generation college graduates across 24 OECD countries using data from the OECD Survey of Adult Skills (PIAAC). In most countries analyzed, first-generation graduates earn significantly less than their peers from college-educated families, with an average gap across all countries of approximately 7.5%. We investigate potential mechanisms behind this result and find that first-generation graduates are less likely to pursue postgraduate education, more likely to hold professional degrees, more likely to work in smaller firms and lower paying occupation, and tend to have lower cognitive skills. These findings highlight the need for policy interventions to enhance educational mobility and promote equality of opportunity." (Author's abstract, IAB-Doku, © 2026 Elsevier) ((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 (2026)
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Glauser, David, Robin Busse & Katja Scharenberg (2026): 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, Jg. 67, H. 1, S. 28-68. 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
Upgrading of educational qualifications and the effects of social origin in terms of wages: Descriptive insights and a decomposition analysis for Germany (2026)
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Grauenhorst, Anja & Steffen Schindler (2026): Upgrading of educational qualifications and the effects of social origin in terms of wages: Descriptive insights and a decomposition analysis for Germany. In: Research in Social Stratification and Mobility, Jg. 105. DOI:10.1016/j.rssm.2026.101172
Abstract
"The article examines whether formal educational upgrading after labour market entry attenuates or reinforces the association between social origin and wages in Germany. We use NEPS-SC6-ADIAB data for descriptive and decomposition analyses. The results show that the group of upgraders shows a steeper wage growth compared to non-upgraders. However, although upgrading patterns are somewhat socially selective, differences in upgrading do neither compensate nor reinforce wage gaps between individuals of different social classes of origin over the career trajectory. Instead, initial educational attainment at labour market entry is a strong mediator of the social class wage gap." (Author's abstract, IAB-Doku, ©2026 The Authors. Published by Elsevier Ltd.) ((en))
Weiterführende Informationen
Data product DOI: 10.5164/IAB.NEPS-SC6-ADIAB7520.de.en.v1 -
Literaturhinweis
Neufassung der Ausbildungsmarkt-Typisierung (2026)
Haas, Anette; Dauth, Wolfgang ; Wilkens, Alice; Moritz, Michael ; Lerche, Adrian ; Phan thi Hong, Van;Zitatform
Haas, Anette, Adrian Lerche, Michael Moritz, Van Phan thi Hong, Alice Wilkens & Wolfgang Dauth (2026): Neufassung der Ausbildungsmarkt-Typisierung. (IAB-Forschungsbericht 08/2026), Nürnberg, 26 S. DOI:10.48720/IAB.FB.2608
Abstract
"Die Bundesagentur für Arbeit (BA) nutzt im Rahmen ihres Controllings Regionaltypisierungen, die vom IAB auf Basis eines speziellen zweistufigen Klassifikationsansatzes erstellt werden. Im Controlling der BA stellen diese Vergleichstypen des IAB eine wichtige Grundlage zur Strukturierung von regionalen Zielniveaukontrollen dar. Unterschiedliche regionale Rahmenbedingungen werden so vergleichbar gemacht. Agenturen, die durch ihre Rahmenbedingungen einem ähnlichen Set an Herausforderungen gegenüberstehen, werden so zu jeweils einem Vergleichstyp zusammengefasst. Das IAB hat für die BA eine neue Version der Ausbildungsmarkt-Typisierung erstellt. Diese Neufassung war notwendig, da sich seit der letzten Typisierung – erstellt im Jahr 2017 mit Daten aus 2016 – sowohl die regionalen Arbeitsmarktbedingungen als auch die Zielvariablen verändert haben. Als neue Zielgröße des Ausbildungsmarktes wurde die Einmündungsquote aller Ausbildungsinteressierten eingeführt. Zur Bildung der Zielgröße wird die Anzahl der erfolgten Einmündungen der Ausbildungsinteressierten (über Monate kumulierte Einmündungen zum Stand 30.09.2025) ins Verhältnis zur Wohnbevölkerung zwischen 15 und 20 Jahren gesetzt. Die Einmündung der Ausbildungsinteressierten bezieht sich auf eine neu definierte Personengruppe, als Teilgröße aller beratenen Personen (Kunden in den Rechtskreisen SGB III und SGB II). Diese Personengruppe ist die Hauptzielgruppe der Berufsberatung der BA. Die Ausbildungsmarkt-Typisierung basiert auf einem zweistufigen Klassifikationsansatz. Auf der ersten Stufe werden zielgrößenrelevante Rahmenbedingungen identifiziert und deren relative Bedeutung bestimmt. Auf der zweiten Stufe erfolgt die Einteilung von Agenturbezirken mit ähnlichen Rahmenbedingungen in sogenannte Vergleichstypen. Insgesamt werden 116 Kontextvariablen verwendet, um die Rahmenbedingungen in den regionalen Arbeitsmärkten quantitativ differenziert abzubilden. Diese umfassen verschiedene Aspekte der Arbeitsmarktbedingungen, der Wirtschafts- und Siedlungsstruktur sowie der spezifischen Lage am Ausbildungsmarkt. Eine Auswahl der relevanten Rahmenbedingungen wird mithilfe des LASSO-Verfahrens, einem Algorithmus des maschinellen Lernens, getroffen. Das Verfahren optimiert die Vorhersagequalität der Zielgrößen und wählt eine möglichst geringe Anzahl an Variablen aus (sparsame Modellierung). Die auf der ersten Stufe ausgewählten Rahmenbedingungen fließen dann auf der zweiten Stufe in eine Clusteranalyse ein, auf deren Grundlage verschiedene Vergleichstypen identifiziert werden. Zuvor werden die Variablen standardisiert und gewichtet. Dies stellt sicher, dass Rahmenbedingungen mit einer höheren Erklärungskraft stärker berücksichtigt werden. Ergebnis der Clusteranalyse sind elf Vergleichstypen. Die einzelnen Typen heben sich weitestgehend hinsichtlich der Quote der Ausbildungsinteressierten, dem Jugendquotient, der Saisonspanne, dem Anteil unversorgter Bewerbender und der räumlichen Umgebung voneinander ab. Die Typen lassen sich in vier Obergruppen zusammenfassen, die sich anhand der Wohnkosten, der Urbanität und der Quote an jungen Ausbildungsinteressierten unterscheiden. Gruppe I ist durch Bezirke in überwiegend ländlich geprägten Agenturbezirken, oftmals in Ostdeutschland oder Nord- bzw. Südostbayern, gekennzeichnet. Die Wohnkosten dort sind unterdurchschnittlich, die Quoten an Ausbildungsinteressierten meist durchschnittlich bis überdurchschnittlich. Gruppe II konzentriert sich dagegen auf Bezirke mit durchschnittlichen Wohnkosten und einer überdurchschnittlichen Einwohnerdichte. Diese Gruppe enthält drei Typen, die sich weiter nach ihrer Quote an Ausbildungsinteressierten (hoch, durchschnittlich, niedrig) untergliedern. Hiervon grenzt sich – wiederum aufgrund überdurchschnittlicher Wohnkosten – Gruppe III ab, bei der es sich um überwiegend städtisch geprägte Bezirke handelt. Gruppe IV besteht aus zwei Sub-Typen, a) Großstädten bzw. b) Bezirken, die im direkten Einzugsbereich einer Metropole liegen, tendenziell eher in Westdeutschland. Die Quote der Ausbildungsinteressierten liegt in dieser Gruppe deutlich unter dem Durchschnitt." (Autorenreferat, IAB-Doku)
Beteiligte aus dem IAB
Haas, Anette; Dauth, Wolfgang ; Wilkens, Alice; Moritz, Michael ; Lerche, Adrian ; Phan thi Hong, Van;Weiterführende Informationen
Online-Anhang: Ausbildungsmarkttypen 2026 -
Literaturhinweis
Sibling correlations and SES overlaps in late-career Swedes (2026)
Zitatform
Hällsten, Martin (2026): Sibling correlations and SES overlaps in late-career Swedes. In: Research in Social Stratification and Mobility, Jg. 104. DOI:10.1016/j.rssm.2026.101169
Abstract
"To what extent is socioeconomic standing (SES) uni- or multidimensional? SES is typically measured using variables such as education, occupation, income, and, more recently, wealth, but do these variables reflect the same or different hierarchies? This paper uses the methodology of Karlson and Birkelund (2025) to study how sibling correlations, as a measure of the role of family background, overlap across SES dimensions. Four dimensions of SES are considered: education, occupation, income (earnings and disposable income), and wealth. The findings reveal three clusters in the overlap pattern of sibling correlations across these dimensions: (1) education/occupation, (2) income, and (3) wealth. This pattern remains consistent across subsamples defined by sex. The analysis shows that a unidimensional sibling factor, assuming a single latent SES factor, fails to capture the observed sibling correlations adequately. Still, the unidimensional factor accounts for modest to substantial portions of the sibling correlations across outcomes. The evidence for a single latent family factor weakens further when additional outcomes such as crime, cognitive ability, and physical capacity (health) are included in a younger male sample born between 1958 and 1968. A life-course extension shows substantial, though incomplete, stability in the family characteristics shaping income across early-, mid-, and late-career stages. In conclusion, while a unidimensional SES factor exists, it is substantively dominated by multidimensionality in intergenerational transmission." (Author's abstract, IAB-Doku, © 2026 The Author(s). Published by Elsevier Ltd.) ((en))
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Literaturhinweis
„Erfolg entgegen aller Widerstände“ Persönlichkeit als Ressource im Bildungsaufstieg (2026)
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Nika, David & Hanna Mentges (2026): „Erfolg entgegen aller Widerstände“ Persönlichkeit als Ressource im Bildungsaufstieg. In: Soziale Welt, Jg. 77, H. 2, S. 97-138. DOI:10.5771/0038-6073-2026-2-97
Abstract
"Der Beitrag untersucht, welche Faktoren es Studienberechtigten aus nicht-akademischen Familien ermöglichen, soziale Unterschiede im Hochschulsystem zu überwinden. Aufbauend auf der Ressourcensubstitutionshypothese (Mirowsky & Ross, 2011) und handlungstheoretischen Modellen der Bildungsentscheidungen (Boudon, 1974) wird insbesondere die Rolle von Persönlichkeitseigenschaften betrachtet. Die Analyse dreier zentraler Übergänge – Studienaufnahme, Bachelorabschluss und Übergang ins Masterstudium – zeigt, dass die sozialeHerkunft weiterhin einen starken Einfluss auf Bildungsentscheidungen hat. Gleichzeitig weisen die Ergebnisse darauf hin, dass die Persönlichkeitsmerkmale Offenheit und Extraversion für Studienberechtigte aus nicht-akademischen Familien kompensatorische Funktionen übernehmen können. So erhöht eine hohe Offenheit insbesondere für diese Gruppe die Wahrscheinlichkeit der Studienaufnahme, wirkt jedoch kontraproduktiv auf den Bachelorabschluss. Extraversion hingegen begünstigt sowohl den Bachelorabschluss als auch den Übergang ins Masterstudium. Damit erweitern die Ergebnisse die bisherige Forschung zu sozialen Unterschieden im Hochschulbereich, indem sie zeigen, dass individuelle Ressourcen wie Persönlichkeitseigenschaften soziale Benachteiligungen teilweise ausgleichen können. Die Befunde legen nahe, dass insbesondere offene und extravertierte Personen aus nicht-akademischen Familien im Hochschulkontext profitieren." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Social Mobility in Western Countries: The Role of Families, Networks, and Institutions (2026)
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Nybom, Martin, Kjell G. Salvanes & José V. Rodríguez Mora (2026): Social Mobility in Western Countries: The Role of Families, Networks, and Institutions. (RF Berlin - CReAM Discussion Paper Series 2026,54), Berlin, 80 S.
Abstract
"This chapter reviews recent advances on the drivers of intergenerational persistence in education and income, with a focus on causal mechanisms shaping social mobility across OECD countries. While the descriptive literature is vast, documenting substantial correlations between parents' and children's outcomes, recent research increasingly emphasizes the underlying factors driving these patterns. We begin with a brief illustration of global variation in intergenerational mobility using harmonized cross-country data, before turning to the literature on mechanisms. We outline a general theoretical framework, which organizes the discussion around three domains: pre-market factors (e.g., early childhood investment, parenting, education systems), labor market dynamics (e.g., sorting, networks, firm heterogeneity), and post-market institutions. We review topics such as the timing and nature of parental investments, parenting styles, credit constraints, neighborhood effects, and the role of social networks in school and on the labor market. We highlight how new data and empirical designs have broadened our understanding of the drivers of intergenerational inequality and, ultimately, interventions with the potential to mitigate it." (Author's abstract, IAB-Doku) ((en))
Ähnliche Treffer
auch erschienen als: Discussion Paper Series in Economics, 1/2026 -
Literaturhinweis
Stratified scars: social inequality in the labour market consequences of apprenticeship dropout (2026)
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Ostermann, Kerstin, Alexander Patzina & Katy Morris (2026): Stratified scars: social inequality in the labour market consequences of apprenticeship dropout. In: European Sociological Review, S. 1-16. DOI:10.1093/esr/jcag010
Abstract
"While the association between apprenticeship dropout and negative labour market consequences is well documented, the causal link and social stratification in this effect are less clear. Using georeferenced German administrative data and a conditional instrumental variable approach that exploits distance between place of residence and large firms, we find negative financial consequences but show that the dropout penalty is entirely concentrated among individuals from disadvantaged backgrounds. We further show that these stratified scars partly reflect unequal educational reenrolment rates and unequal employment outcomes among dropouts who do not reenrol. Our results highlight the potential of policies targeting higher graduation rates to reduce social inequality and suggest social advantage buffers the negative financial consequences of apprenticeship dropout, even in institutional settings with strong links between credentials and labour market outcomes." (Author's abstract, IAB-Doku, Oxford University Press) ((en))
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Literaturhinweis
Employment stability and social origin: Cumulative advantages in young adults' homeownership and financial asset accumulation (2026)
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Ramos, Vincent Jerald & Ann Berrington (2026): Employment stability and social origin: Cumulative advantages in young adults' homeownership and financial asset accumulation. In: Social science research, Jg. 137. DOI:10.1016/j.ssresearch.2026.103369
Abstract
"Millennials experience marked intra-cohort inequalities in asset ownership. In line with the cumulative advantage theory, we posit that school-to-work (STW) transitions and social origins are joint drivers of these disparities. Using prospective longitudinal data from the UK, we employ sequence and cluster analysis to develop a typology of STW trajectories (age 16-25). We then estimate the relationship between this typology and homeownership and financial assets at age 32, while also assessing its predictive value when controlling for income. Finally, we examine the heterogeneities of the STW-asset nexus by social origin. Our findings indicate that: (i) young adults with high-churn or intermittent economic activities, as well as those in prolonged periods of unemployment or inactivity, are less likely to have ever owned a home or hold any financial assets; (ii) advantaged social origins, proxied by parental service class occupation and parental homeownership in adolescence, cumulatively propel the asset outcomes of young adults with already “successful” STW transitions, in part through direct financial support for their first home purchase. This suggests that sustained employment generates a stability premium toward asset accumulation that is both driven and amplified by social origin." (Author's abstract, IAB-Doku, © 2026 The Authors. Published by Elsevier Inc.) ((en))
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Literaturhinweis
Labour market insecurity and parental co-residence in the United Kingdom: heterogeneities by parental class and age (2026)
Zitatform
Ramos, Vincent Jerald & Ann Berrington (2026): Labour market insecurity and parental co-residence in the United Kingdom: heterogeneities by parental class and age. In: European Sociological Review, S. 1-18. DOI:10.1093/esr/jcaf058
Abstract
"Amidst young adults’ increasing labour market insecurity and rates of parental co-residence, this article examines how unemployment and underexplored forms of non-standard employment (NSE)—underemployment and temporary and agency work (TAW) —are associated with inter-generational co-residence in the United Kingdom. Refining the feathered nest/gilded cage hypothesis to incorporate forms of non-NSE, we analyse how parental social class moderates this relationship across the transition to adulthood phase, driven by both protective and propellant motives. We estimate logistic regression models using the 2021–2024 waves of the UK Labour Force Survey, which allow for a precise identification of time-related underemployment and agency working. Results suggest that states of labour underutilization (underemployment) and impermanence (TAW) as well as unemployment are all associated with higher probabilities of parental co-residence relative to standard employment. This relationship is in part mediated by earnings disparities. Further, socio-economic background matters—the positive insecurity co-residence association is most pronounced amongst young adults from service-class backgrounds. This is consistent with a refined feathered nest/gilded cage hypothesis whereby higher parental resources facilitate co-residence at earlier phases of adulthood transitions, especially for young adults facing labour market insecurities, but this slightly tapers off with age." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Educational Inequality in Secondary Education: The Importance of Parental Practices for Educational Success (2026)
Zitatform
Sari, Elif & Christoph Homuth (2026): Educational Inequality in Secondary Education: The Importance of Parental Practices for Educational Success. In: Kölner Zeitschrift für Soziologie und Sozialpsychologie, Jg. 78, H. 2, S. 169-206. DOI:10.1007/s11577-026-01049-w
Abstract
"Internationale Forschung zeigt, dass elterliche Praktiken einen relevanten Teil der sozialen Ungleichheit im Bildungssystem erklären können. Diese Praktiken variieren je nach Ausstattung der Eltern mit bildungsrelevantem Kapital und sind stark mit der sozialen Herkunft und dem Habitus des Elternhauses verbunden. Bei der Erklärung von Bildungsungleichheit in Deutschland hat die soziologische Forschung bisher der elterlichen Unterstützung im Alltag wenig Aufmerksamkeit geschenkt. Es ist wenig darüber bekannt, wie sich elterliche Praktiken nach sozialer Herkunft unterscheiden und welchen Einfluss sie auf den Bildungserfolg, insbesondere in der Sekundarstufe, haben. Ausgehend von der Theorie der sozialen Reproduktion gehen wir davon aus, dass elterliche Praktiken eine wichtige Rolle bei der Erklärung sozialer Ungleichheit im Bildungserfolg spielen. Mit Hilfe von multiplen linearen Regressionsmodellen (OLS) analysierten wir den Zusammenhang elterlicher Praktiken während der Sekundarstufe I mit (a) dem Erwerb der Hochschulreife (Abitur, N = 5048) sowie – für diejenigen, die das Abitur erreicht haben (N = 2959) – (b) den Kompetenzen in der Sekundarstufe II und (c) der Abiturnote. Dazu verwendeten wir Daten der Startkohorte der Fünftklässler (SC3) des Nationalen Bildungspanels (NEPS). Die Ergebnisse zeigten, dass Schülerinnen und Schüler, deren Eltern bestimmte elterliche Praktiken ausübten, mit höherer Wahrscheinlichkeit das Abitur erreichten, höhere Kompetenzen aufwiesen und bessere Abschlussnoten erzielten. Insbesondere Praktiken, die einen Dialog über bildungsrelevante und kulturelle Aspekte beinhalteten, wie z. B. das Sprechen über Bücher, zeigten statistisch signifikante positive, wenn auch schwache Zusammenhänge mit den Bildungsoutcomes. Allerdings tragen elterliche Praktiken nur sehr marginal zur Erklärung sozialer Ungleichheiten im Bildungserfolg bei, da soziale Unterschiede unabhängig von diesen Praktiken weiterhin bestehen bleiben." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Educational upgrading and labour market inequality at occupational maturity by social origin in Germany (2026)
Zitatform
Schindler, Steffen (2026): Educational upgrading and labour market inequality at occupational maturity by social origin in Germany. In: British Journal of Sociology of Education, S. 1-19. DOI:10.1080/01425692.2026.2709731
Abstract
"In the German education system, it is common for individuals to pursue higher-level formal qualifications after obtaining their initial school-leaving or vocational degrees. This paper explores how and to what extent educational upgrading throughout the life course influences the relationship between social origin and labour market outcomes at occupational maturity. The analysis uses data from the adult cohort of the German National Educational Panel Study, focusing on a subsample of individuals born in the 1970s, whose earnings are observable at age 40. Decomposition analyses assessing inequalities in earnings and occupational status are conducted using fully multiply imputed data. The findings indicate that educational upgrading accounts for only a minor portion of these inequalities. Upgrading activities prior to labour market entry have a small reinforcing effect on social differences in labour market outcomes, while the initial level of education accounts for a substantial share of these differentials." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Social origin, the class ceiling in earnings, and job task segregation: Evidence from Germany (2026)
Zitatform
Schulz, Wiebke & Philipp M. Lersch (2026): Social origin, the class ceiling in earnings, and job task segregation: Evidence from Germany. In: Social science research, Jg. 139. DOI:10.1016/j.ssresearch.2026.103406
Abstract
"Social class origin is closely linked to individuals' labor market outcomes. This study examines the class ceiling—the earnings disadvantage that those from lower-class origins experience within higher-class occupations. We propose that job task segregation, i.e., the non-random selection into different task profiles within granular occupations, contributes to the class ceiling. We study these dynamics in Germany, characterized by rigid social structures and low social mobility. Using high-quality survey data with individual measures of job tasks (National Educational Panel Study Adult Cohort), we estimate Poisson pseudo-maximum likelihood (PPML) regression with a log link. Class origin effects on earnings are most pronounced in higher salariat positions, where individuals from privileged origins earn substantially more than their lower-origin counterparts, even within the same occupations. Job tasks differentials by social origin are visible; those from an advantaged background perform more analytical and creative job tasks, even within the same occupations. These differentials explain a small part of the earnings gap by class origin. The findings contribute to understanding the intergenerational transmission of advantage, particularly how class origin shapes outcomes within occupations." (Author's abstract, IAB-Doku, © 2026 The Authors. Published by Elsevier Inc.) ((en))
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Literaturhinweis
A Double drive to failure: differences in labour market outcomes for children of immigrants undergoing vocational education (2026)
Zitatform
Skålholt, Asgeir & Marianne Takvam Kindt (2026): A Double drive to failure: differences in labour market outcomes for children of immigrants undergoing vocational education. In: Journal of education and work, Jg. 38, H. 5-8, S. 267-290. DOI:10.1080/13639080.2026.2619960
Abstract
"Vocational education offers an important pathway into the labour market for students who struggle in school, especially for low performing males. However, whether vocational education can provide children of immigrants the same wage benefit as it seems to do for low performing native majority background males, is not properly understood. Based on analyses of register data, we address this topic. We find that male children of immigrants do not have the same wage benefits as their native majority peers, but for female children of immigrants we find no difference from those with Norwegian-born parents. We find that access to apprenticeships seems to be a major driving force behind the wage gap for males. Our analysis shows that access to apprenticeship is related to what we call a double drive to failure. First, children of immigrants are more inclined to apply for a supplementary year, which we find is not economically rewarding. Second, if they do apply for an apprenticeship, they are less likely to get one. In this paper, we contribute with new empirical knowledge in the debate on how secondary education can contribute to social mobility for children of immigrants." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Educational trajectories in Austria: A descriptive longitudinal sequence analysis of a full student cohort (2026)
Zitatform
Steiner, Mario, Nora Haag & Maria Köpping (2026): Educational trajectories in Austria: A descriptive longitudinal sequence analysis of a full student cohort. In: Österreichische Zeitschrift für Soziologie, Jg. 51, H. 1. DOI:10.1007/s11614-026-00644-7
Abstract
"This study provides a comprehensive longitudinal description of educational trajectories in Austria, using administrative data for an entire student cohort. This offers new insights into how early social differences translate into divergent pathways. Since education both shapes lifetime outcomes and reproduces persistent inequalities along dimensions of social origin, gender, ethnicity, and geography analysing educational trajectories is central to understanding social mobility. We follow a full cohort of students in Austrian schools who were 13 years old on 1 September 2011 (N = 85,535). School, higher education, labour market, migration, and residence data are combined to map trajectories across stages of education and labour market entry from age six to 23. Sequence analysis is applied to visualise trajectories, identify the most common pathways, and examine variation by sociodemographic and structural characteristics. Results show that social inequalities emerge early and widen across educational stages, with the largest differences observed by parental education: students from highly educated families more often follow academic pathways while those from less educated families are more likely to enter vocational tracks. Variation is also observed by gender, migration background and place of residence. Overall, these findings provide a population-level perspective on the early emergence and persistence of educational inequalities in Austria." (Author's abstract, IAB-Doku) ((en))