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
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
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
Labour market insecurity and parental co-residence in the United Kingdom: heterogeneities by parental class and age (2026)
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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)
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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, S. 1-38. 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
A Double drive to failure: differences in labour market outcomes for children of immigrants undergoing vocational education (2026)
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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, S. 1-24. 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
Study Programs, Public Rankings, and College Enrollment Intentions: Results from a Survey Experiment on Study Program Content, Flexibility, and Support (2026)
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Toussaint, Carina, Alexander Patzina, Hans Dietrich & Tobias Wolbring (2026): Study Programs, Public Rankings, and College Enrollment Intentions: Results from a Survey Experiment on Study Program Content, Flexibility, and Support. In: Sociology of education, Jg. 99, H. 1, S. 82-98., 2025-03-20. DOI:10.1177/00380407251356274
Abstract
"Current research on college enrollment intentions predominantly focuses on the effects of individual and university characteristics, neglecting how specific study program features affect enrollment intentions. We examine three key elements in a study program: content, flexibility, and support. These elements shape individuals’ beliefs about costs, benefits, and their success probability, thus affecting enrollment intentions. Understanding these influences helps address disparities in access to higher education because an individual’s social background shapes information processing and thus, belief formation. Using data from a factorial survey experiment conducted with German high school students in their final year of school, we apply random-intercept regression models to investigate the causal (socially stratified) effect of study program features on enrollment intentions. Our results reveal significant effects of the investigated dimensions on enrollment intentions, suggesting that adjusting program content, flexibility, and support services enhances those intentions. However, the limited effect variation across social backgrounds implies that these adjustments will not reduce the social origin gap in higher education transitions." (Author's abstract, IAB-Doku, © SAGE) ((en))
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Literaturhinweis
Knowing one’s place? The role of income inequality in shaping positioning bias across 29 countries (2026)
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Wiesner, Timo & Julio Iturra-Sanhueza (2026): Knowing one’s place? The role of income inequality in shaping positioning bias across 29 countries. In: Frontiers in Sociology, Jg. 10. DOI:10.3389/fsoc.2025.1617014
Abstract
"This study investigates how individuals’ misperceptions of their relative position in the income distribution—referred to as positioning bias—are shaped by income inequality. Drawing on the ISSP 2019 Social Inequality module, the analysis includes data from 31,368 individuals across 29 countries and employs multilevel modelling to test whether individuals are more likely to misperceive their position under conditions of high inequality. We explore heterogeneity across income groups and bias types (unbiased, underestimation, and overestimation). Findings reveal that inequality is associated with positioning bias, though the direction and magnitude depend on the individuals’ actual income position. Individuals in disadvantaged positions are more accurate in their self-perceptions when inequality is high, while those in higher-income positions tend more towards underestimating their relative standing. Overall, the results show that higher inequality is associated with lower subjective status relative to respondents’ actual position across all income groups. This researchcontributes to broader debates on inequality perceptions and redistributive preferences." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Class origin closure: economic advantages of occupational elitism (2026)
Zitatform
Witteveen, Dirk (2026): Class origin closure: economic advantages of occupational elitism. In: Social forces. DOI:10.1093/sf/soag012
Abstract
"This study investigates the role of class origin compositions of micro-occupations in creating economic inequalities using three decades of British longitudinal surveys. Drawing on social closure theory, we analyze how class origin contributes to between-occupation earnings disparities and class origin earnings inequality at the individual level. Using fine-grained data on the class origins of occupational incumbents, we construct a robust indicator of the concentration of privileged class origins within labor market niches, “occupational elitism,” measured as the percentage of incumbents with parents in the higher salariat (ESeC class 1) within an occupation. Our results reveal that occupational elitism of micro-occupations is positively associated with earnings, after accounting for indicators of positional closure mechanisms, such as educational credentialing, licensure, and unionization. However, these collective earnings premiums are unevenly distributed, with earnings advantages for individuals from upper-class families emerging in occupations with higher levels of occupational elitism." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Beyond the degree: Fertility outcomes of `first in family' graduates (2025)
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Adamecz, Anna, Anna Lovász & Sunčica Vujić (2025): Beyond the degree: Fertility outcomes of `first in family' graduates. In: Review of Economics of the Household. DOI:10.1007/s11150-025-09788-z
Abstract
"This paper examines the link between higher education and fertility, paying particular attention to the role of intergenerational educational mobility in shaping this relationship. Drawing on data from the 1970 British Cohort Study, we estimate differences in completed fertility across three groups: first-in-family university graduates (FiF), graduates with at least one university-educated parent (non-FiF graduates), and individuals who did not attend university (non-graduates). Our findings show that although graduate women generally have fewer children than non-graduates, this gap is primarily driven by FiF graduates. FiF women have lower fertility than both non-FiF graduates and non-graduates, who exhibit similar fertility patterns. The fertility gap between FiF and non-FiF graduates emerges after age 35, mainly on the extensive margin: FiF women are more likely to remain childless, but those who become mothers have an average number of children similar to non-FiF graduates. Similar patterns are observed for men, however, the gaps are smaller and not statistically significant. We identify child-related preferences, self-esteem, and exposure to maternal employment during childhood as potential drivers of the relationship between FiF status and fertility. In contrast, labour market outcomes, financial constraints, partnership status, and health outcomes do not appear to contribute to the FiF fertility gap. These findings highlight key considerations for policies aimed at supporting both intergenerational mobility and fertility." (Author's abstract, IAB-Doku) ((en))
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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
Intersectionality and labor market outcomes: Putting the lens on the interaction of gender, race, and other social identities since this creates unique experiences of advantage and disadvantage (2025)
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Alonso-Villar, Olga & Coral del Río Otero (2025): Intersectionality and labor market outcomes. Putting the lens on the interaction of gender, race, and other social identities since this creates unique experiences of advantage and disadvantage. (IZA world of labor 518), Bonn, o. S. DOI:10.15185/izawol.518
Abstract
"In many countries, women’s average wages are lower than men’s before and after adjusting for characteristics associated with earnings (such as education and experience). However, women and men are not homogenous groups. The experiences of racial/ethnic or sexual minority women are not the same as those of majority women or minority men, either because they face different levels of discrimination/privilege or because their labor-related characteristics are different. Age and social class also influence their outcomes. An effective policy response requires accounting for diversity within groups." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Wie schulische und berufliche Bildung die Lebens- und Arbeitsmarktchancen verbessert: Teil des Zeitgesprächs: "Zukunft fair gestalten: Generationengerechte Wirtschafts- und Sozialpolitik" (2025)
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Anger, Silke (2025): Wie schulische und berufliche Bildung die Lebens- und Arbeitsmarktchancen verbessert. Teil des Zeitgesprächs: "Zukunft fair gestalten: Generationengerechte Wirtschafts- und Sozialpolitik". In: Wirtschaftsdienst, Jg. 105, H. 11, S. 781-786., 2025-11-01. DOI:10.2478/wd-2025-0202
Abstract
"Der Zugang zu Bildung ist insbesondere für junge Menschen entscheidend für ihre Lebenswege und beruflichen Perspektiven. Höhere Bildungsabschlüsse gehen in der Regel mit besseren Arbeitsmarktchancen einher. Eine nachhaltige Beschäftigungsfähigkeit und eine zukunftsfähige gesellschaftliche Entwicklung setzen eine enge Verzahnung von schulischer und beruflicher Bildung sowie Chancengleichheit im Bildungssystem voraus." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Die ökonomische Bedeutung der psychischen Gesundheit von Schülerinnen und Schülern (2025)
Anger, Christina; Geis-Thöne, Wido; Betz, Julia;Zitatform
Anger, Christina, Julia Betz & Wido Geis-Thöne (2025): Die ökonomische Bedeutung der psychischen Gesundheit von Schülerinnen und Schülern. (IW-Report / Institut der Deutschen Wirtschaft Köln 2025/49), Köln, 34 S.
Abstract
"Vor dem Hintergrund des demografischen Wandels wird es für die wirtschaftliche und gesellschaftliche Entwicklung in Deutschland immer wichtiger, dass Kinder und Jugendliche in Deutschland die bestmögliche Bildung erhalten, um sich später erfolgreich am Arbeitsmarkt positionieren zu können. Psychische Belastungen während der Schulzeit stellen hierbei einen bislang noch wenig beachteten Risikofaktor dar. Im Laufe der Corona-Pandemie haben psychische Belastungen deutlich zugenommen und in verschiedenen Bereichen bislang noch nicht wieder das vorherige Niveau erreicht. Dabei stellen insbesondere auch Ängste vor den vielfältigen gesellschaftlichen und politischen Krisen eine Belastung für die Kinder und Jugendlichen dar. Konkrete Risikofaktoren für eine schwerere psychische Beeinträchtigung finden sich vor allem im sozialen Nahfeld der Schülerinnen und Schüler. Zu nennen sind hier insbesondere Konflikte in der Familie und Mobbing. Hinzugekommen ist als Gefahrenquelle der übermäßige Konsum digitaler Medien, dessen Auswirkungen bislang noch nicht vollständig bekannt sind. Kommt es bei Kindern und Jugendlichen zu psychischen Problemen, kann dies die öffentlichen Haushalte auf verschiedene Weise belasten. Zu nennen sind hier beispielsweise die Kosten für die medizinische Betreuung der betroffenen Personen, aber auch die geringeren Einnahmen aus Steuern und Sozialabgaben, wenn diese sich später schlechter am Arbeitsmarkt positionieren. So stellen viele Maßnahmen zur Verbesserung der psychischen Gesundheit von Kindern und Jugendlichen für die öffentlichen Haushalte auf längere Sicht eine lohnenswerte Investition dar. Auch wenn die Zusammenhänge bislang noch nicht ausreichend erforscht sind, ist bekannt, dass psychische Beeinträchtigungen eine wesentliche Ursache für Schul- und Studienabbrüche sind. Auch gehen rund zwei Drittel der Bezüge von Erwerbsminderungsrenten der unter 30- Jährigen auf psychische Beeinträchtigungen zurück. Um die psychische Gesundheit von Schülerinnen und Schülern in Deutschland nachhaltig zu verbessern, sollte die medizinische Versorgung und Unterstützung der Kinder und Jugendlichen verbessert werden. Dazu ist nicht nur eine Stärkung der Versorgungskapazitäten, sondern auch eine Sensibilisierung der Eltern, Lehrkräfte und weiteren mit den Schülerinnen und Schülern in Kontakt stehenden Personengruppen für Anzeichen psychischer Erkrankungen wichtig. Zudem sollten die Rahmenbedingungen für eine gesunde psychische Entwicklung der Schülerinnen und Schüler im sozialen Umfeld verbessert werden. Dazu zählt etwa eine gezielte Unterstützung von stark konfliktbelasteten Familien und das Schaffen von Rückzugsräumen außerhalb des elterlichen Haushalts für die betroffenen Kinder und Jugendlichen. Ebenso fällt die Sensibilisierung der Eltern für eine gute Begleitung der Kinder in der digitalen Welt in diesen Bereich. So sollten sich auch die Familien- und Bildungspolitik und nicht nur die Gesundheitspolitik mit der psychischen Gesundheit von Kindern und Jugendlichen verstärkt beschäftigen. Die Bemühungen und gezielten Investitionen sollten in einer nationalen Strategie zur Förderung der mentalen Gesundheit von Kindern und Jugendlichen eingebettet werden. Diese Strategie sollte ein Gesundheitsmonitoring zur mentalen Gesundheit dieser Bevölkerungsgruppe aufbauen, auf deren Grundlage evidenzbasiert in Programme zur Stärkung der mentalen Gesundheit investiert werden sollte. Hierbei sind die Bereiche Bildung und Gesundheit enger zu verzahnen (Christiansen et al., 2025)." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Costly withdrawals reduce future college-going for low-income students: Evidence from Return of Title IV funds (2025)
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Anisfeld, Ari, Elizabeth Bell, Oded Gurantz & Dennis A. Kramer (2025): Costly withdrawals reduce future college-going for low-income students: Evidence from Return of Title IV funds. In: Economics of Education Review, Jg. 109. DOI:10.1016/j.econedurev.2025.102723
Abstract
"Governments must strike a balance between promoting access to financial aid while at the same time remaining good stewards of taxpayer funds by preventing fraudulent access. This paper focuses on one of the largest-scale and most consequential policies determining whether students maintain access to Title IV aid, the “Return of Title IV” funds policy, referred to as R2T4. Students receiving Title IV aid who withdraw from college before completing the academic term are subject to an R2T4 calculation that could require the student or college to pay back any unearned Title IV funds to the federal government. We estimate the causal impacts of the R2T4 policy on student outcomes in a regression discontinuity design, leveraging a cutoff in the formula that determines whether a student or their college is required to return aid. We find that students at our threshold, who earn 60 percent of the federal aid to which they were entitled, must return $1,600 on average. Such debt makes students almost four percentage points less likely to re-enroll in college the following year and 2.6 percentage points within 4 years. These results are driven by students in the bottom half of the R2T4 income distribution who experience persistent enrollment declines of roughly 5.5 percentage points. Our findings add to a growing body of literature revealing the detrimental impacts of complex administrative processes on student outcomes, particularly for students from marginalized communities interacting with federal policies." (Author's abstract, IAB-Doku, © 2025 The Authors. Published by Elsevier Ltd.) ((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
Soziale Ungleichheiten im Abiturerwerb: Wie durchlässig ist das zweigliedrige Schulsystem und für wen? (2025)
Zitatform
Bachsleitner, Anna, Markus Lörz, Marko Neumann & Michael Becker (2025): Soziale Ungleichheiten im Abiturerwerb: Wie durchlässig ist das zweigliedrige Schulsystem und für wen? In: Kölner Zeitschrift für Soziologie und Sozialpsychologie, Jg. 77, H. 2, S. 183-213. DOI:10.1007/s11577-025-01001-4
Abstract
"In Deutschland bestehen im Vergleich zu anderen Ländern hohe Bildungsungleichheiten nach sozialer Herkunft, wofür die frühe Aufteilung der Schülerinnen und Schüler in verschiedene Schulformen und die relativ geringe Durchlässigkeit des Bildungssystems als ein Erklärungsansatz diskutiert werden. In den letzten Jahren wurden jedoch in einer Reihe von Bundesländern die Schulsysteme auf Zweigliedrigkeit umgestellt, sodass neben dem Gymnasium nur noch eine zentrale nichtgymnasiale Schulform besteht. Im Bundesland Berlin erfolgte im Schuljahr 2010/2011 eine Reform des Sekundarschulsystems mit der Umstellung von einem mehrgliedrigen auf ein zweigliedriges Schulsystem. Eine Zielstellung der Schulstrukturreform war neben einer langfristigen Erhöhung der Abiturientenquote auch eine deutliche Reduzierung des Einflusses der sozialen Herkunft auf den Bildungserfolg. Basierend auf den Daten der BERLIN-Studie untersucht dieser Beitrag, wie sich die Durchlässigkeit zum Abitur und die soziale Ungleichheit im Abiturerwerb durch die Umstellung auf ein zweigliedriges Schulsystem verändert haben. Theoretisch wird vermutet, dass es durch einen Anstieg der Abiturientenquote und den höheren Anteil an Schülerinnen und Schülern nichtprivilegierter Herkunft an den nichtgymnasialen Schulformen nach der Reform zu einer Verringerung sozialer Ungleichheit im Abiturerwerb kommt. Die Befunde zeigen, insbesondere an den nichtgymnasialen Schulformen, einen deutlichen Anstieg im Anteil an Abiturienten nach der Reform. Jedoch sind es in stärkerem Maße Schülerinnen und Schüler aus privilegierten Elternhäusern, die ihre Abiturquote steigern konnten. Insgesamt betrachtet haben sich die sozialen Ungleichheiten im Abiturerwerb nach der Reform nicht signifikant verändert." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Analyzing the Effects of Occupational Licensing on Earnings Inequality in the United States (2025)
Zitatform
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
Der Zusammenhang zwischen der sozialen Herkunft und der zurückgelegten räumlichen Distanz am Übergang von der Schule in eine Ausbildung oder ein Studium (2025)
Behringer, Tom;Zitatform
Behringer, Tom (2025): Der Zusammenhang zwischen der sozialen Herkunft und der zurückgelegten räumlichen Distanz am Übergang von der Schule in eine Ausbildung oder ein Studium. In: Zeitschrift für Soziologie, Jg. 54, H. 3, S. 322-341. DOI:10.1515/zfsoz-2025-2022
Abstract
"Mehrere Studien konstatieren einen Einfluss der sozialen Herkunft auf die räumliche Distanz, die junge Erwachsene am Übergang von der Schule in ein Studium zurücklegen. Dieser Beitrag untersucht, inwiefern die soziale Herkunft auch mit der zurückgelegten räumlichen Distanz am Übergang von der Schule in eine Ausbildung zusammenhängt. Darüber hinaus wird analysiert, inwiefern sich der Zusammenhang zwischen sozialer Herkunft und zurückgelegter räumlicher Distanz danach unterscheidet, ob eine Ausbildung, ein Fachhochschulstudium oder ein Universitätsstudium aufgenommen wird, da diese Differenzierung bislang ebenfalls wenig berücksichtigt wurde. Zur Bearbeitung der beiden Forschungsbedarfe werden erstmals im Forschungsfeld die längsschnittlichen Daten der Startkohorten 3 und 4 des nationalen Bildungspanels (NEPS) verwendet und mit diesen multiple lineare Regressionsmodelle berechnet. Als zentrales Ergebnis zeigt sich, dass junge Erwachsene bei allen drei Arten von Übergängen gleichermaßen durch ein akademisches Elternhaus statt eines nicht-akademischen Elternhauses im Durchschnitt eine etwas größere räumliche Distanz zurücklegen. Dies weist angesichts der festgestellten Bedeutung von räumlicher Mobilität im Bildungsverlauf für den späteren Lebensverlauf darauf hin, dass bei allen drei Bildungswegen durch die herkunftsbedingt ungleiche räumliche Mobilität ungleiche bildungs- und arbeitsmarktbezogene Verwertungsmöglichkeiten von Bildungsabschlüssen nach der sozialen Herkunft bestehen." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Primary factors in intergenerational social class mobility: persistence or change? (2025)
Beretta, Martina;Zitatform
Beretta, Martina (2025): Primary factors in intergenerational social class mobility: persistence or change? In: European Societies, S. 1-34. DOI:10.1162/euso.a.82
Abstract
"Past research has extensively examined trends in relative rates of intergenerational social class mobility in 20th-century Western Europe. However, less attention has been given to how patterns of social fluidity may have changed over time. This study addresses this gap by analyzing trends in the social fluidity pattern and its sources, their cross-national commonalities, and their implications for inequalities in relative mobility chances, using data on individuals born in 1938–1987 from 15 Western European countries. Leveraging a topological model to describe patterns of relative rates, this study identifies their sources in three kinds of “primary factors”: class hierarchy, class inheritance, and status affinity. The findings reveal that the apparent stability in the levels and patterns of social fluidity is not due to stability in primary factors. Instead, it reflects changes in primary factors that offset each other. Conversely, changes in the levels and patterns of social fluidity occur when several, if not all, primary factors change in ways that do not fully offset each other. Although stability in social fluidity is common, notable differences emerge in how primary factors change across genders and groups of countries with similar fluidity levels and geopolitical characteristics. Overall, the results suggest a tendency towards stable social fluidity, likely maintained by advantaged parents who continually adjust their mobility strategies to protect their children from social demotion, responding dynamically to changes in the opportunity structure." (Author's abstract, IAB-Doku) ((en))