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 aktuelle wissenschaftliche Literatur zu den Auswirkungen sozialer Herkunft auf die Chancen am Arbeitsmarkt.
Zurück zur Übersicht-
Literaturhinweis
Mechanisms of Upward Social Mobility: A qualitative analysis of class-specific careers in law and educational science (2024)
Blome, Frerk;Zitatform
Blome, Frerk (2024): Mechanisms of Upward Social Mobility. A qualitative analysis of class-specific careers in law and educational science. In: C. Gross & S. Jaksztat (Hrsg.) (2024): Career Paths Inside and Outside Academia (=Soziale Welt. Special Edition 26), S. 372-406. DOI:10.5771/9783748925590-372
Abstract
"Hochschulen sind entscheidend für die (Re-)Produktion und Legitimation sozialer Ungleichheiten und wurden in diesem Zusammenhang vornehmlich mit Blick auf Studierende untersucht. Die Wissenschaftskarriere hingegen wurde vor dem Hintergrund klassenspezifischer Ungleichheiten bisher kaum erforscht. Die wenigen vorliegenden Studien verweisen auf eine Unterrepräsentation von weniger herkunftsprivilegierten Wissenschaftler:innen und konzentrieren sich in ihrer Erklärung auf die Reproduktion der Ungleichheiten. Dieser Beitrag hingegen bezieht sich auf die Erklärung sozialer Mobilität und stellt dafür mit der Theorie des sozialen Selbst eine interaktionistische Perspektive in den Mittelpunkt. Basierend auf einer vergleichenden Analyse von 27 autobiografisch-narrativen Interviews mit deutschen Rechts- und Erziehungswissenschaftler:innen unterschiedlicher sozialer Herkunft zeigt der Artikel zwei Mechanismen sozialer Aufstiegsmobilität auf. Erstens gewinnen die aufwärtsmobilen Wissenschaftlicher:innen durch positive Bewertungen ihrer studentischen wie akademischen Leistungen, und darauf basierenden sozialen Vergleichsprozesse, an Selbstvertrauen, wodurch sich ihre Selbstkonzepte verändern. Zweitens verändern auch soziale Beziehungen und Interaktionen mit autoritativen Anderen ihre Selbstkonzepte. Dabei sind diese beiden Mechanismen miteinander verwoben. So sind Leistungsindikatoren eng verbunden mit der Konstitution sozialer Beziehungen zu autoritativen Anderen sowie der positiven Bewertung und Förderung durch ebenjene. Die Ergebnisse des Aufsatzes tragen sowohl zur Ungleichheitsforschung im Hochschulbereich als auch zur Forschung über soziale Mobilität im Allgemeinen bei, indem sie vergleichende Einsichten in klassenspezifische Karrieremuster und Mechanismen sozialer Aufstiegsmobilität in der Wissenschaft bieten." (Autorenreferat, IAB-Doku, © Nomos)
-
Literaturhinweis
Educational tracking and social inequalities in long-term labor market outcomes: Six countries in comparison (2024)
Schindler, Steffen ; Capsada-Munsech, Queralt ; Traini, Claudia ; Erola, Jani ; Facchini, Marta; Reimer, David; Bar-Haim, Eyal ; Kleinert, Corinna ; Fels Birkelund, Jesper; Karlson, Kristian Bernt ; Triventi, Moris; Ichou, Mathieu; Barone, Carlo; Herbaut, Estelle ; Boliver, Vikki ; Heiskala, Laura; Vallet, Louis-Andre; Feniger, Yariv;Zitatform
Schindler, Steffen, Eyal Bar-Haim, Carlo Barone, Jesper Fels Birkelund, Vikki Boliver, Queralt Capsada-Munsech, Jani Erola, Marta Facchini, Yariv Feniger, Laura Heiskala, Estelle Herbaut, Mathieu Ichou, Kristian Bernt Karlson, Corinna Kleinert, David Reimer, Claudia Traini, Moris Triventi & Louis-Andre Vallet (2024): Educational tracking and social inequalities in long-term labor market outcomes: Six countries in comparison. In: International Journal of Comparative Sociology, Jg. 65, H. 1, S. 39-62. DOI:10.1177/00207152231151390
Abstract
"In this country-comparative study, we ask to what extent differentiation in secondary education accounts for the association between social origins and social destinations in adult age. We go beyond the widely applied formal definitions of educational tracking and particularly pay attention to country-specific approaches to educational differentiation. Our main expectation is that once we factor in these particularities, the degree to which educational differentiation accounts for social reproduction is quite similar across countries. Our analyses are based on national individual-level life-course data from six European countries that span from secondary education to occupational maturity. Our findings show that educational differentiation mediates the association between social origins and social destinations to a substantial degree in all countries. However, we still find some differences between countries in the extent to which educational differentiation accounts for social reproduction." (Author's abstract, IAB-Doku) ((en))
-
Literaturhinweis
Die Marginalisierten: (Über-) Leben zwischen Mangel und Notwendigkeit (2024)
Wimmer, Christopher;Zitatform
Wimmer, Christopher (2024): Die Marginalisierten. (Über-) Leben zwischen Mangel und Notwendigkeit. Weinheim: Juventa Verlag, 302 S.
Abstract
"Christopher Wimmer blickt nach »ganz unten«. Seine These trifft den Kern der deutschen Gegenwart: Ein - wenn nicht sogar das zentrale - Ergebnis kapitalistischer Vergesellschaftung besteht in der Marginalisierung von Menschen in sozialen, politischen und kulturellen Zusammenhängen. Wimmer zeigt, wie sich Marginalisierung konkret auswirkt. Er beschäftigt sich mit der Sozialisation der Marginalisierten und stellt daraufhin ihre Arbeitssituation, ihr Alltagsleben und ihre sozialen Beziehungen ins Zentrum. Überall dort zeigen sich Auswirkungen ihrer sozialen Position. Doch auch das Bewusstsein der Marginalisierten ist von ihrer Lage beeinflusst. All dies hat Folgen für eine Politik, die sich mit sozialer Marginalisierung auseinandersetzen will." (Verlagsangaben, IAB-Doku)
Weiterführende Informationen
Inhaltstext -
Literaturhinweis
The labor market returns to “first-in-family” university graduates (2023)
Zitatform
Adamecz-Völgyi, Anna, Morag Henderson & Nikki Shure (2023): The labor market returns to “first-in-family” university graduates. In: Journal of Population Economics, Jg. 36, H. 3, S. 1395-1429. DOI:10.1007/s00148-022-00908-y
Abstract
"We examine how first-in-family (FiF) graduates — those whose parents do not have university degrees — fare in the labor market in England. We find that among women, FiF graduates earn 7.4% less on average than graduates whose parents have a university degree. For men, we do not find a FiF wage penalty. A decomposition of the wage difference between FiF and non-FiF graduates reveals two interesting findings. First, two-thirds of the female FiF penalty is explained by certain characteristics, including having lower educational attainment, not attending an elite university, selecting particular degree courses, working in smaller firms, working in jobs that do not require their degree, and motherhood. Second, FiF graduate men also differ in their endowments from non-FiF graduate men; however, FiF men earn higher returns on their endowments than non-FiF men and thus compensate for their relative social disadvantage, while FiF women do not. We also estimate the returns to graduation for potential FiF and non-FiF young people. We find that the wage returns to graduation are not lower among FiF graduates compared to those who match their parents with a degree." (Author's abstract, IAB-Doku, © Springer-Verlag) ((en))
-
Literaturhinweis
Inheritance of fields of study (2023)
Zitatform
Altmejd, Adam (2023): Inheritance of fields of study. (Working papers / Institute for Evaluation of Labour Market and Education Policy 2023,11), Uppsala, 60 S.
Abstract
"University graduates are more than three times as likely to hold a degree in the field that their parent graduated from. To estimate how much of this association is caused by the educational choices of parents, I exploit admission thresholds to university programs in a regression discontinuity design. I study individuals who applied to Swedish universities between 1977 and 1992 and evaluate how their enrollment in different fields of study increases the probability that their children later study the same topic. I find strong causal influence. At the aggregate level, children become 50% more likely to graduate from a field if their parent has previously enrolled in it. The effect is positive for most fields, but varies substantially in size. Technology, engineering, medicine, business exhibit the largest, significant, effects. For these fields, parental enrollment increases child graduation probability with between 2.0 and 12.8 percentage points. I show that the parent’s labor market experience plays an important role in explaining the results, but parental field enrollment does not increase subject-specific skills, nor is it associated with higher returns to earnings. I find little evidence for comparative advantage being the key driver of field inheritance. Rather, parents seem to function as role models, making their own field choice salient. This is indicated by the fact that children become less likely to follow parents with weak labor market prospects, and that children are more likely to follow the parent with the same gender." (Author's abstract, IAB-Doku) ((en))
-
Literaturhinweis
Bridging gaps in vocational education and training systems in Norway (2023)
Zitatform
Anna Cecilia, Rapp, Knutas Agneta & Eli Smeplass (2023): Bridging gaps in vocational education and training systems in Norway. In: Journal of vocational education and training online erschienen am 12.09.2023, S. 1-19. 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))
-
Literaturhinweis
Soziale Unterschiede in der Lehrer_innenempfehlung und deren Bedeutung für den weiteren Bildungsweg nach der NMS (2023)
Zitatform
Bagheri, Rojin & Brigitte Schels (2023): Soziale Unterschiede in der Lehrer_innenempfehlung und deren Bedeutung für den weiteren Bildungsweg nach der NMS. In: J. Flecker, B. Schels & V. Wöhrer (Hrsg.) (2023): Junge Menschen gehen ihren Weg, Göttingen, V&R unipress S. 129-149, 2022-07-01.
Abstract
"Im Fokus dieses Beitrags steht die zentrale Rolle der Lehrer_innenempfehlung für die Entscheidung der Jugendlichen, nach der NMS eine maturaführende Schule zu besuchen. Obwohl die Empfehlung der Lehrer_innen keine notwendige Voraussetzung ist, kann die (fehlende) Ermutigung zu sozialer Ungleichheit beitragen. Unsere Befunde zeigen, dass Schüler:innen mit einer besseren Kapitalausstattung in der Familie bei sonst gleichen Schulleistungen eher von den Lehrer_Innen ermutigt werden, nach Abschluss der NMS auf eine weiterführende Schule zu gehen.... Das besondere der vorliegenden Studie ist, dass sie die Perspektive der Schüler_innen einnimmt und über eine Befragung ihre Sicht ins Zentrum ihrer Analyse stellt (Jünger 2008)." (Textauszug, IAB-Doku)
-
Literaturhinweis
Mothers' and daughters' employment in Europe. A comparative analysis (2023)
Berloffa, Gabriella; Matteazzi, Eleonora; Villa, Paola; Şandor, Alina;Zitatform
Berloffa, Gabriella, Eleonora Matteazzi, Alina Şandor & Paola Villa (2023): Mothers' and daughters' employment in Europe. A comparative analysis. In: Socio-economic review, Jg. 21, H. 2, S. 767-793. DOI:10.1093/ser/mwac046
Abstract
"This article analyzes the intergenerational correlation of employment between young women (at about 30 years of age) and their mothers (when their daughters were about 14 years old), using 2011 European Union Survey on Income and Living Conditions data. It examines the extent to which this correlation varies across 19 European countries and is associated with the socioeconomic context at the national level. Having grown up with a working mother is associated with a sizeable increase in the daughters’ employment probability in almost all countries, with greater effect for women with children. For this group, the intergenerational correlation is smaller in countries where the policy context is less favorable to maternal employment. It is crucial to promote gender equality, challenging individuals’ gender stereotypes through education and in society at large, and create conditions that allow young women’s preferences for work to be realized, enhancing policies that favor a balanced sharing of unpaid work." (Author's abstract, IAB-Doku) ((en))
-
Literaturhinweis
How do macro- and micro-level changes interact in the emergence of educational outcomes? (2023)
Zitatform
Blossfeld, Pia Nicoletta (2023): How do macro- and micro-level changes interact in the emergence of educational outcomes? In: Sociology Compass, Jg. 17, H. 2, S. e13042. DOI:10.1111/soc4.13042
Abstract
"This article uses data from the National Educational Panel Study (NEPS) to examine how the composition of tertiary degree holders by social origin has changed across cohorts during a period of massive educational expansion. It also investigates how changes in the composition of social origins affect the proportion of downward mobility of children from academic families. The results of the empirical analysis reveal a surprising paradox: On the one hand, the rising share of children from academic families across cohorts has contributed to an increasing share of children from academic families among tertiary graduates. This is because of both the macro-level proportion of children from academic families and the micro-level probability of these children to obtain a tertiary degree have increased across cohorts. Thus, these macro-level and micro-level changes have reinforced each other. On the other hand, this change in the composition of social origin has also contributed to an increasing proportion of children from academic families who are downward mobile in successive cohorts. This is because the macro-level share of children from academic families has increased more across cohorts than their downward mobility risk has decreased at the micro level. Thus, macro-level changes were stronger and went in opposite direction to micro-level changes." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))
-
Literaturhinweis
The long shadow of territorial stigma: Upward social mobility and the symbolic baggage of the old neighbourhood (2023)
Zitatform
Born, Anthony Miro (2023): The long shadow of territorial stigma: Upward social mobility and the symbolic baggage of the old neighbourhood. In: Urban studies, Jg. 60, H. 3, S. 537-553. DOI:10.1177/00420980221106340
Abstract
"In recent years, a burgeoning number of studies have shed light on the lived experience of territorial stigma. However, the vibrant academic discourse on the stigma of place focuses almost exclusively on residents living in marginalised neighbourhoods: it either overlooks or simplifies the lived experience of ‘moving out’ and ‘up’. Building upon 43 biographical interviews with individuals who experienced upward social mobility and were raised in stigmatised neighbourhoods in Germany, this article argues that the experience of exiting from the symbolic bottom of the urban structure is a more complex and conflictual one. In particular, this work sheds light on how former residents learn to relate to the symbolic baggage of having once lived in a notorious neighbourhood. By analysing the three prevailing coping strategies they engage in, the article shifts attention to the prolonged and lasting impact of territorial stigmatisation." (Author's abstract, IAB-Doku) ((en))
-
Literaturhinweis
Participation and learning in Vocational education and training - a cross-national analysis of the perspectives of youth at risk for social exclusion (2023)
Bruin, Marieke ; Buligina, Ilze ; Kaminskiené, Lina ; Tutlys, Vidmantas ; Bentsalo, Inna ; Loogma, Krista ; Väljataga, Terje ; Ümarik, Meril ; Sloka, Biruta ;Zitatform
Bruin, Marieke, Vidmantas Tutlys, Meril Ümarik, Krista Loogma, Lina Kaminskiené, Inna Bentsalo, Terje Väljataga, Biruta Sloka & Ilze Buligina (2023): 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 online erschienen am 24.11.2023, S. 1-22. 1-22. 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))
-
Literaturhinweis
Selective schooling and social mobility in England (2023)
Zitatform
Buscha, Franz, Emma Gorman & Patrick Sturgis (2023): Selective schooling and social mobility in England. In: Labour Economics, Jg. 81. DOI:10.1016/j.labeco.2023.102336
Abstract
"We assess whether changing from an academically selective to a comprehensive schooling system promotes social mobility, using England as a case study. Over a period of two decades, the share of pupils in academically selective schools in England declined sharply and differentially by area. Using a sample of census records matched to data on selective schooling, we exploit temporal and geographic variation in the proportion of pupils attending selective schools to estimate the effects of schooling system on intergenerational social mobility. Our results provide no support for the contention that the move from selective to comprehensive schooling had a notable effect on social mobility in England. The findings are robust to a battery of sensitivity and robustness checks." (Author's abstract, IAB-Doku, © 2023 Elsevier) ((en))
-
Literaturhinweis
Long-term evolution of inequality of opportunity: Educated parents still matter (2023)
Zitatform
Bussolo, Maurizio, Daniele Checchi & Vito Peragine (2023): Long-term evolution of inequality of opportunity: Educated parents still matter. In: Journal of Economic Inequality, Jg. 21, H. 2, S. 277-323. DOI:10.1007/s10888-022-09562-6
Abstract
"Inequality of opportunity (IOp) in the four largest economies in Europe – France, Germany, Italy, and the United Kingdom – around 2015 accounts for a significant share of inequality of incomes, between 30 and 50 percent, depending on the inequality index and using a parametric approach. Mirroring the reduction of inequality of incomes over the last three decades, the long-term trend of IOp, the focus of this paper, has been declining for all countries but Italy. Declining trends are also observed for IOp estimated for age, gender, and birth cohorts sub-groups of the national populations. The closing of the gender gap accounts for a large share of the reduction of the IOp of the overall population. When decomposing age and birth cohort effects, the age effect of IOp exhibits an inverted U shape and, at the same age, IOp experienced by most recent cohorts is lower than preceding ones. To guide the interpretation of the observed declining trends, we use a theoretical framework describing the mechanisms through which changes in circumstances may be correlated to changes of inequality of opportunity. Three variables are considered by this framework: a) intergenerational persistence in educational attainment, b) return of education, and c) social origins. The first two variables are declining in all countries and are consistent with the reduction of IOp. However, 'higher' social origins seem to become increasingly more correlated with higher (labor) incomes and, in some countries (notably Italy), increasing relevance of this third variable slows down the overall reduction of IOp. Social origins, proxied by educated parents, remain significant even after controlling for parental resources (books at home when aged 14) or children' skills (numeracy and literacy)." (Author's abstract, IAB-Doku, © Springer-Verlag) ((en))
-
Literaturhinweis
The importance of intergenerational stability for the social origins of undereducation and overeducation (2023)
Zitatform
Bürmann, Marvin (2023): The importance of intergenerational stability for the social origins of undereducation and overeducation. In: Research in Social Stratification and Mobility, Jg. 84. DOI:10.1016/j.rssm.2023.100783
Abstract
"Only recently have sociologists begun to examine the social origins of educational mismatches in more detail. This research not only repeatedly found, but also investigated why individuals from lower social origin more often have a higher level of education than required for their job (overeducation), and why individuals from a higher social origin more often realize high positions despite having a lower level of education than required for their job (undereducation). While these studies provide additional and valuable empirical insights into the effect of social origin on both types of mismatch separately, to date there has been no investigation on general sociological meaningful conditions, under which the social origin unfolds an effect on undereducation and overeducation in the first place. This paper addresses this gap by examining the relevance of intergenerational stability for the effect of social origin on mismatches. It does so by drawing on arguments from sociological theories on intergenerational (im-)mobility, data from the German Socio-Economic Panel (SOEP) for the period 1990–2017, and two different measurement methods for educational mismatches. The empirical results show evidence of substantial heterogeneity in the effect of social origin on educational mismatches: A higher parental status is found to be advantageous only for employees with intergenerational stability in social classes and/or occupational tasks. This indicates that the intergenerational transmission of class-specific traits and occupational skills contribute to the effect of social origin on mismatches. The results show no effect of parental status on educational mismatches among employees who are intergenerationally mobile and make up half of the German labor force under investigation. Since this heterogeneity is also found among workers who immigrated to Germany as adults, parental networks within Germany and the corresponding social capital can be ruled out as the main driver behind this finding. Although educational attainment is the most important pathway of intergenerational status maintenance, the results suggest that educational mismatches offer a means of identifying systematic deviations from this pathway. Individuals who follow in the footsteps of their high-status parents are more likely to be employed either at or above their level of education. In the light of the strong heterogeneity revealed, complementary explanations and routes for further research to investigate the link between intergenerational (im-)mobility, social origin and educational mismatches are discussed." (Author's abstract, IAB-Doku, © 2023 Elsevier) ((en))
-
Literaturhinweis
Soziale Ungleichheit in den Bildungsentscheidungen nach dem Abitur: Kinder von Eltern ohne Hochschulabschluss nehmen eher ein duales Studium auf (2023)
Zitatform
Christoph, Bernhard, Alexander Patzina & Carina Toussaint (2023): Soziale Ungleichheit in den Bildungsentscheidungen nach dem Abitur: Kinder von Eltern ohne Hochschulabschluss nehmen eher ein duales Studium auf. (IAB-Kurzbericht 15/2023), Nürnberg, 8 S. DOI:10.48720/IAB.KB.2315
Abstract
"Das duale Studium wird in der deutschen Hochschullandschaft immer wichtiger. Es wird untersucht, wer ein duales Studium aufnimmt und inwieweit der Bildungshintergrund der betroffenen Jugendlichen eine Rolle bei der Entscheidung für ein duales Studium spielt." (Autorenreferat, IAB-Doku)
Weiterführende Informationen
Ein begleitendes Interview finden Sie im Online-Magazin IAB-Forum Open Access. -
Literaturhinweis
What Explains the Growing Gender Education Gap? The Effects of Parental Background, the Labor Market and the Marriage Market on College Attainment (2023)
Zitatform
Eckstein, Zvi, Michael P. Keane & Osnat Lifshitz (2023): What Explains the Growing Gender Education Gap? The Effects of Parental Background, the Labor Market and the Marriage Market on College Attainment. (IZA discussion paper / Forschungsinstitut zur Zukunft der Arbeit 16612), Bonn, 58 S.
Abstract
"In the 1960 cohort, American men and women graduated from college at the same rate, and this was true for Whites, Blacks and Hispanics. But in more recent cohorts, women graduate at much higher rates than men. To understand the emerging gender education gap, we formulate and estimate a model of individual and family decision-making where education, labor supply, marriage and fertility are all endogenous. Assuming preferences that are common across ethnic groups and fixed over cohorts, our model explains differences in all endogenous variables by gender/ethnicity for the '60-'80 cohorts based on three exogenous factors: family background, labor market and marriage market constraints. Changes in parental background are a key factor driving the growing gender education gap: Women with college educated mothers get greater utility from college, and are much more likely to graduate themselves. The marriage market also contributes: Women's chance of getting marriage offers at older ages has increased, enabling them to defer marriage. The labor market is the largest factor: Improvement in women's labor market return to college in recent cohorts accounts for 50% of the increase in their graduation rate. But the labor market returns to college are still greater for men. Women go to college more because their overall return is greater, after factoring in marriage market returns and their greater utility from college attendance. We predict the recent large increases in women's graduation rates will cause their children's graduation rates to increase further. But growth in the aggregate graduation rate will slow substantially, due to significant increases in the share of Hispanics – a group with a low graduation rate – in recent birth cohorts." (Author's abstract, IAB-Doku) ((en))
-
Literaturhinweis
Soziale Herkunft: Durch Bildung zu beruflichem (Top-)Erfolg? (2023)
Ehrmann, Thomas; Prinz, Aloys;Zitatform
Ehrmann, Thomas & Aloys Prinz (2023): Soziale Herkunft: Durch Bildung zu beruflichem (Top-)Erfolg? In: Wirtschaftswissenschaftliches Studium, Jg. 52, H. 5, S. 4-9. DOI:10.15358/0340-1650-2023-5-4
Abstract
"Unter Nutzung des Skill-Paradoxons zeigen wir, dass durch die Ausweitung der universitären Ausbildung auf Nichttarget-Universitäten und steigende Ausbildungsqualität dieser Universitäten die Chancen von Bewerbern mit sozial schwächerer Herkunft bei der Besetzung von Spitzenpositionen in Unternehmen nicht notwendigerweise verbessert werden; sie können sich möglicherweise sogar verschlechtern. Diese Hypothese wird mit kostentheoretischen Überlegungen zur Personalauswahl unterstützt. Daran anschließend werden empirische Ergebnisse für das Investmentbanking in Großbritannien präsentiert." (Autorenreferat, IAB-Doku, © Verlag Franz Vahlen )
-
Literaturhinweis
Sozioökonomischer Status, Mentoring und Chancengerechtigkeit: Thünen-Vorlesung 2022 (2023)
Zitatform
Falk, Armin, Fabian Kosse & Lasse S. Stötzer (2023): Sozioökonomischer Status, Mentoring und Chancengerechtigkeit. Thünen-Vorlesung 2022. In: Perspektiven der Wirtschaftspolitik, Jg. 24, H. 2, S. 264-275. DOI:10.1515/pwp-2023-0020
Abstract
"Dieser Beitrag, der die Thünen-Vorlesung von Armin Falk auf der Jahrestagung des Vereins für Socialpolitik widerspiegelt, ist der sozialen Ungleichheit und Chancengerechtigkeit in Deutschland gewidmet. Die empirischen Erkenntnisse der Forschung von Armin Falk, Fabian Kosse und Lasse S. Stötzer belegen zum einen eine erhebliche Gerechtigkeitslücke, da Kinder aus sozial schwächeren Verhältnissen auf multiple Weise in ihren Startchancen benachteiligt sind. Zum anderen zeigt sich aber, dass diese Lücken keinesfalls hingenommen werden müssen: Durch geeignete Interventionen, insbesondere Mentoringprogramme, können sie stark reduziert werden." (Autorenreferat, IAB-Doku)
-
Literaturhinweis
Predicting School Grades: Can Conscientiousness Compensate for Intelligence? (2023)
Zitatform
Friedrich, Teresa Sophie & Astrid Schütz (2023): Predicting School Grades: Can Conscientiousness Compensate for Intelligence? In: Journal of Intelligence, Jg. 11, H. 7 16 S., 2023-07-17. DOI:10.3390/jintelligence11070146
Abstract
"Intelligence and noncognitive factors such as conscientiousness are strongly related to academic performance. As theory and research differ with respect to their interplay in predicting performance, the present study examines whether conscientiousness compensates for intelligence or enhances the effect of intelligence on performance in 3775 13th grade students from Germany. Latent moderation analyses show positive main effects of intelligence and conscientiousness on grades. Further, analyses reveal synergistic interactions in predicting grades in biology, mathematics, and German, but no interaction in predicting grades in English. Intelligence and grades are more strongly linked if students are conscientious. Multigroup models detected gender differences in biology, but no differences with respect to SES. In biology, conscientiousness has especially strong effects in intelligent men. Conscientiousness thus enhances the effect of intelligence on performance in several subjects." (Author's abstract, IAB-Doku, © MDPI) ((en))
-
Literaturhinweis
Can workers still climb the social ladder as middling jobs become scarce? Evidence from two British cohorts (2023)
Zitatform
García-Peñalosa, Cecilia, Fabien Petit & Tanguy van Ypersele (2023): Can workers still climb the social ladder as middling jobs become scarce? Evidence from two British cohorts. In: Labour Economics, Jg. 84. DOI:10.1016/j.labeco.2023.102390
Abstract
"The increase in employment polarization observed in several high-income economies has coincided with a reduction in inter-generational mobility. This paper argues that the disappearance of middling jobs can drive changes in mobility, notably by removing a stepping stone towards high-paying occupations for those from less well-off family backgrounds. Using data from two British cohorts who entered the labour market at two points in time with very different degrees of employment polarization, we examine how parental income affects both entry occupations and occupational upgrading over careers. We find that transitions across occupations are key to mobility and that the impact of parental income has grown over time. At regional level, using a shift-share IV-strategy, we show that the impact of parental income has increased the most in regions experiencing the greatest increase in polarisation. This indicates that the disappearance of middling jobs played a role in the observed decline in mobility." (Author's abstract, IAB-Doku, © 2024 Elsevier) ((en))