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
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
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
Kita-Versorgungsungleichheiten - eine Analyse auf Stadtteilebene (2025)
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Diermeier, Matthias, Jan Engler, Melinda Fremerey & Leon Wansleben (2025): Kita-Versorgungsungleichheiten - eine Analyse auf Stadtteilebene. (IW-Kurzberichte / Institut der Deutschen Wirtschaft Köln 2025,41), Köln, 3 S.
Abstract
"Der Zugang zu frühkindlicher Bildung hängt auch in Deutschland stark von der sozio-ökonomischen Segregation der Städte ab. Innerhalb derselben Stadt gibt es in wohlsituierten Vierteln im Durchschnitt ein Drittel mehr Kitas pro Anzahl Kinder als in sozio-ökonomisch prekären Räumen. Dieser Unterschied geht darauf zurück, dass sich konfessionelle- und private-gemeinnütze Kitas deutlich häufiger in prosperierenden Quartieren ansiedeln als in sozial schwachen Stadtteilen – öffentliche Kitas können dies nicht kompensieren." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Inequality and socio-economic divides in parental transfers to young adults in the United States (2025)
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Floridi, Ginevra (2025): Inequality and socio-economic divides in parental transfers to young adults in the United States. In: Social forces, Jg. 103, H. 4, S. 1282-1306. DOI:10.1093/sf/soae148
Abstract
"Parental transfers of money and co-residence to young-adult children can serve as means of status reproduction. Yet, the relationship between inequality and socio-economic gaps in these forms of parental support has not been studied. Inequality may widen socio-economic differentials in monetary and co-residential transfers, potentially hindering social mobility. I test the association between income inequality and socio-economic divides in parental support to children aged 22–35 in the United States (U.S.), a context where the economic dependence of young adults has increased over decades of high or rising inequality. I link state-level inequality data to longitudinal data on 39,626 parent–child dyads from the Health and Retirement Study (1992–2018). Using state fixed-effects models I investigate how changes in income inequality within states relate to changes in wealth, income, and educational gradients in parental transfers over time. Socio-economic differences in the occurrence and amount of money transfers widen with inequality, as the probability of monetary support decreases among lower-class and lower-educated parents, while the amounts transferred increase among upper-class and higher-educated parents. Moreover, in times of higher inequality, co-residence is more strongly concentrated among lower-class, lower-educated parents. Previous research indicates that receiving money improves labor and housing market outcomes, while co-residence may restrict economic opportunities among young adults from disadvantaged backgrounds. In light of this, my findings suggest that rising U.S. inequality may hinder social mobility by shifting the socio-economic distribution of intergenerational support." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Does the class composition matter? Social and immigrant class composition in compulsory school and the trajectory to upper-secondary education in Germany and Switzerland (2025)
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Glauser, David, Robin Busse & Katja Scharenberg (2025): Does the class composition matter? Social and immigrant class composition in compulsory school and the trajectory to upper-secondary education in Germany and Switzerland. In: International Journal of Comparative Sociology. DOI:10.1177/00207152241303401
Abstract
"Drawing on survey data from Germany and German-speaking Switzerland, we examine whether the class composition at lower-secondary level—in particular, the proportion of low-SES and immigrant students—is associated with students’ trajectories to post-compulsory education, using linear probability models. By focusing on two tracked education systems, our study extends the existing research, which primarily examines comprehensive education systems. Our findings indicate a generally weak relationship between class composition and educational attainment, partly mediated by class-level aspirations and achievement. However, the results underscore that in tracked education systems, individual-level characteristics matter more than class composition. We conclude that it is the institutional setting of tracking, which is linked to track-specific opportunity structures, that shapes educational trajectories and life chances." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Kompetenzen von First Generation Professionals: Kompetenzorientierte Reflexion von Karrierewegen (2025)
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Huesmann, Monika (2025): Kompetenzen von First Generation Professionals: Kompetenzorientierte Reflexion von Karrierewegen. In: Zeitschrift für Arbeitswissenschaft, Jg. 79, H. 1, S. 51-63. DOI:10.1007/s41449-024-00444-3
Abstract
"First Generation Professionals erleben Probleme und Schwierigkeiten beim Eintritt und der Karriere in Organisationen. Allerdings entwickeln sie auch Kompetenzen im Zusammenhang mit ihrer sozialen Herkunft. In einer empirischen Studie mit 27 Interviews werden Kompetenzen inhaltsanalytisch ausgewertet. Anhand der Ergebnisse werden klassische defizitorientierte Maßnahmen kritisch reflektiert und kompetenzorientierte Ansätze diskutiert. Praktische Relevanz Soziale Herkunft wird im Diversity Management zunehmend thematisiert. Es werden sowohl Probleme beim Einstieg in den Beruf als auch auf dem Karriereweg festgestellt. Häufig zielen die Handlungsempfehlungen vor allem auf den Ausgleich von Defiziten. Allerdings werden dabei die Kompetenzen, die First Generation Professionals auf ihrem Bildungs- und Berufsweg auch aufgrund ihrer sozialen Herkunft entwickeln oft nicht gesehen und daher auch nicht in den Organisationen nutzbar gemacht. In dieser Studie werden berufsbezogene Kompetenzen analysiert und kompetenzorientierte Ansätze diskutiert, die in Organisationen umgesetzt werden können." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Is the gender-gap reversal a feedback loop? Demographic factors influencing gender-gap inequalities in tertiary education in European countries (2025)
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Katrňák, Tomáš, Pia N. Blossfeld & Tomáš Doseděl (2025): Is the gender-gap reversal a feedback loop? Demographic factors influencing gender-gap inequalities in tertiary education in European countries. In: Research in Social Stratification and Mobility, Jg. 97. DOI:10.1016/j.rssm.2025.101040
Abstract
"The educational structures of European populations have changed significantly over the last 20 years. The average proportion of young people (aged 25–34) in European countries who had attained tertiary education increased from 25 % in 2000 to 41 % in 2020. This educational expansion has been accompanied by a change of the gender ratio in favor of women and the growth of a gender-gap reversal (GGR). We deal with demographic factors that influence the trends in GGR in tertiary education. We use the first round of Generations and Gender Surveys (GGS-I) data collected under the Generations and Gender Programme (GGP) in 12 European countries. We analyze the effects of parental educational hypogamy (marriage where the wife’s education level is higher than the husband’s), parental tertiary homogamy (marriage where the wife’s tertiary level is the same as the husband’s), parental divorce, and non-intact origin family. The empirical results show that three of these factors have positive effects on women’s tertiary education attainment andincrease the GGR. We argue that the increasing level of GGR then reinforces the prevalence of these factors in the tertiary educated population at the macro level by which the GGR is boosted again over time. Based on this cyclic argument we suggest interpreting the GGR in tertiary education as a positive feedback loop." (Author's abstract, IAB-Doku, © 2025 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.) ((en))
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Literaturhinweis
Social inequalities at the transition to higher education: the role of personality for graduates from vocational and general schools (2025)
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Nika, David (2025): Social inequalities at the transition to higher education: the role of personality for graduates from vocational and general schools. In: Empirical Research in Vocational Education and Training, Jg. 17. DOI:10.1186/s40461-025-00181-9
Abstract
"Previous research has shown that social inequalities in the transition to higher education are a persistent phenomenon in Germany. Additionally, studies indicate that graduates from vocational schools are less likely to enter higher education, compared to their peers who graduated from general schools. However, research is scarce about how social background effects may differ for graduates from vocational schools in comparison to general schools. This paper aims to examine this twofold inequality, by introducing personality traits as resources that support graduates from disadvantaged social backgrounds to enter higher education, especially if they graduated from vocational schools. Therefore, this study distinguishes between graduates from general schools, as well as from vocational schools with a general and a specific higher education entrance qualification. Drawing on data of the two most recent cohorts of the school leaver cohort of the German Student Life Cycle Panel, logistic regression models with interaction terms are employed and average marginal effects are reported. The findings reveal that, although vocational schools are less socially selective in their student decomposition as well as in the transition into higher education, inequalities based on social background persist. Two of the five personality traits showed significant positive effects for graduates from disadvantaged social background for entering higher education: while openness appears to be beneficial for students who graduated from general schools and vocational schools, agreeableness is especially advantageous for students who graduated from vocational schools with a specific higher education entrance qualification. This paper highlights how personality traits can mitigate social inequalities in higher education transitions and underscores the importance of distinguishing social background effects across different school types. The results have broader implications for addressing educational inequalities and understanding the role of individual resources in diverse institutional contexts." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Soziale Ungleichheiten in der frühkindlichen Betreuung: Eine Analyse von Betreuungsentscheidungen und -verläufen (2025)
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Steinberg, Hannah Sinja (2025): Soziale Ungleichheiten in der frühkindlichen Betreuung. Eine Analyse von Betreuungsentscheidungen und -verläufen. Wiesbaden: Springer VS, 316 S.
Abstract
"Wie treffen Eltern Entscheidungen über frühkindliche Betreuung, und welche Rolle spielt dabei die soziale Herkunft? Dieses Buch beleuchtet die Mechanismen, die soziale Ungleichheiten in Betreuungsentscheidungen für Kinder unter drei Jahren prägen – ein Bereich, der sowohl für die Förderung der kindlichen Entwicklung als auch für die Vereinbarkeit von Familie und Beruf von zentraler Bedeutung ist. Die Arbeit erweitert das Verständnis frühkindlicher Betreuung durch eine dynamische Perspektive: Neben der Nutzung oder Nicht-Nutzung formeller Angebote stehen das Timing und die Muster der Betreuungsverläufe im Fokus. Basierend auf einer Kombination von Rational-Choice-Modellen und dem Lebensverlaufsansatz liefert die Analyse empirisch fundierte Einblicke in soziale Disparitäten und den Einfluss institutioneller Rahmenbedingungen. Die Ergebnisse zeigen, wie selektive Betreuungsentscheidungen nicht nur bestehende Ungleichheiten widerspiegeln, und somit die Startchancen und Bildungsbiografien von Kindern nachhaltig beeinflussen können. Abschließend eröffnet die Arbeit Handlungsperspektiven für Politik und Praxis, um gerechtere Betreuungszugänge zu fördern." (Verlagsangaben, IAB-Doku)
Weiterführende Informationen
Inhaltsverzeichnis -
Literaturhinweis
Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and Australia (2025)
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Tomaszewski, Wojtek, Hans Dietrich, Golo Henseke, Ning Xiang & Ingrid Schoon (2025): Socio‐Economic and Gender Differences in Post‐Secondary Pathways in the UK, Germany, and Australia. In: Social Inclusion, Jg. 13, S. 1-23., 2025-02-10. DOI:10.17645/si.9601
Abstract
"This study investigates variations in school‐to‐work transitions (SWTs) by socio‐economic status (SES), gender, and socio‐cultural context. Leveraging data from three nationally representative longitudinal panel studies, we compare the experiences of young people coming of age in the 21st century (2011 to 2023) in the United Kingdom, Germany, and Australia. We examine the role of different support systems that scaffold the SWT process along various post‐secondary pathways, including university, further education/vocational training, and employment tracks, with a particular focus on variations by parental education and gender. Utilizing longitudinal data from the Understanding Society Panel in the UK (N = 15,692 observations), the German Socio‐Economic Panel (GSOEP; N = 5,464), and the Household, Income and Labour Dynamics in Australia (HILDA) Survey (N = 5,759), we track synthetic cohorts born between 1993 and 1995 from ages 18 to 27 in the three countries. We employ linear probability models to conduct a cross‐national comparative analysis, identifying variations in post‐secondary pathways across the three country contexts. The choice of countries is motivated by their shared status as developed economies with distinct features in their SWT systems—contrasting the neoliberal deregulatory frameworks of Britain and Australia with Germany’s employment‐focused dual system. The findings reveal significant effects of parental education on post‐secondary transitions, as well as the differing roles of gender across various educational policy contexts. These results underscore the complexity of SWT when considered in different national settings. The insights generated by this analysis highlight the importance of dedicated policies to support low‐SES youth and promote gender equality in education and employment outcomes." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
The temporal dimension of parental employment: Temporary contracts, non-standard work schedules, and children's education in Germany (2024)
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Betthäuser, Bastian A., Nhat An Trinh & Anette Eva Fasang (2024): The temporal dimension of parental employment: Temporary contracts, non-standard work schedules, and children's education in Germany. In: European Sociological Review, Jg. 40, H. 6, S. 950-963. DOI:10.1093/esr/jcad073
Abstract
"The increasing prevalence of non-standard work and its adverse consequences are well documented. However, we still know little about how common non-standard work is amongst parents, and whether its negative consequences are further transmitted to their children. Using data from the German Microcensus, we document the prevalence and concentration of temporary employment and non-standard work schedules in households with children in Germany. Second, we examine the extent to which variation in this temporal dimension of parental employment is associated with children’s school track. Results show that in about half of all German households with children in lower-secondary school at least one parent has a temporary contract or regularly works evenings or Saturdays. We find that children whose mother always works evenings or Saturdays are substantially less likely to transition to the academic school track. By contrast, we find no significant association between fathers’ non-standard work schedules and children’s school track. We also find no evidence of an association between parents’ temporary employment and children’s school track placement. These divergent findings highlight the importance of disaggregating non-standard work into its specific components and differentiating between mothers' and fathers' non-standard work when investigating the consequences of parental non-standard work for children’s educational and life chances." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
On the Origins of Socioeconomic Inequalities: Evidence from Twin Families (2024)
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Bingley, Paul, Lorenzo Cappellari & Konstantinos Tatsiramos (2024): On the Origins of Socioeconomic Inequalities: Evidence from Twin Families. (LISER working papers), Esch-sur-Alzette, 56 S.
Abstract
"Using Danish Twins Registry and population data, we link twins with their relatives to evaluate the controversial assumptions of the classic twin model and decompose socioeconomic inequality into genetic (heritability) and environmental factors. We reject the equal environments assumption, finding that the classic model overestimates heritability. Heritability explains 9% of variation in education and 14-16% in earnings, income, and wealth, helping to fill the ‘missing heritability’ gap between the classic twin model and Genome-Wide Association Studies. Shared environments account for 26-42% of these variances and 45-81% of intergenerational persistence. These findings reconcile estimates from twin and adoptee studies." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Economic returns to reproducing parents' field of study (2024)
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Birkelund, Jesper Fels (2024): Economic returns to reproducing parents' field of study. In: The British journal of sociology, Jg. 75, H. 3, S. 303-321. DOI:10.1111/1468-4446.13090
Abstract
"Research on the influence of family background on college graduates' earnings has not considered the importance of the match between parents' and children's field of study. Using a novel design based on within-family comparisons, I examine long-term earnings returns to reproducing parents' field of study in Denmark. I find that individuals whose field of study matches that of a parent have earnings that are 2 percent higher than those of their siblings with college degrees in different fields, on average. Earnings returns to field inheritance are highest in the fields of law (9 percent), medicine (6 percent), and engineering (4 percent) and are driven mainly by income from self-employment. I find no direct evidence of nepotism as the earnings advantage does not arise from inheritance of parents' firms or employment in parents' occupational network. My findings indicate that, although a college degree generally equalizes family background differences in economic outcomes, there are additional payoffs to field inheritance, particularly in traditional fields characterized by a high degree of social closure and self-employment." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))
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Literaturhinweis
Mechanisms of Upward Social Mobility: A qualitative analysis of class-specific careers in law and educational science (2024)
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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)
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Literaturhinweis
Beyond human capital: how does parents' direct influence on their sons' earnings vary across eight OECD countries? (2024)
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Bonomi Bezzo, Franco, Michele Raitano & Pieter Vanhuysse (2024): Beyond human capital: how does parents' direct influence on their sons' earnings vary across eight OECD countries? In: Oxford economic papers, Jg. 76, H. 2, S. 375-394. DOI:10.1093/oep/gpad007
Abstract
"This article asks to what degree the association between parents’ education and sons’ earnings is mediated by various forms of sons’ human capital across eight large OECD countries. We exploit the OECD Program for the International Assessment of Adult Competencies (PIAAC) database, which provides information on four dimensions of human capital (educational attainment, field of study, cognitive skills, and proxies of non-cognitive skills). We find that the intergenerational transmission process is wholly mediated just by sons’ formal educational attainment in Germany, Norway, and the USA. By contrast, in France, Italy, Spain, Poland, and the UK, a significant residual association remains after we control for all dimensions of sons’ human capital. While we cannot exclude that this residual association is due to unobservable background-related skills sons might have, this also points to family origin factors unrelated to human capital accumulation—such as social ties—that might play a role in the intergenerational transmission of labour market advantages in these countries." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Like Mother, Like Child? The Rise of Women’s Intergenerational Income Persistence in Sweden and the United States (2024)
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Brandén, Gunnar, Martin Nybom & Kelly Vosters (2024): Like Mother, Like Child? The Rise of Women’s Intergenerational Income Persistence in Sweden and the United States. In: Journal of labor economics. DOI:10.1086/733491
Abstract
"We examine intergenerational mobility in Sweden and the US since 1985, focusing on labor incomes of men, women, and households. Increased persistence among women, alongside stable father-son persistence, contributes to an overall mobility decline. Surprisingly, mother-son and mother-daughter persistence show similar rising trends and levels across countries, despite Sweden ’s earlier rise in women’s labor force participation and lower conventionally measured persistence. Decomposition analyses reveal that differing relative contributions of maternal characteristics (e.g., employment) underlie the parallel trends. Contrasting parental assortative mating drives the coinciding levels, as US-specific negative income-based sorting offsets the mobility-depressing effects of positive human capital sorting." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Intergenerational transmission of unemployment after apprenticeship graduation: does parental socioeconomic background still matter? (2024)
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Dummert, Sandra (2024): Intergenerational transmission of unemployment after apprenticeship graduation: does parental socioeconomic background still matter? In: Journal for labour market research, Jg. 58, H. 1, 2024-03-14. DOI:10.1186/s12651-024-00364-z
Abstract
"A smooth transition from apprenticeship to standard employment is a key step in the professional biographies of apprenticeship graduates. In this study, the transition of apprenticeship graduates from households that receive unemployment benefits are considered. These graduates are thought to be disadvantaged because their parents’ socioeconomic background is assumed to influence their employment outcomes through processes of intergenerational transmission and cumulative disadvantage. Based on administrative data from the Sample of Integrated Welfare Benefit Biographies (SIG) provided by the Institute for Employment Research (IAB), this analysis offers deeper insights into parental socioeconomic background and the individual factors that affect the risk of unemployment following the completion of an apprenticeship. In the case of an unsuccessful direct transition to standard employment, the factors infuencing the duration of the frst unemployment are also assessed. The results show that, as with individual characteristics, parents’ education level has a signifcant effect on the graduates’ risk of unemployment. The duration of the household’s benefit receipt, on the other hand, significantly influences the duration of the first unemployment in the case of an unsuccessful transition following an apprenticeship." (Author's abstract, IAB-Doku, © Springer) ((en))
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Literaturhinweis
The employment expectations of adolescents: Examining the role of social origin, parental support, and personality traits (2024)
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Esche, Frederike & Petra Böhnke (2024): The employment expectations of adolescents: Examining the role of social origin, parental support, and personality traits. In: Advances in life course research, Jg. 61. DOI:10.1016/j.alcr.2024.100629
Abstract
"Early life course conditions and the social origin of families frequently influence the inequalities people experience in adulthood. The transition from education to work is a challenging period during which adolescents make their first employment-related choices and establish the course of their careers. Future expectations guide adolescents’ employment-related choices and are assumed to influence future employment outcomes. Therefore, this paper investigates whether family (dis)advantages affect adolescents’ employment expectations. We assess various underlying mechanisms that may influence the relationship between social origin and adolescents’ employment expectations by using cross-sectional data from the German Socio-Economic Panel (SOEP: 2006–2018), specifically a youth questionnaire administered at age 17. Three key findings emerge. First, family disadvantages, particularly an insecure parental labor market participation, influence the employment expectations of adolescents negatively. Second, supportive parenting does not mediate the relationship between social origin and the employment expectations of adolescents; instead, it functions as an additional positive factor. Third, supportive parenting creates more optimistic employment expectations because it fosters specific “beneficial” personality traits, such as extraversion, conscientiousness, openness, agreeableness, and internal control beliefs." (Author's abstract, IAB-Doku, © 2024 Elsevier) ((en))
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Literaturhinweis
“NEET status duration and socio-economic background” (2024)
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Fabrizi, Elena & Antonella Rocca (2024): “NEET status duration and socio-economic background”. In: Socio-Economic Planning Sciences, Jg. 95. DOI:10.1016/j.seps.2024.101986
Abstract
"NEET refers to young people who are not in employment, education or training. It can occur in a variety of situations and requires attention, especially if it tends to persist over time. Indeed, individuals who leave education and enter the labor market looking for a job are classified as NEET. While in the majority of cases they tend to move into employment status within a short period of time, in others they remain in this status for longer, with negative consequences for their future career or never enter the labor market. Although the scarring effect of longer spells outside the labor market (for unemployment or inactivity) is well known in the economic literature, empirical evidence on this topic are very limited due to the lack of adequate data needed for this analysis. This article aims to fill this gap in the literature and is finalized to verify the influence exerted by the socio-economic background of individuals on the likelihood of becoming and remaining for a long time NEET, according to different levels of education. The analysis is based on AD-SILC dataset, obtained by matching the EU-SILC data with the administrative archives of the INPS, the National Institute for Social Security. Our results reveal that individuals with the same level of educational attainment, but from a higher socio-economic status, have a significantly shorter duration in the NEET condition and a higher probability of transitioning to employment. Conversely, individuals with the same level of education show no significant effects if they come from a low socio-economic background." (Author's abstract, IAB-Doku, © 2024 Elsevier) ((en))
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Literaturhinweis
Social inequality in admission chances for prestigious higher education programs in Germany: do application patterns matter? (2024)
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Finger, Claudia, Heike Solga & Benjamin Elbers (2024): Social inequality in admission chances for prestigious higher education programs in Germany: do application patterns matter? In: European Sociological Review, Jg. 40, H. 6, S. 1013-1029. DOI:10.1093/esr/jcae024
Abstract
"Research has shown that admission to prestigious higher education programs varies by students' socio-economic status (SES). Access to these programs is characterized by high competition and often rather complex admission procedures. Thus, access may depend not only on students’ performance and decisions to apply but also on their application patterns: Where and how they apply, which may vary by social background due to differences in educational achievement, aspirations, and constraints. Using applications to highly prestigious medical programs in Germany, we examine whether admission chances are socially selective even among the positively selected group of applicants, and whether this is due to SES differences in application patterns or performance. Based on complete application register data, we identify application patterns through cluster analysis. We then used the resulting cluster model to predict cluster membership in the 2018 applicant cohort, for which we collected survey data with information on applicants’ SES, preferences, and motivations. We find that application patterns vary primarily by applicants’ performance (grades and test scores) and SES-specific geographic constraints. However, our multivariate analyses on admission chances show that application patterns do not mediate SES differences in admission chances. Instead, these differences are entirely due to SES differences in applicants’ performance." (Author's abstract, IAB-Doku) ((en))