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.
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Literaturhinweis
Zusammenhänge zwischen nachbarschaftlicher Wohnumgebung und schulischem Bildungserfolg (2023)
Gresch, Cornelia; Hoffmann, Lars; Lorenz, Georg;Zitatform
Gresch, Cornelia, Lars Hoffmann & Georg Lorenz (2023): Zusammenhänge zwischen nachbarschaftlicher Wohnumgebung und schulischem Bildungserfolg. In: Kölner Zeitschrift für Soziologie und Sozialpsychologie, Jg. 75, H. 1, S. 37-61. DOI:10.1007/s11577-023-00880-9
Abstract
"Ob Merkmale der nachbarschaftlichen Wohnumgebung den schulischen Bildungserfolg beeinflussen, wurde in Deutschland bislang kaum untersucht. Epidemische Theorieansätze lassen erwarten, dass Effekte der Wohnumgebung nicht linear sind, sondern erst ab bestimmten Schwellenwerten auftreten. Der Artikel untersucht den Beitrag der Sozialstruktur der Wohnumgebung zur statistischen Erklärung schulischer Kompetenzen. Dabei wird im Gegensatz zu bereits vorliegenden Arbeiten die Konfundierung von Nachbarschaftsmerkmalen mit individuellen, familiären und schulischen Merkmalen berücksichtigt. Als Datengrundlage dienen die querschnittlichen IQB-Bildungstrendstudien 2015 (N = 1467, 9. Klassenstufe) und 2016 (N = 1546, 4. Klassenstufe), die an sozialräumliche Daten des Statistischen Landesamts Bremen gekoppelt werden. Mehrebenenmodelle weisen auf einen Zusammenhang zwischen der sozialen Zusammensetzung der Nachbarschaft und den schulischen Kompetenzen von Heranwachsenden hin, der weitgehend auf die Konfundierung mit individuellen, familiären und schulischen Merkmalen zurückgeführt werden kann. Die Zusammenhänge sind linear und die Effektstärken fallen für beide Jahrgangsstufen ähnlich klein aus. Die Ergebnisse werden mit Blick auf die Folgen sozialräumlicher Segregation für Bildungsungleichheit diskutiert." (Autorenreferat, IAB-Doku, © Springer-Verlag)
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Literaturhinweis
Less learned but still good grades (for some). What impact had school closures on social inequality of educational opportunity? (2023)
Zitatform
Homuth, Christoph & Felix Bittmann (2023): Less learned but still good grades (for some). What impact had school closures on social inequality of educational opportunity? In: Soziale Welt, Jg. 74, H. 1, S. 14-39. DOI:10.5771/0038-6073-2023-1-14
Abstract
"In mehreren Studien wurde versucht, die Auswirkungen der COVID-19-Pandemie auf das Lernen der Schüler und die Lernunterschiede zwischen sozialen Gruppen abzuschätzen. Nur wenige Studien haben sich mit den Auswirkungen auf Schulnoten als weiteren zentralen Indikator von Schulleistungen befasst. Institutionell sind Noten für die Bewertung der Fähigkeiten von Schüler:innen, für Bildungsübergänge, für den Schulabschluss und als Signal für den Arbeitsmarkt von wesentlicher Bedeutung. Noten sind jedoch von vielen nicht leistungsbezogenen Faktoren abhängig, wie z. B. dem Geschlecht oder der sozialen Herkunft. Auf der Grundlage früherer Studienergebnisse und theoretischer Argumente erwarteten wir, dass die Noten während der Schulschließungen weniger mit kognitiven Kompetenzen und stärker mit der sozialen Herkunft korrelieren würden als in vorangegangen Schuljahren. Wir analysierten die Auswirkungen der Pandemie auf die Noten in Mathematik und Deutsch am Ende der achten Klasse. Die Pandemie kann als natürliches Experiment betrachtet werden, was bei der Analyse von zwei Kohorten des Nationalen Bildungspanels genutzt werden kann: Die Noten der jüngeren Kohorte (n = 4.069 Schüler:innen), die während der Pandemie (2020) die achte Klasse besuchten, wurden verglichen mit den Noten der älteren Kohorte (n = 6.861 Schüler:innen in 2014). Unsere Ergebnisse zeigen keine systematische Zunahme der Bildungsungleichheit aufgrund der sozialen Herkunft der Schüler:innen. Allerdings berichteten die Schüler:innen nach der Schulschließungsphase bessere Noten als Schüler:innen der Vergleichsgruppe. Eine Erklärung dafür könnte pro-soziale Benotung durch die Lehrkräfte sein." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Family inequality: On the changing educational gradient of family patterns in Western Germany (2023)
Zitatform
Hudde, Ansgar & Henriette Engelhardt (2023): Family inequality: On the changing educational gradient of family patterns in Western Germany. In: Demographic Research, Jg. 48, S. 549-590. DOI:10.4054/DemRes.2023.48.20
Abstract
"Objective: A comprehensive and thorough investigation of the key trends in family patterns in Western Germany. Methods: Descriptive analyses of educational differences in marital status, cohabitation, partnerlessness, and children in the household in Western Germany from 1976 to 2019. We analyze unique data from the German Microcensus with information from more than 1.7 million individuals. Results: In the 1970s, men with higher education were moderately more likely to live with a partner and be married, and less likely to be divorced. The reverse was mainly the case for women. Over time, higher education levels for men and women became increasingly associated with living with a partner, being married, and living with children; lower levels of education became increasingly associated with divorce, partnerlessness, and single parenthood. Today, men with lower levels of education are least likely to live with a partner, be married, or have children in the household. Women with lower education levels are most likely to be single parents. Conclusions: Education is turning more and more into a generalized life resource: those with higher education are not only the winners in the labor market but are also increasingly more likely to achieve those partnership and family outcomes to which the majority of young people aspire – a stable partnership and children. Contribution: This 'big picture' analysis deepens our understanding of changes in family-related social inequalities in Germany. Analyses based on high-quality data have not been available for Germany and can serve as bases for future research at the granular level." (Author's abstract, IAB-Doku, © Max-Planck-Institut für demographische Forschung) ((en))
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Literaturhinweis
Intergenerational transmission or local labor market context? A comparative analysis of the formation of work value patterns in 65 European regions (2023)
Zitatform
Hörisch, Felix & Julia Weiss (2023): Intergenerational transmission or local labor market context? A comparative analysis of the formation of work value patterns in 65 European regions. In: International Journal of Social Welfare online erschienen am 06.10.2023, S. 1-20. DOI:10.1111/ijsw.12634
Abstract
"This article analyzes the driving factors behind the formation of individual work values in European welfare states. By comparing relative preferences for extrinsic and intrinsic work values, we shed light on the discussion of the effects of intergenerational transmission and the structuring effects of labor market policies and regional opportunity structures on the formation of work values. Therefore, a multilevel analysis is applied using the innovative CUPESSE data set, which provides data on young adults and their parents in 65 NUTS‐1‐regions from 11 European countries. The results show that individual work values of young Europeans are most substantively shaped by the respective values of their parents. Furthermore, we demonstrate that individual characteristics such as sex, education and personal unemployment experiences determine preferences for work values. Finally, the paper shows that the local labor market context and welfare state arrangements also play a decisive role in the formation of individual work values." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))
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Literaturhinweis
Origins of attainment: do brother correlations in occupational status and income overlap? (2023)
Zitatform
Karlson, Kristian Bernt & Jesper Fels Birkelund (2023): Origins of attainment: do brother correlations in occupational status and income overlap? In: European Sociological Review online erschienen am 26.05.2023, S. 1-11. DOI:10.1093/esr/jcad030
Abstract
"We study the overlap in the overall impact of family background on two widely studied labour market outcomes by considering whether brother similarities in occupational status are rooted in the same underlying family characteristics that affect brother similarities in income. We extend previous research using sibling correlations as an omnibus measure of total family background impact on a given outcome by directly quantifying how brother correlations in occupational status and income overlap. We apply a novel variance components model to data from Denmark and the United States, two countries known to follow a contradictory pattern: While income mobility is much lower in the United States, occupational mobility is virtually similar. Apart from confirming this pattern, we find a substantial overlap, around 70 per cent, in brother similarities in income and occupational status in both countries. Conventional family background variables account for less than one-fifth of this overlap in each country, suggesting that shared family origins of attainment in these two domains are constituted by largely unknown family characteristics. We speculate what these characteristics might be." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Das duale Studium spricht eher Bildungsaufsteiger an (Interview mit Bernhard Christoph, Carina Toussaint und Alexander Patzina) (2023)
Zitatform
Keitel, Christiane, Alexander Patzina, Carina Toussaint & Bernhard Christoph; Alexander Patzina, Carina Toussaint & Bernhard Christoph (sonst. bet. Pers.) (2023): Das duale Studium spricht eher Bildungsaufsteiger an (Interview mit Bernhard Christoph, Carina Toussaint und Alexander Patzina). In: IAB-Forum H. 09.08.2023 Nürnberg, 2023-08-08. DOI:10.48720/IAB.FOO.20230809.01
Abstract
"Das duale Studium hat in Deutschland erheblich an Bedeutung gewonnen: Im letzten Jahrzehnt hat sich die Zahl der dual Studierenden nahezu verdreifacht. Doch wer genau nimmt ein duales Studium auf und welche Rolle spielt der Bildungshintergrund bei dieser Entscheidung? Diesen Fragen gehen Bernhard Christoph, Alexander Patzina und Carina Toussaint im IAB-Kurzbericht 15/2023 nach. Sie haben auch der Redaktion des IAB-Forum dazu Rede und Antwort gestanden." (Autorenreferat, IAB-Doku)
Beteiligte aus dem IAB
Keitel, Christiane; Patzina, Alexander ; Toussaint, Carina; Christoph, Bernhard ; -
Literaturhinweis
Wie geht es für wen weiter? Verläufe der bildungs- und berufsbezogenen Neuorientierung nach Abbruch eines Studiums und der Einfluss der sozialen Herkunft (2023)
Zitatform
Kracke, Nancy & Sören Isleib (2023): Wie geht es für wen weiter? Verläufe der bildungs- und berufsbezogenen Neuorientierung nach Abbruch eines Studiums und der Einfluss der sozialen Herkunft. In: Soziale Welt, Jg. 74, H. 2, S. 173-215. DOI:10.5771/0038-6073-2023-2-173
Abstract
"Der Beitrag untersucht erstmals umfassend die Frage, inwiefern die soziale Herkunft einen Einfluss auf die Wahl von Bildungs- und Berufsoptionen nach dem Abbruch des Erststudiums ausübt. Auf Basis der Befragung von Exmatrikulierten des Sommersemesters 2014 werden mittels Sequenz- und Clusteranalysen zunächst sechs typische Muster der Neuorientierung nach Studienabbruch ermittelt. Diese variieren hinsichtlich der Tätigkeitsarten sowie zeitlicher Dimensionen. Die soziale Herkunft erweist sich hierbei als bedeutender Einflussfaktor der Neuorientierung. Am sichtbarsten wird ihr Einfluss hinsichtlich der Abwägung zwischen einem erneuten Studium und anderen Alternativen: Personen aus vollakademischen Elternhäusern kehren eher an die Hochschule zurück. Dies weist auf eine langfristige akademische Orientierung und entsprechende Aspirationen bei statushöheren Herkunftsgruppen hin. Aber auch eine geringere Reaktivität auf Bildungsmisserfolge, das Vermeiden intergenerationaler Abwärtsmobilität sowie die kompensatorische Wirkung materieller und immaterieller Ressourcen sind hierbei von Bedeutung. Für statusniedrigere Herkunftsgruppen lässt sich im Falle eines Abbruchs des Erststudiums eher eine Abkehr von akademischer Bildung, hauptsächlich hin zur beruflichen Ausbildung oder Erwerbstätigkeit, beobachten." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Ready or not, here I come: the significance of information about educational success for educational decisions (2023)
Zitatform
Larsen, Kira Solveig (2023): Ready or not, here I come: the significance of information about educational success for educational decisions. In: European Sociological Review, Jg. 39, H. 5, S. 775-788. DOI:10.1093/esr/jcac075
Abstract
"This study analyses the effect of the Educational Readiness Assessment (ERA)—a scheme that categorizes students in Denmark as either ‘ready’ or ‘not ready’ for upper secondary education—on educational decision-making. Because the ERA uses a grade-specific cut-off to determine readiness, it can be used in a fuzzy regression discontinuity design to estimate the causal effect of the ERA on educational decision-making. Inspired by the theory of Relative Risk Aversion (RRA), the study argues that non-service-class students respond to a negative signal by postponing the decision (not) to continue to upper secondary education, while service-class students proceed regardless of receiving a negative signal. Empirical results are mostly consistent with RRA. The policy implications of the results are that students do respond to information regarding the likelihood of educational success, but respond differently depending on their social class position." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Mobility and stability: post-graduate employment experiences of working-class students (2023)
Lehmann, Wolfgang;Zitatform
Lehmann, Wolfgang (2023): Mobility and stability: post-graduate employment experiences of working-class students. In: Journal of education and work, Jg. 36, H. 1, S. 79-93. DOI:10.1080/13639080.2022.2128188
Abstract
"The transition from university to the graduate labour market has become increasingly competitive. As university degrees no longer offer a guarantee for success, graduates mobilise other forms of capital to gain a competitive advantage. First-in-family and working-class students are seen to be disadvantaged as they lack access to the types of economic, social and personal capital employers prefer. This article is based on a qualitative longitudinal study of first-in-family, working-class students in Canada. Starting university in 2005 with very high ambitions and goals for substantial mobility, I will show how most gradually revised these goals over the 16 years they have been followed in the study, and how they engaged in a range of strategies to negotiate their potential working-class disadvantages to find career success. They further evoked a broader notion of mobility beyond career achievement, in that they also discussed personal/intellectual growth through education, their ability to develop and accumulate middle-class cultural capital, while not abandoning their working-class roots, and the importance of stability over status." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Karriereachterbahn: Was unsere Berufswege wirklich beeinflusst (2023)
Mayrhofer, Wolfgang; Steyrer, Johannes;Zitatform
Mayrhofer, Wolfgang & Johannes Steyrer (Hrsg.) (2023): Karriereachterbahn. Was unsere Berufswege wirklich beeinflusst. Wien: Linde, 199 S.
Abstract
"Wer warum Karriere macht: Warum wird die eine Bundeskanzlerin, der andere Geschäftsführer eines mittelständischen Unternehmens und die dritte arbeitet über Jahre in Teilzeit? Wodurch werden Karrieren bestimmt? Wie sehr können Menschen ihre Karriere beeinflussen? Und: Wie stark hängt der Karriereerfolg von persönlichen und situativen Faktoren ab? Zur Beantwortung dieser Fragen analysiert das Buch anhand von sieben Dimensionen des Karriereerfolgs Berufsverläufe aus mehr als vier Jahrzehnten. Dafür wurden erstmals auch über 500 Studien aus einem Zeitraum von fast 50 Jahren mit über 600.000 Teilnehmerinnen und Teilnehmern sowie eine über Jahrzehnte angelegte Langzeitstudie ausgewertet. Die Daten zu individuellen Karrieren und ihren Bestimmungsfaktoren zeigen: Anstrengung und Leistung lohnen sich, auch wenn Persönlichkeit, der eigene soziale Hintergrund und die Unterstützung durch die Organisation sowie Arbeitsmarkt und Konjunktur eine wichtige Rolle spielen. Ebenfalls wird deutlich, dass der Einfluss von Persönlichkeit und strategisch-taktischem Agieren heute wesentlich größer ist als früher." (Autorenreferat, IAB-Doku, © Linde Verlag)
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Literaturhinweis
Welfare Regimes and Intergenerational Social Mobility: An Institutional Explanation of the Great Gatsby Curve (2023)
Zitatform
Meng, Ke & Shouhao Li (2023): Welfare Regimes and Intergenerational Social Mobility: An Institutional Explanation of the Great Gatsby Curve. In: Social indicators research, Jg. 165, H. 1, S. 355-375. DOI:10.1007/s11205-022-03017-1
Abstract
"Evidence shows that economic advantages and disadvantages tend to be hereditary, generating a positive association between income inequality and intergenerational immobility. This relationship, “the Great Gatsby Curve,” is explained in this article in relation to welfare regimes. Compared to Liberal and Nordic welfare regimes, Conservative welfare regime generates the highest level of intergenerational immobility. Multilevel analysis of data from International Social Survey Programme (ISSP2009) supports that Conservative regime is the strongest to keep the influence of parental backgrounds on children's wealth which is the key to determine children's socio-economic status. These findings, combined with the fact that the conservative welfare regime generates a medium-high level of economic inequality, explains why income inequality is positively and concavely correlated with intergenerational immobility." (Author's abstract, IAB-Doku, © Springer-Verlag) ((en))
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Literaturhinweis
No Matthew effects and stable SES gaps in math and language achievement growth throughout schooling: Evidence from Germany (2023)
Zitatform
Nennstiel, Richard (2023): No Matthew effects and stable SES gaps in math and language achievement growth throughout schooling: Evidence from Germany. In: European Sociological Review, Jg. 39, H. 5, S. 724-740. DOI:10.1093/esr/jcac062
Abstract
"The extent to which achievement gaps become wider or narrower over the course of schooling is a topic that is widely discussed, both publicly and in educational research. This study examines whether absolute achievement (in language and math skills) and social origin gaps grow throughout the school career. To investigate the achievement growth of three German student cohorts (N = 14,273) at different stages of their school career (primary school, lower secondary school, and upper secondary school), I use multilevel models to estimate the effects of prior achievement and social origin on achievement growth. The results consistently suggest a negative association between prior achievement and subsequent growth; hence, initially low-performing students have higher achievement gains than initially high-performing students. Additionally, I find that social origin gaps remain stable over time. However, when controlling for initial achievement, slightly growing socio-economic status gaps can be observed." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Skills, Aspirations, and Occupations (2023)
Orellana, Alexis; Tan, Kegon Teng Kok;Zitatform
Orellana, Alexis & Kegon Teng Kok Tan (2023): Skills, Aspirations, and Occupations. (HCEO working paper / Human capital and economic opportunity global working group 2023,027), Chicago, Ill., 44 S.
Abstract
"It is well documented that children often "inherit" the occupations of their parents. This paper studies the role of early occupational aspirations in determining later life outcomes, a potentially important channel for intergenerational correlations in occupations. Using the Wisconsin Longitudinal Study, we estimate a lifecycle model of college choice and occupation choice to quantify the effect of aspirations on education and wages. We find that aspirations have a sizeable impact on educational attainment and wages, even conditional on latent skills that we recover from the choice model. We also simulate the importance of family background conditional on skills through the strong correlation between family background and aspirations. Our findings suggest that aspirations may be a valuable lever for reducing intergenerational inequality." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Not all wealth is the same: types and levels of wealth and children's university enrolment (2023)
Zitatform
Pietrolucci, Andrea & Marco Albertini (2023): Not all wealth is the same: types and levels of wealth and children's university enrolment. In: European Sociological Review, Jg. 39, H. 5, S. 789-803. DOI:10.1093/esr/jcad009
Abstract
"A number of studies suggest that parental wealth has both primary and secondary effects on offspring’s educational decisions, net of other measures family’s socio-economic status. The article documents that there is a positive association between parental wealth and children’s university enrolment in Italy, a country characterized by comparatively low levels of wealth inequality and a low enrolment rate in tertiary education. The positive association is confirmed when controlling for children’s performance in secondary school, too. Moreover, complementing previous studies, the analyses explore the extent to which different types of wealth have a different effect on children’s university enrolment, and on how this effect varies along the wealth distribution and depending on parents’ educational level. A positive effect is found only for families with non-negative net wealth and up to the 35th percentile of the wealth distribution. A threshold effect is found for financial wealth as well, being the association positive and significant up to the median of the financial wealth distribution. Real assets show a positive, albeit weaker, association up to the 30th percentile. Next, parental wealth is found to be positively associated with a higher likelihood of enrolment at university only for children of parents with a lower secondary degree or less, whereas the effect is not statistically significant for children of parents with at least an upper secondary degree." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Ethnic Differences in Social Capital Mobilization at the Transition to Vocational Training in Germany (2023)
Roth, Tobias; Weißmann, Markus;Zitatform
Roth, Tobias & Markus Weißmann (2023): Ethnic Differences in Social Capital Mobilization at the Transition to Vocational Training in Germany. In: S. Weinert, G. J. Blossfeld & H.-P. Blossfeld (Hrsg.) (2023): Education, Competence Development and Career Trajectories, S. 369-401. DOI:10.1007/978-3-031-27007-9_17
Abstract
"In this chapter, we provide an in-depth analysis of the differences between students with and without a migration background in Germany in mobilising social capital during the transition to vocational education and training (VET) after lower secondary education. Besides retrospective information, we analyse (hypothetical) prospective information. Furthermore, we distinguish between different kinds of social contacts and different types of support. Using data from the first five waves of starting cohort 4 (9th graders) of the National Educational Panel Study (NEPS) we find that students rely heavily on their social contacts, with parents playing the most important role. Regarding general information and support, we find only small ethnic differences in the mobilization of non-institutional social contacts. In contrast, adolescents with a migration background tend to receive specific assistance less often from relatives outside the nuclear family and substantively less often from parents. Our results suggest that the general motivation of non-institutional social contacts to provide support at the transition to VET does not differ between natives and migrants, but that the ability of these ties to provide more specific, instrumental assistance depends on their receiving-country-specific resources and thus on their migration history." (Author's abstract, IAB-Doku, © Springer) ((en))
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Literaturhinweis
Rapid expansion of academic upper secondary graduation in Germany: Changing social inequalities in the transition to secondary and to tertiary education? (2023)
Zitatform
Scharf, Jan, Michael Becker, Marko Neumann & Kai Maaz (2023): Rapid expansion of academic upper secondary graduation in Germany. Changing social inequalities in the transition to secondary and to tertiary education? In: Research in Social Stratification and Mobility, Jg. 84. DOI:10.1016/j.rssm.2023.100771
Abstract
"Taking as its point of departure the rapid expansion in the proportion of students graduating with a university entrance diploma (Abitur) in Germany, this paper adds to research on the mechanisms and effects of academic educational expansion, a worldwide phenomenon in the 20th and 21st century. Drawing on Boudon's theory of primary and secondary effects of social origin, we seek to understand if the educational expansion went along with a decreasing or persisting role of social background. Therefore, we analyze educational inequalities in two respects: first, in the transition from primary school to the academic track (Gymnasium) leading to the Abitur and, second, in the transition to tertiary education after academic upper secondary education. The study is based on two student cohorts (initial N = 13,026 and N = 13,873) who obtained university entrance diplomas in 2005 (cohort 1) and 2011/2012 (cohort 2) in the school system of the federal state of Hamburg (Germany). These cohorts were assessed during secondary education between 1996 (start of cohort 1) and 2012 (end of cohort 2). Employing the KHB decomposition method, we break the total effect of social background down into the relative importance of achievement differentials (primary effects) and educational decisions (secondary effects). Our findings indicate no changes in the total effects of social background and thus suggest that educational inequalities related to social origin persisted in both of the transitions we studied. However, when comparing both cohorts, we noted a clear decrease in secondary effects regarding transitions to the academic secondary track, meaning that achievement-related social differences gained in importance compared to the period before the educational expansion. At the same time, we observed a slight increase in the relative importance of secondary effects for transitions to tertiary education during the expansion. As a further result, our study shows that the rapid expansion of academic upper secondary graduation is mainly the consequence of an increase in the number of Abitur graduates via alternative paths besides the Gymnasium." (Author's abstract, IAB-Doku, © 2023 Elsevier) ((en))
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Literaturhinweis
Career Preferences and Socio-Economic Background (2023)
Schüle, Paul;Zitatform
Schüle, Paul (2023): Career Preferences and Socio-Economic Background. (Ifo working papers 395), München, 50 S.
Abstract
"Career decisions, that is educational and occupational choice, are not only made by comparing expected incomes, but also by considering non-monetary rewards like social impact, chances of promotion, or the compatibility of work and family. In this paper, I use rich panel data from Germany to show that preferences about such aspects of a career as stated at age 17 are strong predictors of future earnings in the labor market. At the same time, these preferences differ significantly by socioeconomic background, and intergenerational income persistence is reduced by 8–22 percent when accounting for career preferences." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Einstellungen zur sozialen Mobilität: IW-Verteilungsreport 2023 (2023)
Zitatform
Stockhausen, Maximilian (2023): Einstellungen zur sozialen Mobilität: IW-Verteilungsreport 2023. (IW-Report / Institut der Deutschen Wirtschaft Köln 2023,58), Köln, 26 S.
Abstract
"Fundamental verknüpft mit der sozialen Marktwirtschaft ist die Vorstellung, dass jeder Mensch unabhängig von seiner Herkunft die Möglichkeit zum sozialen Aufstieg hat und dass es den eigenen Kindern in Zukunft bessergehen soll als den Eltern heute. Erstmals erhobene Daten des Sozio-oekonomischen Panels erlauben für das Jahr 2021 eine aktuelle Auswertung der subjektiven Wahrnehmungen und Einstellungen zur sozialen Mobilität in der Bundesrepublik. Dabei zeigt sich, dass eine deutliche Mehrheit von 84 Prozent der befragten Eltern erwartet, dass es den eigenen Kindern im selben Alter zukünftig gleich gut (36 Prozent) oder besser (48 Prozent) gehen wird. Darüber hinaus sind junge Menschen in der Wahrnehmung ihrer eigenen künftigen Aufstiegschancen Jahre optimistischer als ältere. In der Gesamtbevölkerung erfährt darüber hinaus die Aussage, dass Anstrengung und Fleiß wesentlich für den tatsächlichen Erfolg und sozialen Aufstieg sind, eine besonders hohe Zustimmung: Rund 37 Prozent der Befragten stimmen der Aussage voll und ganz zu, weitere 52 Prozent stimmen der Aussage eher zu. Andere Faktoren wie die familiäre Herkunft, das Geschlecht und Härte gegenüber anderen spielen hingegen eine untergeordnete Rolle in der Wahrnehmung der Aufstiegsfaktoren. Insgesamt wird sozialer Aufstieg als etwas begriffen, über das man weitestgehend selbst Kontrolle besitzt." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Why do trends in social fluidity at labour market entry and occupational maturity differ? Evidence from Germany and the UK (2023)
Zitatform
Trinh, Nhat An (2023): Why do trends in social fluidity at labour market entry and occupational maturity differ? Evidence from Germany and the UK. In: Research in Social Stratification and Mobility, Jg. 83. DOI:10.1016/j.rssm.2022.100746
Abstract
"This study examines how intragenerational class mobility can lead to differing over-time trends in intergenerational class mobility depending on when class destination is measured in individuals' careers. Specifically, it tackles the puzzle why increases in social fluidity are observed when class destination is measured at labour market entry, while only trendless fluctuation is found when class destination is measured 15 years later in Germany and the UK. Using data from the German Socio-Economic Panel (1984–2019) and the UK Household Longitudinal Survey (2009–2020) on respondents entering the labour market during the second half of the twentieth century, the analyses show that this divergence is driven by increases in 'counter mobility' that are subject to country-specific patterns. In the UK, rising counter mobility results from a growing proportion of individuals from salariat origins who enter the labour market in a lower class position but experience upward career mobility. In Germany, it is driven by a rising proportion of individuals from working class backgrounds who start their careers in a higher class but experience downward career mobility. No evidence for origin-specific changes in the relative importance of upward and downward career mobility is found. The results provide a strikingly similar picture for women and men in either country." (Author's abstract, IAB-Doku, © 2023 Elsevier) ((en))
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Literaturhinweis
Pre-existing company contacts and premature termination of apprenticeship training in Germany (2023)
Weißmann, Markus; Roth, Tobias;Zitatform
Weißmann, Markus & Tobias Roth (2023): Pre-existing company contacts and premature termination of apprenticeship training in Germany. In: Research in Social Stratification and Mobility, Jg. 87. DOI:10.1016/j.rssm.2023.100839
Abstract
"Using longitudinal data from Starting Cohort 4 of the German National Educational Panel Study (NEPS), we examined whether pre-existing strong ties and weak ties in the training company are associated with the risk of premature termination of apprenticeship training in Germany. This is highly relevant for the literature on social capital in the labor market since so far little is known about the role of social contacts for the turnover propensity of labor market entrants. By examining a potentially important factor for a successful labor market integration, our research also adds to both the school-to-work and the social stratification literature. Our empirical results are only partly consistent with our theoretically derived expectations. While contrary to our expectations, we found no association between strong ties and termination probability, weak ties were, as expected, associated with a lower probability of premature training termination among those apprentices who were trained in their desired occupation. Our main results, combined with several robustness checks, let us assume that this is due to better matched training situations." (Author's abstract, IAB-Doku, © 2024 Elsevier) ((en))