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
Intergenerational transmission of unemployment after apprenticeship graduation: does parental socioeconomic background still matter? (2024)
Zitatform
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)
Zitatform
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)
Zitatform
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)
Zitatform
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))
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Literaturhinweis
Public and Parental Investments, and Children's Skill Formation (2024)
Gensowski, Miriam ; Højen, Anders ; Bleses, Dorthe ; Dale, Philip; Justice, Laura; Landersø, Rasmus ;Zitatform
Gensowski, Miriam, Rasmus Landersø, Philip Dale, Anders Højen, Laura Justice & Dorthe Bleses (2024): Public and Parental Investments, and Children's Skill Formation. (IZA discussion paper / Forschungsinstitut zur Zukunft der Arbeit 16958), Bonn, 52 S.
Abstract
"This paper studies the interaction between parental and public inputs in children’s skill formation. We perform a longer-run follow-up study of a randomized controlled trial that increased preschool quality and initially improved skills significantly for children of all backgrounds. There is, however, complete fade-out for children with highly educated parents. Given positive long-run effects for children with low-educated parents, the treatment reduces child skill gaps across parents’ education by 46%. We show that the heterogeneous treatment effects are a result of differences in parents’ responses in terms of investments, reacting to school quality later in childhood. There is also evidence of crossproductivity between reading and math skills and socio-emotional development." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Meritokratie als Problem: Leistungsbezogene Bewertungen in Berufungsverfahren (2024)
Zitatform
Hamann, Julian (2024): Meritokratie als Problem: Leistungsbezogene Bewertungen in Berufungsverfahren. In: Kölner Zeitschrift für Soziologie und Sozialpsychologie, Jg. 76, H. 2, S. 119-143. DOI:10.1007/s11577-024-00954-2
Abstract
"Als Prinzip für die Herstellung und Legitimation sozialer Ordnung gilt Meritokratie entweder als normativer Maßstab moderner Gesellschaften oder als eine von der Empirie sozialer Ungleichheiten laufend widerlegte Ideologie. Der Beitrag wählt einen anderen Ausgangspunkt und widmet sich den Herausforderungen der konkreten Umsetzung des abstrakten Leistungsprinzips. Anhand von Berufungsakten zu 145 Berufungsverfahren aus der zweiten Hälfte des 20. Jahrhunderts wird ein spezifisches Problem rekonstruiert: Meritokratie ist in Berufungsverfahren nicht das einzige Prinzip zur Herstellung und Legitimation sozialer Ordnung. Die Besetzung von Professuren ist nicht nur an der Bestenauslese, sondern auch an der sozialen Passung von Kandidatinnen und Kandidaten orientiert. In der Praxis entsteht so das Ordnungsproblem, die Orientierung an Leistung mit der Orientierung an sozialer Passung zu vereinbaren. Der Beitrag zeigt, erstens, dass dieses Problem überhaupt erst entsteht, als das meritokratische Prinzip in den 1970er-Jahren so verbindlich wird, dass Leistungszuschreibungen die alleingültige Rechtfertigung für Berufungsentscheidungen sind. Zweitens wird herausgearbeitet, wie Gutachterinnen und Gutachter und Kommissionen mit diesem Ordnungsproblem umgehen und die meritokratische Bestenauslese in Berufungsverfahren mit der sozialen Passung von Kandidatinnen und Kandidaten vereinbaren. Der Beitrag trägt zu einem differenzierteren Verständnis des Leistungsprinzips bei, indem er praktische Probleme bei der konkreten Umsetzung des meritokratischen Prinzips beleuchtet." (Autorenreferat, IAB-Doku, © Springer-Verlag)
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Literaturhinweis
The bottom 20 percent: early career paths of youth with low grade point average (2024)
Zitatform
Hansen, Jorgen & Nicolai Kristensen (2024): The bottom 20 percent: early career paths of youth with low grade point average. In: The Scandinavian Journal of Economics, Jg. 126, H. 4, S. 810-839. DOI:10.1111/sjoe.12562
Abstract
"Across nations, large proportions of younger birth cohorts obtain no professional qualifications. Using rich administrative data from Denmark and a semi-structural dynamic approach, we analyze different policies targeted towards young people who leave grade 9 with a grade point average in the bottom quintile. We find that preparatory courses, offered to students who are unable to commence a qualifying degree, have no positive impact on future labor market outcomes. Further, unobserved heterogeneity is more important for this group than are cognitive skills. Our results show that education is a good option for many, but not for all." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))
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Literaturhinweis
Stairway to Heaven? Selection into Entrepreneurship, Income Mobility and Firm Performance (2024)
Zitatform
Harju, Jarkko, Toni Juuti & Tuomas Matikka (2024): Stairway to Heaven? Selection into Entrepreneurship, Income Mobility and Firm Performance. (VATT working papers / Valtion Taloudellinen Tutkimuskeskus (Helsinki) 168), Helsinki, 79 S.
Abstract
"Using full-population data from Finland, we show that individuals at the top of the income distribution are significantly more likely to start new incorporated businesses compared to others. There is no similar selection based on parental income, but more than half of new entrepreneurs have entrepreneurial parents. Individual income gains from entrepreneurship are similar across different background characteristics, but parental entrepreneurship and personal income are positively linked to key firm-level outcomes such as productivity and job creation. This highlights the importance of the intergenerational transmission of entrepreneurial skills and suggests that businesses established by high-income individuals generate largest positive spillovers." (Author's abstract, IAB-Doku) ((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 (2024)
Zitatform
Hörisch, Felix & Julia Weiss (2024): 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, Jg. 33, H. 3, S. 690-709. 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
Bildungspolitik ist Arbeitsmarktpolitik: Teil des Zeitgesprächs "Herausforderungen für die Arbeitsmärkte der Zukunft" (2024)
Isphording, Ingo E.; Zorn, Dirk;Zitatform
Isphording, Ingo E. & Dirk Zorn (2024): Bildungspolitik ist Arbeitsmarktpolitik. Teil des Zeitgesprächs "Herausforderungen für die Arbeitsmärkte der Zukunft". In: Wirtschaftsdienst, Jg. 104, H. 8, S. 524-526. DOI:10.2478/wd-2024-0138
Abstract
"Die Ausgestaltung einer guten frühen und schulischen Bildung ist eine essenzielle Voraussetzung, um die transformativen Herausforderungen eines sich wandelnden Arbeitsmarkts zu bewältigen. Digitale Transformation und sozial-ökologische Umgestaltung der Arbeitswelt verändern nicht nur die Anforderungen in bestehenden Berufen, sondern schaffen auch ganz neue Berufsbilder und Tätigkeitsfelder. Schulische Bildung stattet zukünftige Beschäftigte mit den notwendigen grundlegenden Fähigkeiten aus, die auf dem Arbeitsmarkt honoriert werden. Sie ermöglichen erst den Erwerb komplexerer fachlicher Fähigkeiten in beruflicher und tertiärer Bildung und legen den Grundstein für Meta-Kompetenzen des lebenslangen Lernens, der Flexibilität und der Krisenresilienz. Missstände in schulischer Bildung, die diesen Kompetenzerwerb erschweren, haben somit auch erhebliche Konsequenzen für arbeitsmarktpolitische Zielgrößen. Bildungspolitik muss daher immer auch als Arbeitsmarktpolitik verstanden werden." (Autorenreferat, IAB-Doku, © Springer)
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Literaturhinweis
Intergenerational Educational (Im)mobility Among Those Born in the United States, 1940 to 1990 (2024)
Zitatform
Jeffrey, Wesley (2024): Intergenerational Educational (Im)mobility Among Those Born in the United States, 1940 to 1990. In: Socius, Jg. 10. DOI:10.1177/23780231241271717
Abstract
"This visualization highlights patterns of intergenerational educational immobility across five birth cohorts in the United States. Namely, a strong link is observed between parent and offspring educational attainment that has remained largely stable over the years. The author discusses the challenges of achieving equality of educational opportunity in the United States in light of the relative nature of educational credentials." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
The Impact of an Early Career Shock on Intergenerational Mobility (2024)
Zitatform
Kaila, Martti, Emily Nix & Krista Riukula (2024): The Impact of an Early Career Shock on Intergenerational Mobility. In: Journal of labor economics. DOI:10.1086/730322
Abstract
"Children’s and parent’s incomes are highly correlated, yet little is known about how early career shocks contribute to this correlation. This paper focuses on a consequential labor market shock: job loss. We document three new results. First, adult children born into the Bottom 20% of the income distribution have double the unemployment following job loss compared with those from the top 20%, and 154% higher earnings losses. Second, this increases the rank-rank correlation 30% for those impacted. Third, richer parents provide career opportu-nities to their adult children after job loss, consistent with advantages from wealthy parents persisting well into adulthood." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Family background consistently affects economic success across the life cycle: A research note on how brother correlations overlap over the life course (2024)
Zitatform
Karlson, Kristian Bernt (2024): Family background consistently affects economic success across the life cycle: A research note on how brother correlations overlap over the life course. In: The British journal of sociology, Jg. 75, H. 3, S. 347-353. DOI:10.1111/1468-4446.13081
Abstract
"Scholars of social mobility increasingly study the role of family background in shaping attainment throughout the entire life course. However, research has yet to establish whether the family characteristics influencing early career attainment are the same as those influencing late career attainment. In this research note, I apply an extended sibling correlation approach to analyze brothers’ life cycle earnings and family income, using data from the U.S. National Longitudinal Survey of Youth 1979. My analysis reveals a near-perfect correlation in the family characteristics that affect attainment at early, mid, and late career stages. This finding has significant implications for how mobility scholars conceptualize the impact of family background across a career. It suggests that family background forms a single, consistent dimension in determining attainment throughout the life course. Further analysis also indicates that the imperfect relationship between current and lifetime income is exclusively driven by within-family processes." (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? (2024)
Zitatform
Karlson, Kristian Bernt & Jesper Fels Birkelund (2024): Origins of attainment: do brother correlations in occupational status and income overlap? In: European Sociological Review, Jg. 40, H. 3, S. 379-389. 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
Ganztag als Chance: Wirkweisen, Entwicklungspotenziale und Handlungsfelder schulischer Ganztagsangebote (2024)
Zitatform
Kielblock, Stephan & Kai Maaz (2024): Ganztag als Chance: Wirkweisen, Entwicklungspotenziale und Handlungsfelder schulischer Ganztagsangebote. (FES diskurs), Bonn, 26 S.
Abstract
"Der Rechtsanspruch auf ganztägige Förderung im Grundschulbereich, der ab 2026 jahrgangsweise in Kraft tritt, wird den Bildungs- und Lebensraum Schule spürbar und nachhaltig verändern. Neben der besseren Vereinbarkeit von Familie und Beruf soll er gute und zeitgemäße Bildung für alle ermöglichen und dazu beitragen, den in Deutschland weiterhin starken Zusammenhang zwischen familiärer Herkunft und Bildungserfolg zu entkoppeln. Was nötig ist, um die mit dem Recht auf Ganztag verbundenen bildungspolitischen Ziele zu erreichen, ist Gegenstand der hier vorliegenden Expertise. Sie identifiziert Ansatzpunkte in Form konkreter Handlungs- und Entwicklungsfelder und benennt spezifische – vor allem pädagogische und organisatorische – Stellschrauben und Qualitätskriterien für wirksame schulische Ganztagsangebote. Ein zentrales Ergebnis: Ganztag muss gestaltet werden. Entscheidend für die Wirkung ist nicht das bloße Vorhandensein entsprechender Angebote, sondern ihre Qualität. Zusätzlich zu dem bereits herausfordernden Ausbau entsprechender Kapazitäten in vielen Bundesländern braucht es deshalb große Anstrengungen mit Blick auf die Steuerung, Planung und Durchführung ganztägiger Angebote." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Neuer Bildungstrichter: Trotz Akademisierungsschub immer noch ungleicher Zugang zur Hochschule (2024)
Zitatform
Kracke, Nancy, Ulrike Schwabe & Sandra Buchholz (2024): Neuer Bildungstrichter: Trotz Akademisierungsschub immer noch ungleicher Zugang zur Hochschule. (DZHW-Brief 2024,02), Hannover, 11 S. DOI:10.34878/2024.02.dzhw_brief
Abstract
"Vom Akademisierungsschub der vergangenen Jahre haben Kinder, deren Eltern nicht studiert haben, kaum profitiert. In Deutschland finden aktuell nur 25 von 100 Kindern aus nicht-akademischen Elternhäusern den Weg an die Hochschule. Haben die Eltern studiert, nehmen 78 von 100 Kindern ein Studium auf. Besonders stark benachteiligt sind Kinder, deren Eltern keine berufliche Ausbildung abgeschlossen haben: Von ihnen treten nur 8 von 100 Kindern ein Studium an. Die Teilhabe an Hochschulbildung ist in Deutschland daher weiterhin sehr ungleich. 55 Prozent der Studienanfänger*innen stammen aus einem akademisch gebildeten Elternhaus, in der altersgleichen Gesamtbevölkerung machen sie jedoch nur 28 Prozent aus." (Textauszug, IAB-Doku)
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Literaturhinweis
The Causal Effect of Parents' Education on Children's Earnings (2024)
Lee, Sang Yoon (Tim); Seshadri, Ananth; Roys, Nicolas A.;Zitatform
Lee, Sang Yoon (Tim), Nicolas A. Roys & Ananth Seshadri (2024): The Causal Effect of Parents' Education on Children's Earnings. (NBER working paper / National Bureau of Economic Research 32223), Cambridge, Mass, 42 S.
Abstract
"We present a model of endogenous schooling and earnings to isolate the causal effect of parents' education on children's education and earnings outcomes. The model suggests that parents' education is positively related to children's earnings, but its relationship with children's education is ambiguous. Identification is achieved by comparing the earnings of children with the same length of schooling, whose parents have different lengths of schooling. The model also features heterogeneous preferences for schooling, and is estimated using HRS data. The empirically observed positive OLS coefficient obtained by regressing children's schooling on parents' schooling is mainly accounted for by the correlation between parents' schooling and children's unobserved preferences for schooling. This is countered by a negative, structural relationship between parents' and children's schooling choices, resulting in an IV coefficient close to zero when exogenously increasing parents' schooling. Nonetheless, an exogenous one-year increase in parents' schooling increases children's lifetime earnings by 1.2 percent on average." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Technologischer Fortschritt fördert Chancengleichheit im Arbeitsleben (2024)
Zitatform
Lipowski, Cäcilia (2024): Technologischer Fortschritt fördert Chancengleichheit im Arbeitsleben. In: Berufsbildung in Wissenschaft und Praxis, Jg. 53, H. 3, S. 33-36.
Abstract
"Technologischer Wandel führte nicht nur zu gesteigerter Produktivität und größerem Wohlstand in den letzten Jahrzehnten, sondern gilt auch als prominenter Ungleichheitstreiber. Eine neue Studie zeigt jedoch, dass die Digitalisierung in den 1990er Jahren in Deutschland die soziale Ungleichheit nicht in allen Aspekten erhöht hat: Durch technologischen Fortschritt sank der Einfluss des Elternhintergrunds auf die Löhne und erhöhte in dieser Hinsicht die Chancengleichheit im Arbeitsleben. Dies gilt vor allem für Beschäftigte mit Abitur." (Textauszug, IAB-Doku)
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Literaturhinweis
Bildungserträge atypischer Bildungsverläufe in Deutschland: Divergenzen nichtmonetärer und monetärer Erträge durch unterschiedliche Bildungswege (2024)
Meißner, Christian;Zitatform
Meißner, Christian (2024): Bildungserträge atypischer Bildungsverläufe in Deutschland. Divergenzen nichtmonetärer und monetärer Erträge durch unterschiedliche Bildungswege. Wiesbaden: Springer Fachmedien Wiesbaden, 250 S.
Abstract
"Ob Personen mit atypischen Verläufen durch das schulische Bildungssystem unterschiedlich hohe Bildungserträge von Personen mit typischen Bildungsverläufen erzielen, untersucht das vorliegende Buch für verschiedene Bildungs- und Lebensetappen anhand multivariater Vergleiche für nichtmonetäre und monetäre Ertragsvariablen. Hierzu werden Bildungsverläufe von mehr als 41.000 Personen aus drei Startkohorten des Nationalen Bildungspanels aufbereitet und typisiert. Dies verschafft eine repräsentative Datenbasis für die Quantifizierung atypischer schulischer Bildungsverläufe in der Sekundarstufe sowie bei Studienstart und nach Beginn der Erwerbstätigkeit. Die Analysen identifizieren statistisch bedeutsame Divergenzen in nichtmonetären und monetären Erträgen mit kurz-, mittel- und langfristigem Abstand zu atypischen Wechseln während des schulischen Bildungsverlaufs. Kurz- und mittelfristig zeigen sich Einflüsse auf die Lebenszufriedenheit und erreichte Abschlüsse. Monetäre Unterschiede sind für Personen mit atypischen Verläufen auch langfristig nachweisbar, wie z. B. für ihren erreichten beruflichen Status." (Verlagsangaben, IAB-Doku)
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Literaturhinweis
Parental Schooling, Educational Attainment, Skills, and Earnings: A Trend Analysis across Fifteen Countries (2024)
Zitatform
Pensiero, Nicola & Carlo Barone (2024): Parental Schooling, Educational Attainment, Skills, and Earnings: A Trend Analysis across Fifteen Countries. In: Social forces, Jg. 102, H. 4, S. 1288-1309. DOI:10.1093/sf/soad144
Abstract
"Using data on fifteen countries based on the harmonization of IALS and PIAC data, we provide a cross-national analysis of the evolution of the role of educational attainment and cognitive skills as mediators of intergenerational inequalities between 1994 and 2015. We find that the association between parents’ educationand children’s earnings is large and highly stable over time in most countries, except for Scandinavian countries, where we detect a downward trend. Conversely, the United States stands out as the country displaying the largest earning differentials by parents’ education and as the only country where these differentials increased over time. We demonstrate that educational attainment and skills contributed in different ways to the persistence of these intergenerational inequalities. On the one hand, educational equalization was compensated by increasing earning returns to education in several countries. On the other hand, the association between parents’ education and cognitive skills, as well as the related earning returns, stayed largely unchanged across these two decades." (Author's abstract, IAB-Doku) ((en))