Educational Homogamy in 22 European Countries

Domański, Henryk; Przybysz, Dariusz

doi:10.1080/14616690701314119

Cited by 50 publications

(39 citation statements)

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“…There are a few cross-sectional studies available for Switzerland, which report a distinctively pronounced educational homogamy (Katrnak et al 2012;Domanski and Przybysz 2007;Smits et al 1998).…”

Section: Introductionmentioning

confidence: 99%

“…Klein (2000) also concludes that the homogamy rates decline if both sexes profit from educational expansion, specifically in West Germany (see Becker 2014). Domanski and Przybysz (2007) find high rates of educational homogamy in Switzerland based on crosssectional data from the European Social Survey for 2004-2005, but do not say whether this is a consequence of educational expansion. Switzerland appears to be a country with low mobility rates as well as a limited openness and opening of the class structure, even in the recent past (Falcon 2016;Jann and Combet 2012).…”

mentioning

confidence: 99%

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Educational Expansion and Homogamy. An Analysis of the Consequences of Educational Upgrading for Assortative Mating in Switzerland

Becker

Jann

2017

Swiss Journal of Sociology

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Abstract:We analyze the changing relationship between education and assortative mating over the course of educational expansion in Switzerland between 1970 and 2000. The overall rate of educationally homogamous partnerships has remained rather stable, while partnerlessness increased and became less educationally selective. An analysis taking the opportunity structure into account reveals that the inclination toward educationally homogamous partnerships is most pronounced in lower educational groups, but that the differences between educational groups decreased over time.

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Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

Educational Expansion and Homogamy. An Analysis of the Consequences of Educational Upgrading for Assortative Mating in Switzerland

Becker

Jann

2017

Swiss Journal of Sociology

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“…Four combinations of couples' education can be distinguished (both low, woman low/man high, woman high/man low, both high). Yet, due to the fact that the majority of couples today are educationally homogamous (Domanski & Przybysz, 2007), we focus on couples in which partners have similar levels of education. Depending on the country, between 68% and 75% of the couples in our sample are educationally homogamous, that is, they involve partners who are either both low-educated or both high-educated according to our definition.…”

Section: Analytic Strategymentioning

confidence: 99%

Contextualizing the Education Effect on Women's Employment: A Cross‐National Comparative Analysis

Steiber

Berghammer

Haas

2015

J of Marriage and Family

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The study examines how and why the effect of education on women's employment varies crossnationally. First, we present a theoretical model that (a) outlines the micro-level mechanisms underlying education effects on women's employment in the couple context and (b) proposes contextual moderators at the country level. Second, we test the theoretical model against survey data from the United Nations Generations and Gender Programme for five European countries (Austria, France, Germany, Hungary, and Norway). The data comprise 10,048 educationally homogamous heterosexual couples involving a woman aged 20-45. Our results indicate that more highly educated couples are more likely to have dual-earner arrangements in each country, yet the strength of education effects varies substantially between countries and across the family life-cycle. In contrast to prior work, we find that education effects are not generally smaller in countries that are supportive of women's employment. This relation only holds for later childrearing phases.Keywords: education, gender, couple employment, dual-earner, cross-national comparisons 3 More highly educated women are more strongly involved in the labor market. This general pattern has been confirmed by numerous studies covering different parts of the world (e.g., England, Garcia-Beaulieu, & Ross, 2004;England, Gornick, & Shafer, 2012;Evertsson, England, Hermsen, & Cotter, 2007;Evertsson, England, Mooi-Reci, Hermsen, de Bruin, & Cotter, 2009;Nieuwenhuis, Need, & van der Kolk, 2012;Rubery, Smith, & Fagan, 1999; Author, 2014). It is consistent with human capital theory and the logic of opportunity costs: the more highly educated have a greater wage potential and therefore it is relatively more costly for them not to work.Moreover, higher education tends to be associated with more egalitarian gender-role attitudes and better labor market opportunities. It has in fact become a truism -in the academic community and beyond -that women's employment is higher at higher levels of educational attainment.Yet, the literature shows interesting variations across countries in the strength of education effects on women's employment (e.g., England et al., 2012;Evertsson et al., 2009;Kenjoh, 2005) which warrant closer examination and explanation. The central aim of the present study is to foster our understanding of how and why education effects on women's employment vary crossnationally.To this end, we first present a comprehensive theoretical model that (a) outlines the micro-level mechanisms commonly argued to underlie education effects on couple's employment arrangements and (b) lays out the contextual conditions at the country level under which we may expect the different micro-level mechanisms to be of greater or lesser relevance. Second, we use international survey data to test hypotheses derived from the theoretical model. The focus of the investigation is on educationally homogamous couples that represent the majority of couples in the countries analyzed. We examine education effects on cou...

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“…The data were analyzed by Domański and Przybysz (2007) in their study on patterns of educational homogamy and social-structural openness in Europe, and Skvoretz (2013) used them in his treatment of the model of associational rejection. The original data were collected in 2004 and 2005 when the second round of the European Social Survey (www.europeansocialsurvey.org) was fielded in 24 European societies.…”

Section: Analysesmentioning

confidence: 99%

“…Log-linear models (Agresti 2002;Goodman 2007;Hout 1983;Knoke and Burke 1980) have been widely used in sociological studies on patterns of marital or friendship choices in regard to education and occupation, especially in cross-national comparisons of the strength of association between spouses' and friends' educational or occupational categories (Domański and Przybysz 2007;Kalmijn 1998;Katrňák, Fučík, and Luijkx 2012;Lammers 1998, 1999;Ultee and Luijkx 1990). Countries have different educational and occupational structures and differ also in how men and women are distributed over those structures.…”

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confidence: 99%

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Karpiński

Skvoretz

2015

Sociological Theory

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We offer an integration of theory and method in the study of intergroup social associations. Specifically, we show that models for intergroup association tables developed using generic log-linear methods for categorical data analysis embody a general theoretical point of view on the driving force behind intergroup association, namely, as the outcome of a probabilistic process of repulsion from dissimilar others. We develop this argument and illustrate it with intermarriage data. We conclude by identifying the advantages that accrue to both theory and method when the theoretical assumptions underlying the application of a generic statistical methodology are clearly understood.Most scholars would agree with Collins (1988: appendix) that the use of generic statistical methods, such as regression analysis of linearly scaled variables or log-linear analysis of categorical frequency counts, involves implicit theoretical assumptions. Most would also agree that there is value in understanding what these assumptions are. In the study of intergroup associations, a case in point is Skvoretz (1991), who presents a family of models for such association derived from biased-net theory (Rapoport 1963(Rapoport , 1979Skvoretz 1985Skvoretz , 1990a. The assumptions of the models are explicitly set out and consequences for patterns of association derived. These derivations are compared to those from log-linear models developed by Marsden (1981) also for the purpose of studying intergroup association. Skvoretz demonstrates that the two types of models lead to different interpretations, but he is unable to identify a theoretical process that underlies and is consistent with the log-linear models employed by Marsden.

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Educational Homogamy in 22 European Countries

Cited by 50 publications

References 26 publications

Educational Expansion and Homogamy. An Analysis of the Consequences of Educational Upgrading for Assortative Mating in Switzerland

Educational Expansion and Homogamy. An Analysis of the Consequences of Educational Upgrading for Assortative Mating in Switzerland

Contextualizing the Education Effect on Women's Employment: A Cross‐National Comparative Analysis

Repulsed by the “Other”

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