Intergenerational Transmission of Education Across European Countries and Cohorts

Doorn, Majka van; Pop, Ioana; Wolbers, M.H.J.

doi:10.1080/14616696.2010.540351

Cited by 33 publications

(43 citation statements)

References 29 publications

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“…The same finding has been produced by comparative research restricted to tertiary education (Arum et al 2007). A recent comparative study also finds a negative relationship between IOE, measured in absolute terms, and the level of industrialisation and expenditure in education (Van Doorn et al 2011). It is thus possible to say that, contrary to the results of previous comparative research (Shavit and Blossfeld 1993), the available evidence points to a decline in IOE (Breen et al 2009;Ballarino et al 2009).…”

Section: Inequality Of Educational Opportunities and Educational Retumentioning

confidence: 69%

Participation, equality of opportunity and returns to tertiary education in contemporary Europe

Bernardi¹,

Ballarino²

2012

European Societies

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The aim of the paper is to investigate the consequences of the expansion of higher education on two goals of the education system, namely promoting equity of educational opportunities and providing credentials that facilitate the matching of labour supply and demand. The first goal is typically studied by research on inequality of educational opportunity; the second by research on returns to education and credential inflation. The key idea of the paper is that educational expansion can have different and possibly opposite effects on the two goals. (a) If, with educational expansion, equality of educational opportunities increases, while the occupational value of the titles decreases, one has a trade-off scenario. For example, an increase in equality of educational opportunities is matched by a decline in the value of higher education in the labour market. (b) If equality of opportunities does not increase, despite the expansion of higher education, and the returns of higher education degrees decline, one has then a worst-off scenario. (c) Finally, if with educational expansion equality of opportunities increases and there is no credential inflation, one has a best-off scenario. In this paper, we systematically investigate these alternative scenarios. We perform the same empirical analysis on two distinct data sets in order to test the robustness of our findings. We use micro data from EU-SILC 2005 and from the five merged waves of the European Social Survey (2002Á2010), covering 23 countries.

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Section: Inequality Of Educational Opportunities and Educational Retumentioning

confidence: 69%

Participation, equality of opportunity and returns to tertiary education in contemporary Europe

Bernardi¹,

Ballarino²

2012

European Societies

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“…However, the twin models that we present do not give insights into which family background factors are important for both education and age at first birth. Previous investigations have pointed to SES of the parents (van Doorn et al 2011) andparental demographic behavior (e.g., Lappegård andRønsen 2005;Marini 1985;Nisén and Myrskylä 2014;Rijken and Liefbroer 2009). Recent investigations also show that social ties, such as friends (Balbo and Barban 2014), influence fertility timing and that siblings influence each other (Lyngstad and Prskawetz 2010).…”

Section: Discussionmentioning

confidence: 99%

“…However, research has also cast doubt on the idea of a causal effect of education on the age at first birth, suggesting that family background characteristics (social and/or genetic factors) cause spurious associations between educational attainment and fertility timing of women (Neiss et al 2002;Rodgers et al 2008). Social stratification research has indicated considerable similarity between parents, children and siblings in education and socioeconomic attainment (Branigan et al 2013;van Doorn et al 2011) and in fertility behavior (Murphy 1999;Rijken and Liefbroer 2009). The similarity/intergenerational transmission may be due to parental socioeconomic resources and/or socialization processes (Nisén and Myrskylä 2014;Rijken and Liefbroer 2009) but also to shared genetic dispositions given the sufficient evidence for a genetic component for both outcomes (Branigan et al 2013;.…”

Section: Introductionmentioning

confidence: 99%

Is the Association Between Education and Fertility Postponement Causal? The Role of Family Background Factors

Tropf

Mandemakers

2017

Demography

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A large body of literature has demonstrated a positive relationship between education and age at first birth. However, this relationship may be partly spurious because of family background factors that cannot be controlled for in most research designs. We investigate the extent to which education is causally related to later age at first birth in a large sample of female twins from the United Kingdom (N = 2,752). We present novel estimates using withinidentical twin and biometric models. Our findings show that one year of additional schooling is associated with about one-half year later age at first birth in ordinary least squares (OLS) models.This estimate reduced to only a 1.5-month later age at first birth for the within-identical twin model controlling for all shared family background factors (genetic and family environmental).Biometric analyses reveal that it is mainly influences of the family environment-not genetic factors-that cause spurious associations between education and age at first birth. Last, using data from the Office for National Statistics, we demonstrate that only 1.9 months of the 2.74 years of fertility postponement for birth cohorts 1944-1969 could be attributed to educational expansion based on these estimates. We conclude that the rise in educational attainment alone cannot explain differences in fertility timing between cohorts.

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“…Across countries, parental education is the strongest determinant of educational success (Van Doorn et al 2011). Personal characteristics, like migration background and health, are relevant for educational attainment, too.…”

Section: What Determines Educational Successmentioning

confidence: 99%

It Deepens Like a Coastal Shelf: Educational Mobility and Social Capital in Germany

Stephany

2018

Soc Indic Res

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The prospects for the next generation-whether young people, regardless of their backgrounds, have equal chances of social success-pose a momentous problem for modern societies. Inequality of opportunity, often reflected by social immobility, is a threat to the egalitarian promise and the stability of your society. This work argues that social capital transmission plays an important role for the chances of social success in Western societies. For the example of Germany, it is reasoned that weak social capital environments deepen existing disadvantages. Even though all levels of education are easily accessible and affordable, Germany has one of the lowest levels of educational mobility among the industrialized countries of the world. Problems appear to be systematic, since the decision regarding entry into higher secondary education is made at early age and is left, in most cases, with the parents, who rely on their own educational trajectory. Outside of the school environment, differences in social capital inheritance explain educational immobility. With the use of the German Socio-Economic Panel survey from 1984 to 2014, various analyses about the relation between social capital and educational success are performed. Social capital, which is helpful for educational and social success, clearly depends on the educational family background. This indirect link has been disregarded in past contributions. Alternative forms of schooling, such as comprehensive and all-day education, as well as a delay of the decision regarding entry into higher education, could help improving unequal social capital inheritance.

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Intergenerational Transmission of Education Across European Countries and Cohorts

Cited by 33 publications

References 29 publications

Participation, equality of opportunity and returns to tertiary education in contemporary Europe

Participation, equality of opportunity and returns to tertiary education in contemporary Europe

Is the Association Between Education and Fertility Postponement Causal? The Role of Family Background Factors

It Deepens Like a Coastal Shelf: Educational Mobility and Social Capital in Germany

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