Persistent Inequality in Educational Attainment and its Institutional Context

Pfeffer, Fabian T.

doi:10.1093/esr/jcn026

Cited by 451 publications

(391 citation statements)

References 51 publications

Supporting

Mentioning

335

Contrasting

Unclassified

Order By: Relevance

“…This finding corresponds to the relatively high educational transmission, i.e. low educational mobility, in Germany compared to other developed countries (Pfeffer, 2008), and corroborates the need to direct future research towards a closer examination of the link between IQ transmission and educational mobility.…”

Section: Resultssupporting

confidence: 74%

Do smart parents raise smart children? The intergenerational transmission of cognitive abilities

2009

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in SOEPpapers on Multidisciplinary Panel Data Research at DIW BerlinThis series presents research findings based either directly on data from the German SocioEconomic Panel Study (SOEP) or using SOEP data as part of an internationally comparable data set (e.g. CNEF, ECHP, LIS, LWS, CHER/PACO). SOEP is a truly multidisciplinary household panel study covering a wide range of social and behavioral sciences: economics, sociology, psychology, survey methodology, econometrics and applied statistics, educational science, political science, public health, behavioral genetics, demography, geography, and sport science.The decision to publish a submission in SOEPpapers is made by a board of editors chosen by the DIW Berlin to represent the wide range of disciplines covered by SOEP. There is no external referee process and papers are either accepted or rejected without revision. Papers appear in this series as works in progress and may also appear elsewhere. They often represent preliminary studies and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be requested from the author directly. Mohrenstr. 58, 10117 Berlin, Germany, sanger@diw.de, Tel: +49-30-89789-526, Fax: +49-30-89789-109 b Institute for Employment Research (IAB), Weddigenstr. 20-22, 90478 Nuremberg, Germany, guido.heineck@iab.de, Tel: +49-911-179-3105, Fax: +49-911-179-1479 ABSTRACTComplementing prior research on income mobility and educational transmission, we provide evidence on the intergenerational transmission of cognitive abilities using data from the German Socio-Economic Panel Study. Our estimates suggest that individuals' cognitive skills are positively related to the abilities of their parents, even when educational attainment and family background is controlled for. We differentiate between mothers' and fathers' IQ transmission and find different effects on the cognition of sons and daughters. We show that cognitive skills which are based on past learning are more strongly transmitted from parents to children than cognitive skills which are related to innate abilities. Our findings are not compatible with a pure genetic model, but rather point to the importance of parental investments for the cognitive outcomes of children. JEL:J10, J24, I20

show abstract

Section: Resultssupporting

confidence: 74%

Do smart parents raise smart children? The intergenerational transmission of cognitive abilities

2009

View full text Add to dashboard Cite

show abstract

“…According to DEEWR (2011), 24 per cent of university students were aged 25 years or more in 2010. Our results confirm those of other studies conducted in Australia and overseas on the impact of socio-economic status on higher education participation and attainment (Marks 2009b;Chapman and Ryan 2003;Pfeffer 2008) and the benefit to women from the expansion of higher education (Chapman and Ryan 2003;James 2007;Marks 2009b). …”

Section: About Here] Discussionsupporting

confidence: 90%

Understanding the persistence of inequality in higher education: evidence from Australia

Chesters

Watson

2013

Journal of Education Policy

View full text Add to dashboard Cite

During the latter half of the twentieth century, Australia, like many OECD countries, experienced rapid expansion in participation in higher education which was supported by government through increases in the number of publicly funded university places.However, in spite of this expansion, a disproportionately large share of the undergraduate student population is still drawn from higher socio-economic backgrounds. This paper seeks to understand the persistence of inequality in higher

show abstract

“…In contrast to studies focusing on attainment and occupational outcomes, data from the Programme for International Student Assessment (PISA) have been used to examine pupils' educational achievement at the age of fifteen in reading, science and mathematics (OECD, 2010a). Significantly, inequalities between pupils from different social groups are accentuated by tracking (e.g., Pfeffer, 2008;van de Werfhorst and Mijs, 2010). Green et al (2006) drawing on logical comparative analysis of education systems and outcomes, using qualitative data and descriptive statistics, found that on various measures of equality, countries cluster according to regional and cultural patterns which tend to coincide with types of educational organisation.…”

Section: Notesmentioning

confidence: 99%

Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

West¹,

Nikolai²

2013

J. Soc. Pol.

127

View full text Add to dashboard Cite

Education is crucially important for later outcomes but has received limited attention in comparative research on welfare states. In light of this, we present an exploratory analysis of education systems across fourteen EU countries and the US. This builds on existing work on educational institutions, educational outcomes and welfare regimes. We focus on institutional features associated with inequality of educational opportunity, including academic selection, tracking and public/private provision; on educational outcomes; and on education expenditure. Our quantitative analysis identifies four clusters of countries: the Nordic, Continental, Mediterranean and English-speaking, which bear similarities to those identified in the welfare states literature. Each 'education regime' is associated with particular institutional features, educational outcomes and levels of public expenditure. Our analysis suggests that further comparative research on education, viewed as a key component of the welfare state, is warranted.

show abstract

Persistent Inequality in Educational Attainment and its Institutional Context

Cited by 451 publications

References 51 publications

Do smart parents raise smart children? The intergenerational transmission of cognitive abilities

Do smart parents raise smart children? The intergenerational transmission of cognitive abilities

Understanding the persistence of inequality in higher education: evidence from Australia

Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

Contact Info

Product

Resources

About