Sibship Size and Educational Achievement: The Role of Welfare Regimes Cross‐Nationally

Sibship size and status attainment across contexts: Evidence from the Netherlands, 1840-1925

“…Similarly, it has been shown that particular institutions or external agencies, such as the Catholic Church (Blake 1989), the Mormon community (Downey and Neubauer 1998), certain welfare regimes (Xu 2008), or national public policies (Park 2008) stimulate large families and provide incentives that offset the negative effects of large sibships. Pro-family and pronatalist norms, and financial support for large families (e.g.…”

Educational attainment of 25year old Norwegians according to birth order and gender

“…A consequence of these policies could be that within-family influences would be small in Norway compared to countries governed by other principles of education policies. Ecologic relations between population family size distribution, regime according to Esping-Andersen's typology, and educational attainment have been analyzed in a study using data from the Program for International Student Assessment across 24 Western industrialized countries (Xu, 2008). The results suggest that family size has less influence on educational attainment in social democratic regimes such as Norway (Xu, 2008).…”

“…Ecologic relations between population family size distribution, regime according to Esping-Andersen's typology, and educational attainment have been analyzed in a study using data from the Program for International Student Assessment across 24 Western industrialized countries (Xu, 2008). The results suggest that family size has less influence on educational attainment in social democratic regimes such as Norway (Xu, 2008). Nonetheless, intergenerational data suggest that educational attainment in Norway is highly dependent on family background (Aakvik et al, 2005;Lindbekk, 1998).…”

Educational Attainment of Norwegian Men: Influence of Parental and Early Individual Characteristics

“…Several educational reforms intending to increase the education level as well as increase the equality of opportunity have been implemented during the last decades in Norway (Aakvik et al, 2005). Policy differences between European countries have been found, classifying regimes according to Esping-Andersen's model as liberal, conservative or socialdemocratic (Hega & Hokenmaier, 2002;Xu, 2008). Liberal regimes, e.g.…”