The Composition of Family Background: The Influence of the Economic and Cultural Resources of both Parents on the Offspring's Educational Attainment in the Netherlands between 1939 and 1991

Buis, Maarten L.

doi:10.1093/esr/jcs009

Cited by 64 publications

(51 citation statements)

References 29 publications

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“…The particular finding on parental education positively moderating the effects of their expectations has profound implications for the debate on social reproduction and mobility (Jonsson, ; Buis, ). To illustrate, lower SES parents (as proxied by lower parental education) could have expectations of their children that are similar to those held by higher SES parents.…”

Section: Discussionmentioning

confidence: 99%

The contribution of cultural capital to students’ mathematics achievement in medium and high socioeconomic gradient economies

Tan

2015

British Educational Res J

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The present study addresses the issue of how different forms of cultural capital may influence children's mathematics achievement in economies with different socioeconomic gradients. Data from 73,178 parent-child dyads from 10 economies with different socioeconomic gradients who participated in the Programme for International Student Assessment (PISA) 2012 were analysed using hierarchical linear modelling. The cultural capital variables examined comprised the availability of home educational resources and parental educational expectations of their children. Results showed that after controlling for parent education, student gender and student history of repeating grades in the past, there were statistically significant main and interaction effects (home educational resources 9 parent education and parental educational expectations 9 parent education) of cultural capital on student achievement. Furthermore, these effects explained more student achievement variance in high than in medium socioeconomic gradient economies (7.45% vs 2.82% respectively). In particular, the main effects for parental educational expectations, and interaction effect between parental educational expectations and parent education were more pronounced in high as compared with medium socioeconomic gradient economies. Overall, the results underscore the challenges confronting low socioeconomic status (SES) parents who aspire for social mobility for their children and the need for high SES parents to strategically 'activate' their cultural capital advantages to benefit their children's achievement maximally.*Room 330, Hui Oi Chow Science Building,

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Section: Discussionmentioning

confidence: 99%

The contribution of cultural capital to students’ mathematics achievement in medium and high socioeconomic gradient economies

Tan

2015

British Educational Res J

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“…Secondly, we want to take the residential arrangement of the child into account, because this influences the access to parental resources after divorce. If parents are still together, we take the highest educational level of both parents into consideration (Buis 2013). In case of divorce and sole custody, the educational level of the residential parent is considered.…”

Section: Grouping Variable: Parents' Educational Levelmentioning

confidence: 99%

Floor Effects or Compensation of Social Origin? The Relation Between Divorce and Children’s School Engagement According to Parents’ Educational Level

Havermans

Swicegood

Matthijs

2020

European Studies of Population

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This chapter uses multi-group structural equation models to investigate how the mediators between divorce and school engagement differ according to parents' educational level. Previous studies have failed to address which processes underlie this potential moderating role of parents' educational level and have reported conflicting results. Based on the Leuven Adolescent and Family Study data (N = 7035), our results show that children with lower educated parents are more negatively affected by divorce than children of highly educated parents and that this result cannot be explained by the lower availability of family resources in the group of children with lowly educated parents, whereas family resources are important mediators for children with medium and highly educated parents. Overall, the findings provide more nuanced evidence on how the experience of divorce varies between children of different socioeconomic backgrounds.

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“…Jaeger, 2007). Bukodi and Goldthorpe (2013) proposed (and see also Buis, 2013;Erikson, 2016;Erola, Jalonen and Lehti, 2016) that in the analysis of educational inequalities social origins should be explicitly 'decomposed', and seen as capturing different forms and levels of family resources. Thus, parental class could be taken as an indicator of economic resources, given its association not only with current income level but, more importantly, with income security, short-term income stability and longer-term income prospects (Goldthorpe and McKnight, 2006;Chan and Goldthorpe, 2007;Bukodi and Goldthorpe, 2019).…”

Section: (Iii)mentioning

confidence: 99%

Primary and Secondary Effects of Social Origins on Educational Attainment: New Findings for England

Bukodi¹,

Goldthorpe²,

Zhao³

2020

Preprint

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We aim to bring together two strands of existing research into inequalities in individuals’ educational attainment associated with their social origins: that into the relative importance of the primary and secondary effects of social origins; and that into the relative importance of different components of social origins, indicative of different kinds of parental resources. Our main findings are the following. The secondary effects of social origins – their effects via the educational choices that young people make given their prior academic performance – are clearly operative across five key educational transitions within the English educational system. More specifically, we estimate that 35% of the total effect of social origins is secondary in the earliest transition we consider, and from 15-20% in the subsequent four. Further, mediation analyses reveal that secondary effects are most strongly associated with parental education and then to a lesser degree with parental status, while little association exists with parental class and none at all with parental income. Primary effects are also at all transitions most strongly associated with parental education and status but in this case both parental class and parental income do retain some importance. Finally, secondary effects on educational transitions appear to be top-driven. There is a clear tendency for their importance to be greater in the case of young people with highly educated, professional parents as compared with those of all other social backgrounds. We suggest an explanation for our empirical findings as resulting largely from the concern of such parents and their children to avoid the occurrence of downward intergenerational mobility, especially in terms of education and status.

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The Composition of Family Background: The Influence of the Economic and Cultural Resources of both Parents on the Offspring's Educational Attainment in the Netherlands between 1939 and 1991

Cited by 64 publications

References 29 publications

The contribution of cultural capital to students’ mathematics achievement in medium and high socioeconomic gradient economies

The contribution of cultural capital to students’ mathematics achievement in medium and high socioeconomic gradient economies

Floor Effects or Compensation of Social Origin? The Relation Between Divorce and Children’s School Engagement According to Parents’ Educational Level

Primary and Secondary Effects of Social Origins on Educational Attainment: New Findings for England

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