The consequences of unobserved heterogeneity in a sequential logit model

Buis, Maarten L.

doi:10.1016/j.rssm.2010.12.006

Cited by 62 publications

(56 citation statements)

References 36 publications

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“…The sequential model (or, “Mare model”) is particularly vulnerable to bias due to unobserved heterogeneity because, even if an unobserved variable is not confounded with the first transition, it will become confounded with later transitions as the subsample of people at risk for the later transitions becomes more select (Buis, 2010, Cameron and Heckman, 1998). To address this, I use a new approach, the “seqlogit” command in STATA, wherein one can test the sensitivity of the results to different assumptions about the degree of unobserved heterogeneity (Buis, 2007, 2010, Rosenbaum, 2002). 6 The results presented assume a large amount of unobserved heterogeneity.…”

Section: Methodsmentioning

confidence: 99%

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Family structure and the intergenerational transmission of educational advantage

Martin¹

2012

Social Science Research

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I examine whether the effect of parents’ education on children’s educational achievement and attainment varies by family structure and, if so, whether this can be explained by differential parenting practices. Using data from the National Education Longitudinal Study of 1988, I find that as parents’ education increases, children in single mother families experience a lower boost in their achievement test scores, likelihood of attending any post-secondary schooling, likelihood of completing a four-year college degree, and years of completed schooling relative to children living with both biological parents. Differences in parents’ educational expectations, intergenerational closure, and children’s involvement in structured leisure activities partially explain these status transmission differences by family structure. The findings imply that, among children with highly educated parents, children of single mothers are less likely to be highly educated themselves relative to children who grow up with both biological parents.

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Section: Methodsmentioning

confidence: 99%

“…Mathematics/Science track placement is predicted with ordinal logistic regression. Education transitions are predicted with a sequential logistic regression model (Mare 1981) with unobserved heterogeneity assumed to be large (¬ = 3.0; see footnote 13; Buis 2007). …”

Section: Figurementioning

confidence: 99%

Family structure and the intergenerational transmission of educational advantage

Martin¹

2012

Social Science Research

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“…Holm and Jaeger (2011) apply the bivariate probit model for sample selection to adjust the estimated effects of socioeconomic background on school transitions, and demonstrate its value in an analysis of the British National Child Development Survey. Buis (2011) proposes a method for analyzing the sensitivity of estimates of school transition models to alternative assumptions about unmeasured heterogeneity and applies the method to data for the Netherlands. Tam (2011) uses simulated data to evaluate Cameron and Heckman's (1998) latent class model for dynamic selection bias and shows how estimation of this model may be improved by incorporating measured indicators of heterogeneity into the latent class framework.…”

Section: The Problem Of Unmeasured Heterogeneitymentioning

confidence: 99%

Introduction to symposium on unmeasured heterogeneity in school transition models

Mare

2011

Research in Social Stratification and Mobility

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Researchers have used models of school transitions for over 30 years to describe inequality of educational opportunity and have contributed a number of important refinements and extensions. School transition models have the complication that the estimated effects of family background on the probability of continuing in school are affected by differential attrition on unobserved factors at earlier stages of schooling. The articles in this symposium present a variety of useful approaches to unobserved heterogeneity in school transition models. Investigators who use these approaches should attend to several issues: (1) models for school transitions may be used both descriptively (and are not therefore subject to any well-defined “bias”) and as tools for causal inference. (2) The concept of bias presupposes an underlying experiment, structural model, or population model that would, in principle, define the corresponding unbiased parameters – yet these underlying models are difficult to specify for school transition models. (3) Unobserved determinants of whether individuals make school transitions may be both exogenous and endogenous with respect to the observed regressors in the model. Without a model of how unobserved heterogeneity arises, attempted “corrections” for unmeasured heterogeneity may yield misleading estimates of the effects of measured determinants of school continuation.

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“…Second, we complement the results from the multinomial model with the use of a sequential logit model (Buis 2011(Buis , 2015. The starting levels in academic careers also do not necessarily represent a natural ordering, as some may start as assistant professor while others start as postdoc.…”

Section: Two Modelsmentioning

confidence: 99%

Moving up the ladder: heterogeneity influencing academic careers through research orientation, gender, and mentors

Ooms

Werker

Hopp

2018

Studies in Higher Education

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We look into the question whether heterogeneity stemming from research orientation, gender, or disciplinary and cultural differences with their PhD supervisors helps or hampers academics' careers. Based on a sample of 248 academics at two leading European universities of technology, we combine multinomial logit models and sequential logit models to understand career advancement. Our results show that heterogeneity stemming from research orientation is helpful. Academics who bridge between the quest for fundamental understanding and socio-economic relevance attain career success. Yet heterogeneity stemming from gender hinders careers: female academics face problems securing tenured positions and full professorships. Mentor-mentee heterogeneity only helps in early career transitions, but hampers advancement later on. Our insights offer suggestions to policymakers, university managers, and academics, because they help to identify promising academics, the right support for sitting staff members, measures correcting for gender imbalances, and can inform strategic choices regarding research orientation and PhD supervisors.

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The consequences of unobserved heterogeneity in a sequential logit model

Cited by 62 publications

References 36 publications

Family structure and the intergenerational transmission of educational advantage

Family structure and the intergenerational transmission of educational advantage

Introduction to symposium on unmeasured heterogeneity in school transition models

Moving up the ladder: heterogeneity influencing academic careers through research orientation, gender, and mentors

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