The gender gap in university enrolment: Do parents play a role beyond investing in skills?

Foley, Kelly

doi:10.1111/caje.12379

Cited by 4 publications

(3 citation statements)

References 85 publications

(167 reference statements)

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“…Second, another possibility is to promote more vigorously summer learning programs and related educational enrichment opportunities, initiatives that research has shown are beneficial for children from less advantaged backgrounds (Davies & Aurini, 2013). Third, leveraging the influence of parents, as promoted by the Millennium Scholarship program's “Future to Discover,” is another strategy given the importance parent's valuation of education has on their offspring (Foley, 2019). Finally, another option, although more controversial, would be to increase the mandatory school leaving age to 18 thereby providing a greater likelihood that the high school dropout rate will decline even further (Oreopoulos, 2006).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Intergenerational educational mobility over the past century in Canada

Chow

Guppy

2021

Canadian Review of Sociology

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Young adults born at the end of the 20th century attend colleges and universities at much higher rates than did previous generations, which might give the impression of greater upward educational mobility and in turn, greater class mobility. This impression occurs, however, only because of structural expansion of the Canadian education system. In contrast to structural change, exchange mobility highlights the linkage between one's social origins and destinations. This speaks more directly to questions of equality of educational opportunity and social fairness. Greater fairness or social progress occurs when, over time, destinations become less contingent on origins. We examine intergenerational exchange mobility in Canada by investigating how, if at all, the linkage between parents’ and their children's education has changed over the past century. We construct a longitudinal dataset covering the 20th century by merging fifteen cross‐sectional surveys from Statistics Canada's General Social Survey (GSS) between 1986 and 2014. Comparing across synthetic birth cohorts we focus on transition probabilities, odds ratios, and logistic regression estimates to measure change. We contribute to a growing gap in the Canadian literature since social mobility has been largely neglected by sociologists as of late. We compare our results to recent findings of economists who examine intergenerational income mobility, another indicator of class mobility. Consistent with earlier sociological and economic research, our results show that despite the tremendous expansion of Canada's education systems, intergenerational exchange mobility for both women and men has been stagnant in Canada over the past century.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Intergenerational educational mobility over the past century in Canada

Chow

Guppy

2021

Canadian Review of Sociology

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“…Le défi social de réduire les disparités en littéracie reste impérieux, en plus du décrochage scolaire des garçons au Québec. Si des données observationnelles indiquent que dans certaines écoles les filles, les Asiatiques ou les enfants des professeurs d'université font très bien, elles ne permettent pas de montrer si ce groupe obtient de meilleurs résultats parce qu'il fréquente de meilleures écoles ou fait mieux à cause de facteurs sociaux ou biologiques sans lien avec l'école fréquentée (Foley et al, 2014;Foley, 2019). Modifier les comportements éducatifs parentaux est une tâche difficile.…”

Section: Discussionunclassified

Les Inégalités Provinciales Aux Tests Internationaux-Nationaux De Littéracie : Québec, Ontario Et Autres Provinces Canadiennes 1993-2018

Lefèbvre¹,

Merrigan²

2020

L'Actualité économique

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Cette recherche a bénéficié d'une subvention du Fonds de recherche du Québec, FQRSC-Équipe. Les analyses contenues dans ce texte ont été réalisées par les chercheurs et s'appuient sur les données publiques et non publiques, mentionnées selon l'enquête, qui contiennent des informations anonymes. Les idées exprimées dans ce texte sont celles des auteurs qui ont réalisé les analyses et non celles des partenaires financiers du FRQ ou du GRCH. Ils remercient l'éditeur et les deux arbitres anonymes pour leurs heureuses suggestions bonifiant la compréhension de l'analyse et en particulier celui qui a pris le temps de passer en revue minutieusement la forme du texte. L'ACTUALITÉ ÉCONOMIQUE liens entre scores et les caractéristiques du statut social des élèves, mesurées par l'éducation et les professions parentales, sont documentés pour chaque enquête. Les résultats sont comparés avec ceux partiels du Conseil supérieur de l'éducation. Il apparaît que les élèves québécois, le plus souvent, performent mieux ou aussi bien que ceux des autres provinces aux plans des scores, des écarts centiles et des différences selon le statut social. La discussion finale porte sur des leçons et des options de politique publique en éducation susceptibles de réduire les écarts de littéracie selon le statut social des élèves.ABSTRACT -This paper presents standardised test scores results in literacy from 19 provincial and international surveys in education conducted over years 1993 to 2018. The analysis draws on students in provinces, mainly Québec and Ontario, at three stages of education, grade 4 in primary school, grade 8 in secondary school, and -13, -15 and -16year-olds in grades 8, 9, 10, 11 and 12. The tree domains of literacy are reading, math, and science. A diversity of summary statistics is computed (number of respondents, mean, standard deviation, percentile scores), as well as gaps (P90-P10 and P75-P25) between scores and differences between Québec and other participant group entities. The investigation also displays the distribution of proficiency scale scores. The socio-economic gradients in scores as measured by parental educational and occupational categories are also displayed and discussed in the paper. The results contradict the conclusion of an independent Council in Education and imply that Québec's students in particular the less skilled perform as well or better than students in the other provinces, most of the time with less inequality in literacy domains. The assessment reviews briefly why students in independent schools are more successful and identifies some policy options in education policy addressing social inequities in the skills and knowledge of students. 1. MacLeod et Hasan (2017) documentent les effectifs par type et la forte croissance des inscriptions ces dernières années, qui a pour effet d'augmenter leurs parts.

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“…The sample is representative for the general population of working adults in Poland in terms of age. However, the gender gap [overrepresentation of women, typical for university education (Baker, 2016 ; Foley, 2019 )] and the level of education (at least secondary) limit the generalization of results.…”

Section: Methodsmentioning

confidence: 99%

Improving Debt Literacy by 2/3 Through Four Simple Infographics Requires Numeracy and Not Focusing on Negatives of Debt

Porzak

Cwynar

2021

Front. Psychol.

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Borrowing behavior may be more resistant to formal educational treatments than other financial behaviors. In order to study the process and results of infographics-based debt education, we used eye tracking technology (SMI RED 500 Hz) to monitor the oculomotor behavior of 108 participants (68 females) aged 18 to 60 who were shown 4 infographics. The study used an experimental design with repeated measures and an internal comparison group. We also used scales of debt literacy and a set of information literacy scales: numerical, graph, and linguistic. The results confirm that short-term infographics-based debt education can improve debt literacy significantly. The difference in processing the educational contents that were not known to participants before the educational session suggests that participants with better information literacy make more considerable debt literacy progress. Specifically, we found that numerical literacy is a significant mediator of debt education results, depending on the initial level of debt literacy; this relation is moderated by the focus of visual attention on negatives of debt. We found no significant relationship between debt literacy education results and those of graph and linguistic literacy.

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The gender gap in university enrolment: Do parents play a role beyond investing in skills?

Cited by 4 publications

References 85 publications

Intergenerational educational mobility over the past century in Canada

Intergenerational educational mobility over the past century in Canada

Les Inégalités Provinciales Aux Tests Internationaux-Nationaux De Littéracie : Québec, Ontario Et Autres Provinces Canadiennes 1993-2018

Improving Debt Literacy by 2/3 Through Four Simple Infographics Requires Numeracy and Not Focusing on Negatives of Debt

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