Social Origin, Mobility Flows between Vocational and Academic Tracks and Highest Level of Educational Attainment

2018 ◽  
pp. 129-170
Author(s):  
Pia Nicoletta Blossfeld
Keyword(s):  
Educational Attainment ◽  
Social Origin ◽  
Academic Tracks

scholarly journals Social origin and educational attainment in China: a historical analysis of 70 birth cohorts

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Changchun Fang ◽  
Xiaotian Feng
Keyword(s):  
Social Context ◽  
Educational Attainment ◽  
Educational Inequality ◽  
Historical Analysis ◽  
Chinese Society ◽  
Structural Factors ◽  
Social Origin ◽  
Birth Cohorts ◽  
The Social ◽  
The Impact

Abstract The impact of social origin on educational attainment is conditioned on the social context in which people live. In recent decades, with changes in the Chinese society, how has the impact of social origin on educational inequality changed? Based on an analysis of 70 birth cohorts, this study details the effect of social origin on educational inequality and its trends over the past 70 years. The results of this study also indicate that the historical stages hypothesis (HSH) and model-shift hypothesis (MSH) emphasized in previous studies cannot fully describe the historical changes in educational inequality. In addition to macrosocial processes, there may exist other structural factors that also affect educational inequality but are neglected. The social context and its transformation, which shaped the relationship between social origin and educational inequality, need to be examined in more detail.

scholarly journals Measuring social origin, cognitive ability and educational attainment in the Longitudinal Study of Young People in England (LSYPE)

2020 ◽  
Author(s):  
Mollie Bourne ◽  
Bastian Andreas Betthäuser ◽  
Erzsebet Bukodi
Keyword(s):  
Longitudinal Study ◽  
Young People ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Parental Education ◽  
Descriptive Statistics ◽  
Social Origin ◽  
Education Class ◽  
Key Variables ◽  
Class Status

This data note presents and discussed descriptive statistics of the key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in the Longitudinal Study of Young People in England (LSYPE). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

scholarly journals Comparative Data Note: Harmonising the measurement of social origin, cognitive ability and educational attainment across the National Child Development Study (NCDS), the British Cohort Study (BCS70), the Longitudinal Study of Young People in England (LSYPE), and the Avon Study of Parents and Children (ALSPAC)

2020 ◽  
Author(s):  
Bastian Andreas Betthäuser ◽  
Mollie Bourne ◽  
Erzsebet Bukodi
Keyword(s):  
Cohort Study ◽  
Longitudinal Study ◽  
Child Development ◽  
Young People ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Social Origin ◽  
National Child Development Study ◽  
Parents And Children ◽  
British Cohort Study

The data note presents and discusses descriptive statistics comparing key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in four different data sets: National Child Development Study (NCDS), 1970 British Cohort Study (BCS70), Longitudinal Study of Young People in England (LSYPE) and Avon Study of Parents and Children (ALSPAC). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

Language skills in student essays: social disparities and later educational attainment

2021 ◽  
Author(s):  
Maximilian Weber
Keyword(s):  
Educational Attainment ◽  
Cognitive Abilities ◽  
Language Skills ◽  
Written Language ◽  
Social Origin ◽  
Lexical Diversity ◽  
Socially Disadvantaged ◽  
The Social ◽  
British Cohort Study ◽  
Origin Effect

This article examines the role of language skills in socially stratified educational attainment. Using essays written at the age of 11 in a large British cohort study, the National Child Development Study (NCDS), two measures of written language skills are derived: lexical diversity and the number of spelling and grammar errors. Results show that participants from the lower social strata misspelt more words and used a smaller variety of words in their essays than more socially privileged cohort members. Those language skills mediate part of the association between social origin and the highest level of educational attainment achieved. An even higher mediation of about half can be observed if standardised test measures for verbal and non-verbal cognitive abilities are included in the model. The models show that language skills mediate the social origin effect on educational attainment by about a quarter.<br /><br />Key messages<br /><ul><li>Student essays are used to measure language skills.</li><br /><li>Socially disadvantaged students’ essays contain more errors.</li><br /><li>Essays from socially advantaged cohort members are more lexically diverse.</li><br /><li>Language skills mediate part of the social origin effect on educational attainment.</li></ul>

scholarly journals Resource Compensation or Multiplication? The Interplay between Cognitive Ability and Social Origin in Explaining Educational Attainment

2020 ◽  
Author(s):  
Kim Stienstra ◽  
Ineke Maas ◽  
Antonie Knigge ◽  
Wiebke Schulz
Keyword(s):  
Socioeconomic Status ◽  
Environmental Factors ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Educational Outcomes ◽  
Compensation Effect ◽  
Environmental Influences ◽  
Social Origin ◽  
Large Sample ◽  
Do So

Abstract While previous research has conclusively established that children with higher cognitive ability and those originating from advantaged socioeconomic status (SES) backgrounds have better educational outcomes, the interplay between the influences of cognitive ability and social origin has been largely overlooked. The influence of cognitive ability might be weaker in high-SES families as a result of resource compensation, and stronger in high-SES families owing to resource multiplication. We investigate these mechanisms while taking into account the possibility that the association between cognitive ability and educational attainment might be partly spurious due to unobserved genetic and environmental influences. We do so by analysing a large sample of twins from the German TwinLife study (Npairs = 2,190). Our results show that the association between cognitive ability and educational attainment is to a large extent confounded by genetic and shared environmental factors. If this is not considered, and this is the case in most previous studies, high-SES parents seem to compensate for the lower cognitive ability of their children. However, when we consider the genetic and shared environmental confounding, the resource compensation effect becomes non-significant.

scholarly journals Measuring social origin, cognitive ability and educational attainment in the 1970 British Cohort Study (BCS70)

2020 ◽  
Author(s):  
Bastian Andreas Betthäuser ◽  
Mollie Bourne ◽  
Erzsebet Bukodi
Keyword(s):  
Cohort Study ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Parental Education ◽  
Descriptive Statistics ◽  
Social Origin ◽  
Education Class ◽  
British Cohort Study ◽  
Key Variables ◽  
Class Status

This data note presents and discussed descriptive statistics of the key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in the 1970 British Cohort Study (BCS70). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

Social Class and Educational Attainment: A Comparative Study of England, Wales, and Scotland

2007 ◽  
Vol 80 (4) ◽  
pp. 330-358 ◽  
Author(s):  
Lindsay Paterson ◽  
Cristina Iannelli
Keyword(s):  
Secondary School ◽  
Educational Attainment ◽  
Initial Phase ◽  
Linear Inequality ◽  
Upper Secondary School ◽  
Social Origin ◽  
Policy Changes ◽  
Upper Secondary ◽  
Country Differences ◽  
Changes Over Time

This article examines variations among England, Wales, and Scotland in the association between social origin and educational attainment and the role that different national educational policies may have played in shaping these variations. The findings show that country variation in the association between origins and attainment was mostly or entirely due to variations in overall levels of attainment. Moreover, inequality was the highest where the proportions attaining a particular threshold were the highest—upper secondary school or higher in Scotland. The authors propose a refinement of Raftery and Hout's theory of maximally maintained inequality that takes into account that the trajectory of inequality is not linear: inequality can widen in the initial phase of expanding opportunity, en route to an eventual contraction, because the most advantaged groups are the first to exploit any new opportunities that policy changes offer. The results show that country differences in educational policy have not yielded different changes over time in the association between origin and educational attainment.

scholarly journals Measuring social origin, cognitive ability and educational attainment in the 1958 National Child Development Study (NCDS).pdf

2020 ◽  
Author(s):  
Bastian Andreas Betthäuser ◽  
Mollie Bourne ◽  
Erzsebet Bukodi
Keyword(s):  
Child Development ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Parental Education ◽  
Social Origin ◽  
Development Study ◽  
National Child Development Study ◽  
Education Class ◽  
Key Variables ◽  
Class Status

This data note presents and discussed descriptive statistics of the key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in the National Child Development Study (NCDS). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

Sign in / Sign up

Export Citation Format

Share Document