Emerging psychopathology moderates upward social mobility: The intergenerational (dis)continuity of socioeconomic status

2015 ◽  
Vol 27 (4pt1) ◽  
pp. 1217-1236 ◽  
Author(s):  
Marie-Hélène Véronneau ◽  
Lisa A. Serbin ◽  
Dale M. Stack ◽  
Jane Ledingham ◽  
Alex E. Schwartzman
Keyword(s):  
Socioeconomic Status ◽  
Educational Attainment ◽  
Social Mobility ◽  
Family Background ◽  
Social Withdrawal ◽  
Academic Competence ◽  
Individual Risk ◽  
Social Policies ◽  
Highly Educated ◽  
Upward Social Mobility

AbstractSocioeconomic status (SES) is relatively stable across generations, but social policies may create opportunities for upward social mobility among disadvantaged populations during periods of economic growth. With respect to expanded educational opportunities that occurred in Québec (Canada) during the 1960s, we hypothesized that children's social and academic competence would promote upward mobility, whereas aggression and social withdrawal would have the opposite effect. Out of 4,109 children attending low-SES schools in 1976–1978, a representative subsample of 503 participants were followed until midadulthood. Path analyses revealed that parents’ SES predicted offspring's SES through associations with offspring's likeability, academic competence, and educational attainment. Interaction effects revealed individual risk factors that moderated children's ability to take advantage of intrafamilial or extrafamilial opportunities that could enhance their educational attainment. Highly aggressive participants and those presenting low academic achievement were unable to gain advantage from having highly educated parents. They reached lower educational attainment than their less aggressive or higher achieving peers who came from a similarly advantaged family background. Growing up with parents occupying low-prestige jobs put withdrawn boys and outgoing girls at risk for low educational attainment. In conclusion, social policies can raise SES across generations, with great benefits for the most disadvantaged segments of the population. However, children presenting with emerging psychopathology or academic weaknesses do not benefit from these policies as much as others, and should receive additional, targeted services.

Constraints in the Demand for Education: What Can we Learn from Subjective Assessments?

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Olga V. Sorokina
Keyword(s):  
United States ◽  
Socioeconomic Status ◽  
Educational Attainment ◽  
Family Background ◽  
Credit Constraints ◽  
The United States ◽  
Economic Literature ◽  
Demand For Education ◽  
Subjective Assessments

Abstract While the large disparities in educational attainment by socioeconomic status in the United States point towards the importance of credit constraints, there is no consensus in the economic literature regarding their pervasiveness. To evaluate how subjective information can enhance our understanding of the role of credit constraints in education, I focus on NLSY79 respondents' assessments of financial obstacles to schooling. About 12 percent of young adults in the data expect to underinvest in education because of financial reasons or the need to work. Using this information in a regression model of educational attainment shows that it provides valuable behavioral insights, above and beyond standard measures of income and family background.

How do family background and shadow education affect academic performance and labour market outcomes in South Korea? Reasons for redistributive social investment

2021 ◽  
pp. 85-106
Author(s):  
Yun Young Kim ◽  
Young Jun Choi
Keyword(s):  
Educational Attainment ◽  
Labour Market ◽  
Social Mobility ◽  
Family Background ◽  
Shadow Education ◽  
Social Investment ◽  
Market Outcomes ◽  
Investment Policies ◽  
Labour Market Outcomes ◽  
Education And Employment

This chapter aims to explore the role of education and social investment, with special attention on the effects of shadow education on social mobility in Korea. It analyses how family background and shadow education influence educational attainment and, subsequently, how educational attainment affects incomes, using data from the Korea Education and Employment Panel (KEEP). Since this 'broken social elevator' is not a problem faced only by Korea — most OECD (Organisation for Economic Co-operation and Development) countries have 'sticky ceilings' and 'sticky floors' — the chapter then discusses the direction social investment policies should take to reboot social mobility. It argues that in order to minimise the effects of family background on educational attainment and labour market outcomes, social investment policies should actively play a redistributive role.

scholarly journals The Importance Of Educational Level For Farmer’s Upward Social Mobility In Wringinpitu Village

2018 ◽  
Vol 2 ◽  
pp. 18
Author(s):  
Nurina Adi Paramitha ◽  
Supriyadi Supriyadi ◽  
Ahmad Zuber
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Junior High School ◽  
Role Models ◽  
Family Background ◽  
Social Position ◽  
Upward Movement ◽  
Factors Affecting ◽  
Before And After ◽  
Upward Social Mobility

Education influences upward movement in vertical social mobility. With scholars not returning to villages, upward social mobility in a farmer’s society slows down. The research was conducted from September 2017 until April 2018 in Wringinpitu village, Tegaldlimo sub-district, Banyuwangi district with the aim of determining upward social mobility of farmers in Wringinpitu village. Upward social mobility is determined by the differences in a farmer’s life, before and after planting oranges, land ownership, wealth, and social position in a society. The research uses a qualitative case study design with data collected through observation, documentation, and in-depth interviews. The informants were selected based on a purposive sampling method. The data was then validated by triangulation and analyzed using the interactive model. The results has shown that the factors affecting upward social mobility was not only due to higher education levels but also from opportunities, family background, and social capital. Scholarly farmers achieve the highest social position while farmers with only junior high school background having the lowest social position. The less educated farmers are less able to absorb information and make innovations. Scholarly farmers are more successful and become role models for other farmers. Farmer with higher education are able to achieve higher vertical social mobility and vice versa. The results of the research propose that educational institutions should educate and motivate scholars to return to their villages as agents of change.

scholarly journals The ‘dual tension’ created by negotiating upward social mobility and habitus: A generational study of skilled working-class men, their sons and grandsons following deindustrialization

2019 ◽  
Vol 68 (7) ◽  
pp. 891-911
Author(s):  
George Karl Ackers
Keyword(s):  
Qualitative Research ◽  
Working Class ◽  
Social Mobility ◽  
Life Stories ◽  
Family Background ◽  
Occupational Position ◽  
Intergenerational Study ◽  
Working Lives ◽  
Generational Study ◽  
Upward Social Mobility

This article presents an intergenerational study of 28 skilled working-class men’s life stories of negotiating social mobility in the wake of deindustrialization. This contributes to emerging qualitative research that aims to build a framework that understands the personal tensions social mobility creates for individuals. In this study, the tensions that men experienced were not exclusively the consequence of ‘habitus clivé’, i.e. men feeling a dislocation from their working-class backgrounds as they climbed the occupational ladder. Men’s tensions also arose from internalizing the generational pressure to improve their occupational position. Pressed by these competing tensions, men developed a ‘ getting-on outlook’ over their careers, which meant that each generation pursued upward social mobility while also seeking to have the integrity of their working lives authenticated by their parents. To build on habitus, Bertaux and Bertaux-Wiame’s description of the ‘dual tension’ is advanced as a means to frame the conflict between belonging and individuality that social mobility provoked. This article suggests this ‘dual tension’ could be reduced by families in a process named ‘authentication’. ‘Authentication’ reflects intergenerational dialogues and practices developed by the younger generations to have their achieved status recognized as in keeping with their family background.

Longitudinal predictors of adult socioeconomic attainment: The roles of socioeconomic status, academic competence, and mental health

2011 ◽  
Vol 23 (1) ◽  
pp. 315-324 ◽  
Author(s):  
Lisa Slominski ◽  
Arnold Sameroff ◽  
Katherine Rosenblum ◽  
Tim Kasser
Keyword(s):  
Mental Health ◽  
Socioeconomic Status ◽  
Educational Attainment ◽  
Structural Equation ◽  
Maternal Mental Health ◽  
Academic Competence ◽  
Occupational Attainment ◽  
Equation Modeling ◽  
Socioeconomic Attainment ◽  
Family Ses

AbstractEducational attainment and occupational status are key markers of success in adulthood. We expand upon previous research that focused primarily on the contributions of academic competence and family socioeconomic status (SES) by investigating the role of mental health in predicting adult SES. In a longitudinal study spanning 30 years, we used structural equation modeling to examine how parental mental health in early childhood and family SES, offspring academic competence, and offspring mental health in adolescence relate to occupational and educational attainment at age 30. Results were that adolescent academic competence predicted adult educational attainment, and that educational attainment then predicted occupational attainment. The pathways between academic competence and occupational attainment, family SES and educational attainment, and family SES and occupational attainment were not significant. In contrast, adolescent mental health not only predicted educational attainment, but was also directly related to adult occupational attainment. Finally, early maternal mental health was associated with offspring's adult socioeconomic attainment through its relations with adolescent academic competence and mental health. These results highlight the importance of mental health to adult socioeconomic attainment.

scholarly journals Education and Socio-Economic Development of Kaivartta Community

2020 ◽  
Vol 4 (6) ◽  
pp. 46-48
Keyword(s):  
Economic Development ◽  
Educational Attainment ◽  
Social Mobility ◽  
Life Style ◽  
Occupational Choice ◽  
Secondary Sources ◽  
Rapid Changes ◽  
Socio Economic Development ◽  
Upward Social Mobility ◽  
The Impact

Education brings rapid changes into socio-economic and cultural aspect of a society. So, education is the most important parameter of upward social mobility. This paper is an attempt to analyse the impact of education among Kaivartta of Majuli Island, Assam. The data have been collected from primary and secondary sources from six Kaivartta inhabited villages. The study demonstrates that educational attainment tends determined occupational choice, income level, social status and life style of an individual.

scholarly journals Parental Educational Attainment Differentially Boosts School Performance of American Adolescents; Minorities’ Diminished Returns

2019 ◽  
Author(s):  
Shervin Assari ◽  
Cleopatra H. Caldwell
Keyword(s):  
Educational Attainment ◽  
Ethnic Minority ◽  
Social Mobility ◽  
School Performance ◽  
Race And Ethnicity ◽  
White Youth ◽  
The Us ◽  
Upward Social Mobility ◽  
Parental Educational Attainment ◽  
Racial And Ethnic Minority

Objective: To explore racial and ethnic variation in the effects of parental educational attainment on students’ grade point average (GPA) in the US. As suggested by the Minorities' Diminished Returns (MDR) theory, socioeconomic status (SES) systemically results in smaller outcomes for non-Whites compared to Whites. We still know very little about diminished trans-generational returns of SES resources such as parental educational attainment. For example, the differential impacts of parental educational attainment on school performance of youth from various racial and ethnic backgrounds are still unknown. Materials and methods: The Population Assessment of Tobacco and Health (PATH 2013 - 2014) is a nationally representative survey in the US. The total sample was 10,701 youth (12-17 years old) were enrolled. The independent variable was parental educational attainment. The main outcome was GPA measured using self-report. Age, gender, and parental marital status were the covariates. Race and ethnicity were the effect modifiers. Linear regression models were used to analyze the data. Results: Overall, higher parental educational attainment was associated with a higher GPA, independent of all possible confounders. Race and ethnicity, however, both showed significant interaction with parental educational attainment on students’ GPA, indicating smaller positive effects of parental educational attainment on students’ GPA for Hispanic and Black compared to non-Hispanic White youth. Conclusion: The boosting effect of parental educational attainment on GPA is smaller for Black and Hispanic compared to White youth. To minimize diminished returns of parental educational attainment for Black and Hispanic families, there is a need for innovative public and social policies and programs that are not limited to equalizing SES but also address the structural barriers that disproportionately limit upward social mobility of racial and ethnic minority students and their families. The US society should reduce extra costs of upward social mobility for racial and ethnic minority families. As the underlying mechanisms are multifaceted, multi-level approach is needed to undo minorities’ diminished returns, so every individual can gain the same tangible outcome from their SES resources.

scholarly journals Parental Education and Spanking of American Children: Blacks’ Diminished Returns

2020 ◽  
Vol 7 (3) ◽  
pp. p19
Author(s):  
Shervin Assari
Keyword(s):  
Socioeconomic Status ◽  
Health Disparities ◽  
Educational Attainment ◽  
Parental Education ◽  
Black Families ◽  
Inverse Association ◽  
Child Exposure ◽  
White Families ◽  
Highly Educated ◽  
Parental Educational Attainment

Background: Based on the Minorities’ Diminished Returns (MDRs) framework, high socioeconomic status (SES) indicators such as parental education shows weaker protective effects against adverse experiences for Blacks than Whites. For example, Black children with highly educated parents report high levels of depression, anxiety, suicide, smoking, obesity, and chronic disease. Limited knowledge exists on MDRs of parental education on the child’s exposure to spanking by the mother. Aims: Built on the MDRs framework, we tested the hypothesis of whether the effect of parental education on the child’s exposure to spanking by the mother differs in Black and White families. We hypothesized that: 1) there is an inverse association between mothers’ educational attainment and child spanking, and 2) the effect of mothers’ educational attainment on mothers’ spanking of the child is weaker for Black than White families. Methods: We used data from the Fragile Families and Child Well-being Study (FFCWS), a 9-year follow up study of a random sample of births in cities larger than 200,000 population. In this analysis, 2722 Black or White families were followed. The main predictor was parental educational attainment at birth. The outcomes were exposure to spanking at ages 3, 5, and 9.Logisticregression was used for data analysis. Results: Higher parental educational attainment at birth was inversely associated with the child’s exposure to spanking by the mother among Whites, not Blacks. We also found a significant interaction between parental educational attainment at birth and race, suggesting that the associations between parental education and child exposure to spanking by the mother at ages3, 5, and 9were weaker for Black than White families.Conclusions: Diminished returns of parental educational attainment in terms of reducing children’s exposure to trauma and stress may be a mechanism that contributes to racial health disparities, particularly poor health of children in highly educated Black families. That is a smaller protective effect of parental education on reducing undesired exposures for Black than White children may be one of the mechanisms that may explain why children develop worse than expected physical, mental, and behavioral health in high SES Black families. Not all health disparities are due to racial differences in SES, but some of them are also secondary to the diminishing returns of socioeconomic status indicators such as parental education for racial minorities. Research should study contextual, structural, family, and behavioral factors that reduce Black families’ ability to mobilize their human capital and secure health outcomes for themselves and their children.

scholarly journals The Role of Parent Educational Attainment in Parenting and Children’s Development

2021 ◽  
Vol 30 (2) ◽  
pp. 186-192
Author(s):  
Pamela E. Davis-Kean ◽  
Lauren A. Tighe ◽  
Nicholas E. Waters
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Educational Attainment ◽  
Home Environment ◽  
Family Income ◽  
Developmental Outcomes ◽  
Cognitive Stimulation ◽  
Educational Inequalities ◽  
Powerful Predictor

Socioeconomic status (SES)—indexed via parent educational attainment, parent occupation, and family income—is a powerful predictor of children’s developmental outcomes. Variations in these resources predict large academic disparities among children from different socioeconomic backgrounds that persist over the years of schooling, perpetuating educational inequalities across generations. In this article, we provide an overview of a model that has guided our approach to studying these influences, focusing particularly on parent educational attainment. Parents’ educational attainment typically drives their occupations and income and is often used interchangeably with SES in research. We posit that parent educational attainment provides a foundation that supports children’s academic success indirectly through parents’ beliefs about and expectations for their children, as well as through the cognitive stimulation that parents provide in and outside of the home environment. We then expand this model to consider the intergenerational contributions and dynamic transactions within families that are important considerations for informing potential avenues for intervention.

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