scholarly journals The Contribution of Genes and the Environment to Educational and Socioeconomic Attainments in Australia

2017 ◽  
Vol 20 (4) ◽  
pp. 281-289 ◽  
Author(s):  
Gary N. Marks
Keyword(s):  
Educational Attainment ◽  
Occupational Status ◽  
Socioeconomic Outcomes ◽  
Economic Theories ◽  
Cohort Differences ◽  
Substantial Modification ◽  
Heritability Estimates ◽  
Using Data

This article analyzes the contribution of genetics and the environment to educational attainment, occupational status, and income using data from over 1,100 monozygotic and 400 dizygotic Australian twin pairs aged from 18 to 99. The respective heritability estimates were 0.54, 0.37, and 0.18. The bivariate heritabilities were 0.71 for educational attainment and occupational status, 0.37 for education and income, and 0.61 for occupational status and income. There were no gender and cohort differences in the heritabilities for education and occupation, but for income, contrary to expectations, the heritabilities were significantly higher among women and for the older cohort (aged 50 or older). The sizable contribution of genes to these socioeconomic outcomes suggests that standard sociological and economic theories on the socioeconomic career require substantial modification to accommodate the role of genetics.

scholarly journals Education differences in sickness absence and the role of health behaviors: a prospective twin study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
K. B. Seglem ◽  
R. Ørstavik ◽  
F. A. Torvik ◽  
E. Røysamb ◽  
M. Vollrath
Keyword(s):  
Health Behaviors ◽  
Educational Attainment ◽  
Sickness Absence ◽  
Causal Effect ◽  
Familial Factors ◽  
Individual Level ◽  
Cohort Differences ◽  
Genes And Environment

Abstract Background Long-term sickness absences burden the economy in many industrialized countries. Both educational attainment and health behaviors are well-known predictors of sickness absence. It remains, however, unclear whether these associations are causal or due to confounding factors. The co-twin control method allows examining causal hypotheses by controlling for familial confounding (shared genes and environment). In this study, we applied this design to study the role of education and health behaviors in sickness absence, taking sex and cohort differences into account. Methods Participants were two cohorts of in total 8806 Norwegian twins born 1948 to 1960 (older cohort, mean age at questionnaire = 40.3, 55.8% women), and 1967 to 1979 (younger cohort, mean age at questionnaire = 25.6, 58.9% women). Both cohorts had reported their health behaviors (smoking, physical activity and body mass index (BMI)) through a questionnaire during the 1990s. Data on the twins’ educational attainment and long-term sickness absences between 2000 and 2014 were retrieved from Norwegian national registries. Random (individual-level) and fixed (within-twin pair) effects regression models were used to measure the associations between educational attainment, health behaviours and sickness absence and to test the effects of possible familial confounding. Results Low education and poor health behaviors were associated with a higher proportion of sickness absence at the individual level. There were stronger effects of health behaviors on sickness absence in women, and in the older cohort, whereas the effect of educational attainment was similar across sex and cohorts. After adjustment for unobserved familial factors (genetic and environmental factors shared by twin pairs), the associations were strongly attenuated and non-significant, with the exception of health behaviors and sickness absence among men in the older cohort. Conclusions The associations between educational attainment, health behaviors, and sickness absence seem to be confounded by unobserved familial factors shared by co-twins. However, the association between health behaviors and sickness absence was consistent with a causal effect among men in the older cohort. Future studies should consider familial confounding, as well as sex and age/cohort differences, when assessing associations between education, health behaviors and sickness absence.

scholarly journals Pathways To Pain And Disability: The Impact of Early Social Deprivation And Educational Attainment In Newly Diagnosed Osteoarthritis Patients

2021 ◽  
Author(s):  
Afroditi Kouraki ◽  
Tobias Bast ◽  
Eamonn Ferguson ◽  
Ana Valdes
Keyword(s):  
Cognitive Function ◽  
Educational Attainment ◽  
Daily Living ◽  
Independent Living ◽  
Social Deprivation ◽  
Negative Impact ◽  
Using Data ◽  
Disease Stages ◽  
The Impact

Abstract Previous research established links between pain and cognitive function on one hand and pain and anxiety on the other, and there is some evidence linking osteoarthritis to lower educational attainment. However, the inter-play of these factors and the role of key social factors (social deprivation) at the early disease stages are not understood. Using data from waves 4, 5, 6 and 7 of the Survey of Health, Ageing and Retirement in Europe (SHARE) (n = 1,240), we tested how social deprivation, education and anxiety, before diagnosis, affects the relationship between cognitive function, pain and independence (activities of daily living) in a subsample of respondents reporting a diagnosis of osteoarthritis at wave 6, with cross-lagged panel models. We show that social deprivation, before osteoarthritis diagnosis, predicts functional impairment in daily living after diagnosis, with this effect partly mediated by impaired cognitive function, and that education before diagnosis is protective against impairments in daily living after diagnosis via better cognitive function and lower anxiety at wave 5. Therefore, improving cognitive function and managing anxiety may mitigate the negative impact of social deprivation and low educational attainment on independent living and help to promote independence in patients with osteoarthritis.

Social Stratification and Higher Education

1968 ◽  
Vol 38 (2) ◽  
pp. 277-316 ◽  
Author(s):  
Christopher Jencks
Keyword(s):  
Higher Education ◽  
Middle Class ◽  
Educational Attainment ◽  
Social Stratification ◽  
Occupational Status ◽  
Decisive Role ◽  
The Other ◽  
Access To Higher Education ◽  
Class Differences

The effect of educational attainment on adult occupational status is often exaggerated,but higher education is nonetheless an important route to a good job. The middle class have always made disproportionate use of this tool for self-advancement,and the gap is not narrowing. The role of tuition charges and academic tests in maintaining the middle-class advantage is not as great as many suppose; class differences in motivation probably play the decisive role. Even if access to higher education became more equal, however, this would not necessarily make American life more satisfactory. The central problem seems to be inequality, not immobility,and while the two are closely related, measures intended to achieve one may not promote the other.

scholarly journals Immigrants’ Labour Market Disadvantages Across Western Europe: the Role of Composition and Context

2021 ◽  
Author(s):  
Andreas Damelang ◽  
Sabine Ebensperger ◽  
Felix Stumpf
Keyword(s):  
Labour Market ◽  
Western Europe ◽  
Context Effects ◽  
Occupational Status ◽  
Extensive Information ◽  
International Assessment ◽  
Cross Country ◽  
Using Data ◽  
Country Specific

AbstractThis paper examines why some Western European countries are more successful in integrating immigrants into the labour market than others. Using data from the Programme for the International Assessment of Adult Competencies (PIAAC), we show how the country-specific immigrant composition and context of reception contribute to immigrants’ disadvantages across receiving countries. Because the data provide extensive information about relevant characteristics that were often considered unobservable, we can comprehensively model the immigrant composition in receiving countries. We find considerable cross-country differences in immigrants’ disadvantages, both in terms of employment and occupational status. Multivariate analyses highlight that a large part of this variation is explained by differences in immigrant compositions, whereas we find little evidence for context effects. Counterfactual simulations corroborate that the extent to which countries succeed with integrating immigrants into the labour market strongly depends on the composition of the immigrants that they receive.

scholarly journals Cultural Capital, Gender and Intergenerational Educational Mobility in Post-Communist Space

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 4
Author(s):  
Ausra Maslauskaite
Keyword(s):  
Educational Attainment ◽  
Cultural Capital ◽  
Eastern Europe ◽  
Social Stratification ◽  
Economic Capital ◽  
General Level ◽  
Educational Mobility ◽  
Ordinal Regression Analysis ◽  
Using Data

Post-communist transition in Eastern Europe has affected social stratification and mobility. There is an argument that transition undermined the role of parental cultural capital and increased the importance of parental economic capital in determining the educational mobility of children. In this paper, we examine whether the parental cultural capital has played a role in educational mobility of cohorts born in 1970–1984 and what has been the contribution of the different states of cultural capital. We also consider the gender heterogeneity in the transmission of educational advantage. The study focuses on one country of Eastern Europe—Lithuania, which underwent the transition to a radical neo-liberal form of capitalism. Using data from the Families and Inequalities Survey of 2019, we apply the descriptive and ordinal regression analysis. The results indicate intergenerational educational upward mobility for women. All states of parental cultural capital (objectified, embodied, institutionalized) are relevant for the educational attainment of the transitional cohort. The effects are more pronounced for women, at least in relation to some states of parental cultural capital. On a more general level, the findings imply that the intergenerational reproduction of educational attainment was not substantially altered by the transition, at least during its initial decades.

scholarly journals The Importance of Improving Educational Attainment for Dementia Prevalence Trends from 2000-2014, among Older non-Hispanic Black and White Americans

2021 ◽  
Author(s):  
Mark D Hayward ◽  
Mateo P Farina ◽  
Yuan S Zhang ◽  
Jung Ki Kim ◽  
Eileen M Crimmins
Keyword(s):  
United States ◽  
Educational Attainment ◽  
The United States ◽  
Downward Trend ◽  
White Americans ◽  
Logistic Regression Models ◽  
Black And White ◽  
Dementia Prevalence ◽  
Using Data

Abstract Objectives While a number of studies have documented a notable decline in age-standardized prevalence in dementia in the U.S. population, relatively little is known about how dementia has declined for specific age and race groups, and the importance of changing educational attainment on the downward trend. We assess 1) how the trends in dementia prevalence may have differed across age and race groups and 2) the role of changing educational attainment in understanding these trends. Method This paper estimates a series of logistic regression models using data from the Health and Retirement Study (2000-2014) to assess the relative annual decline in dementia prevalence and the importance of improving educational attainment for non-Hispanic Whites and non-Hispanic Blacks. Results Consistent with other studies, we found significant declines in dementia for non-Hispanic Blacks and non-Hispanic Whites across this period. Nonetheless, these declines were not uniform across age and race groups. Non-Hispanic Blacks aged 65-74 had the steepest decline in this period. We also found that improved educational attainment in the population was fundamentally important in understanding declining dementia prevalence in the United States. Discussion This study shows the importance of improvement in educational attainment in the early part of the 20 th century to understand the downward trend in dementia prevalence in the United States from 2000 to 2014.

scholarly journals Investigating the longitudinal consistency and genetic architecture of non-cognitive skills, and their relation to educational attainment

2018 ◽  
Author(s):  
Tim T Morris ◽  
George Davey Smith ◽  
Gerard van Den Berg ◽  
Neil M Davies
Keyword(s):  
Educational Attainment ◽  
Educational Outcomes ◽  
Cognitive Skills ◽  
Genetic Correlations ◽  
Cognitive Measures ◽  
Cross Sectional ◽  
Signal Ratio ◽  
Socioeconomic Outcomes ◽  
Behavioural Difficulties ◽  
Using Data

AbstractNon-cognitive skills predict a range of socioeconomic outcomes including educational attainment and employment. Many studies have used cross sectional data and therefore the longitudinal consistency of non-cognitive skills are poorly understood. Using data from a UK cohort, we assess (1) the consistency of non-cognitive skills over a 17-year period throughout childhood, (2) their associations with educational outcomes, and (3) their genomic architecture. Consistency over time is high for behavioural and communication skills but low for others, implicating a high noise to signal ratio for many non-cognitive skills. Associations between non-cognitive skills and educational outcomes are observed for skills measured in mid to late childhood and are at most a third of the size of IQ-education associations. Consistent non-zero heritability estimates and genetic correlations with education are observed only for behavioural difficulties. Our results suggest caution in the use of non-cognitive measures as consistent indicators of underlying skills during early childhood.

INOVASI PEMBELAJARAN AKIDAH AKHLAK MENGGUNAKAN METODE ROLE PLAY DALAM MENINGKATKAN PRESTASI BELAJAR SISWA

2018 ◽  
Vol 2 (1) ◽  
pp. 52-63
Author(s):  
Ansori Ansori
Keyword(s):  
Data Reduction ◽  
Role Play ◽  
Learning Goals ◽  
New Paradigm ◽  
Learning Materials ◽  
Analysis Technique ◽  
Flexible Schedule ◽  
Using Data ◽  
Real Action

The use of various methods will greatly help students in achieving learning goals. As role play method is one way mastery of learning materials through the development of imagination and appreciation of students on learning materials. Data collection techniques in this study are observation, interviews, and documentation. To analyze the data in this research using data analysis technique of Miles and Huberman model that is data reduction (Data Reduction), data presentation (Data Display) and conclusion (Conclution Drawing / verification) The findings in this research is innovation of role play method can change paradigm to the new paradigm so that the role of the teacher is more as a facilitator, counselor, consultant, and comrade study Flexible schedule, open as needed Learning directed by students themselves Problem-based, project, real world, real action, and reflection Design and investigation. Computers as tools, and dynamic media presentations.

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