Minority families, early education, and later life chances.

1983 ◽  
Vol 53 (4) ◽  
pp. 706-720 ◽  
Author(s):  
Jacqueline M. Royce ◽  
Irving Lazar ◽  
Richard B. Darlington
Keyword(s):  
Early Education ◽  
Later Life ◽  
Life Chances ◽  
Minority Families

scholarly journals Ernest William Hobson, 1856 - 1933

1934 ◽  
Vol 1 (3) ◽  
pp. 236-249
Keyword(s):  
Natural Science ◽  
Early Education ◽  
General Rule ◽  
Later Life ◽  
General Ability ◽  
French Music

Ernest William Hobson, who was born at Derby on October 27, 1856, and died rather suddenly, after a short illness, on April 19, 1933, had been for many years one of the first of English mathematicians. Although he lived to be 76, he was active almost up to his death; his last book (and perhaps in some ways his best) was published when he was 74. He was a singular exception to the general rule that good mathematicians do their best work when they are young. Hobson was the son of William Hobson, who was editor and part proprietor of the Derbyshire Advertiser and was prominent in municipal affairs. He was the eldest of a family of six, J. A. Hobson, the wellknown economist, being one of his brothers. His early education was at Derby School. Derby had a mathematical master* of more than usual ability, and Hobson’s mathematical talents were very soon, noticed and encouraged. At 13 he had his first opportunity of distinguishing himself in competition, and was first in all England in the old “ Junior Local ” . It is interesting to observe that he also attained u distinction ” in French, music, and natural science ; such lists usually show nothing but general ability, but in Hobson’s case the subjects represented interests which survived. He was a good linguist (though German was his language in later life rather than French); was definitely musical; and, as he showed in his Gifford lectures, had an exceptional all-round knowledge of science.

Gendered and extended work: research and policy needs for work in later life

2017 ◽  
Author(s):  
Sarah Vickerstaff ◽  
Debra Street ◽  
Áine Ní Léime ◽  
Clary Krekula
Keyword(s):  
Working Life ◽  
Later Life ◽  
The United States ◽  
Current Policy ◽  
Individual Country ◽  
Life Chances ◽  
Working Lives ◽  
Similarities And Differences ◽  
The Individual ◽  
Extended Work

The conclusion briefly summarises the contributions of each of the individual country chapters; to highlight major cross-national similarities and differences; to emphasise topics where more research is needed to better understand the myriad implications of extended working lives, and to consider some policy directions that could improve prospects for extended working life by countering the increasing polarisation of later life opportunities which current policy trajectories will create. While not denying the materially better conditions in Sweden or the United States than, say, Portugal or Ireland, there is not as much variation across the countries covered as might otherwise have been expected when extended working life is considered through a gendered lens. If older women's disadvantage is to be minimised or addressed, it is certain that the private sector alone cannot accomplish that. Only governments can redistribute resources and life chances in ways that would give future women (and vulnerable men) a fighting chance at good employment in later life and adequate income in old age.

scholarly journals Transitions, generations andinformal learning in later life

2012 ◽  
Vol 18 (4) ◽  
pp. 29
Author(s):  
John Field
Keyword(s):  
Older Adults ◽  
Older People ◽  
Life Course ◽  
Demographic Change ◽  
Life Histories ◽  
Later Life ◽  
Identity Change ◽  
Social Scientists ◽  
Life Chances ◽  
The Life Course

The nature of transitions across the lifecourse is changing, as are the ways in which these transitions are understoodand investigated by social scientists. Much earlier debate on older adults’ transitions has tended to be rooted in acco-unts of relatively fixed social roles and age-based social stages. However, while we can detect some tendencies towardsdestandardization and restandardization of the lifecourse in later life, we can also see significant continuities in theinfluences of socio-economic position, gender, and ethnicity, as well as of generational position, that continue to affectpeople’s life chances, as well as the expectations and experiences of transition of older people. The paper examines theinterplay of these complex and contradictory structural positions and cultural locations on transitions, and considersthe ways in which older people use and understand learning, formally and informally, as a way of exercising agencyand recreating meaning. It will draw on recent research into the life histories of adults in Scotland, a relatively smallcountry with a typically European pattern of demographic change. The study was concerned with agency, identity,change and learning across the life course, and this paper will concentrate on the evidence relating to experiences oftransition in later life. It will particularly focus on the idea of ‘educational generations’ as a key concept that helps usunderstand how adults use and interpret learning in later life.

scholarly journals Australian attitudes to intergenerational equity: impacts of social and policy change

2018 ◽  
Vol 39 (12) ◽  
pp. 2671-2698 ◽  
Author(s):  
Hal Kendig ◽  
Rafat Hussain ◽  
Kate O'Loughlin ◽  
Lisa Cannon
Keyword(s):  
Social Change ◽  
Older People ◽  
Policy Change ◽  
Home Ownership ◽  
Baby Boom ◽  
Later Life ◽  
Intergenerational Equity ◽  
Life Chances ◽  
Competing Demands ◽  
Economic Constraints

AbstractAttitudes to ageing can predispose decision-making as governments, interest groups and electorates negotiate competing demands in the context of economic constraints and social change. This paper, based on national survey data, investigates change and stability in Australian attitudes to intergenerational equity from 2009–2010 to 2015–2017, alongside concurrent socio-economic and policy change as well as cohort succession. The emphasis is on the baby-boom cohort who are viewed as significant beneficiaries of social change relative to opportunities of younger and older cohorts. Views of older people as a needy group may be changing slightly as more enter later life with substantial wealth and resources. Our results show that there is little perception of intergenerational conflict with the exception of the Millennial cohort whose life chances are compromised by economic and expenditure constraint over the past decade. Overall, attitudes remain sympathetic to older people, especially among women and people rendered vulnerable by poor health, non-home-ownership and low socio-economic positions. The findings do not align with government portrayals of intergenerational inequalities notwithstanding many having negative views of the future and ongoing expenditure restraint strategies. At what appears to be a critical turning point in the life chances of successive cohorts, the findings indicate the interplay between attitudes and social and policy change, as well as implications for social equity and processes of attitudinal change.

Basic Skills, Literacy Practices and the ‘Hidden Injuries of Class’

2015 ◽  
Vol 20 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Mark Cieslik ◽  
Donald Simpson
Keyword(s):  
Life Course ◽  
Literacy Practices ◽  
Later Life ◽  
Literacy Learning ◽  
Social Identities ◽  
Life Chances ◽  
Corrosive Effect ◽  
The Life Course ◽  
The Impact

This paper draws on qualitative data from three research projects that examined the impact of poor skills on the life chances of adults living in two disadvantaged areas of England. We employed the theories of Goffman and Bourdieu to document how problems with literacy have a corrosive effect on the identities of interviewees, threatening their wellbeing. Though learning difficulties occur across all social backgrounds, the poor family resources and educational opportunities of our respondents meant they struggled to overcome their literacy problems when young, thus shaping later life course transitions. Thus the origins of the shame that our adults felt about their poor skills lie in part in the distinctive classed experiences they had when young. However, the resourcefulness of our respondents meant that many had secured employment, bought homes and become parents which obscured the ongoing psychic problems that a lifetime of poor skills had bestowed on our sample. The disjuncture between the apparent material standing of our sample and the ‘hidden injuries of class’ raises questions about how we understand the operation of class across the life course and the role of literacy, learning and wellbeing in the shaping of social identities.

Long-Term Trends in Adult Socio-Economic Resemblance between Former Schoolmates and Neighbouring Children

2019 ◽  
Vol 36 (3) ◽  
pp. 366-380 ◽  
Author(s):  
Are Skeie Hermansen ◽  
Nicolai T Borgen ◽  
Arne Mastekaasa
Keyword(s):  
Educational Attainment ◽  
Multilevel Models ◽  
Family Background ◽  
Adult Life ◽  
Later Life ◽  
Economic Segregation ◽  
Life Chances ◽  
Long Term Trends ◽  
Adult Earnings ◽  
Over Time

Abstract Schools and residential neighbourhoods constitute key contexts of development beyond the family of origin. Yet, few prior studies address whether the overall impact of these childhood contexts on adult life chances has changed over time. In this article, we investigate changes in socio-economic resemblance between former schoolmates and neighbouring children using Norwegian administrative data covering three decades. We use cross-classified multilevel models to decompose the variance in children’s educational attainment and adult earnings into the contributions found within and between their school and neighbourhood contexts in adolescence. We find that unadjusted school and neighbourhood correlations in educational attainment are relatively modest and declining over time. These trends largely reflect declining socio-economic segregation between schools and neighbourhoods over time. After adjusting for sorting by family background, schools account for 2 per cent or less of the total variation in completed years of education in the more recent cohorts and neighbourhoods even less. For adult earnings, the adjusted school correlations are very low, accounting for around 1 per cent of the total variance, while the contribution of neighbourhoods is close to zero. Our findings suggest that adolescent school and neighbourhood contexts are not major determinants of children’s later-life socio-economic attainments in the Norwegian welfare state setting.

scholarly journals Do Race and Everyday Discrimination Predict Mortality Risk? Evidence From the Health and Retirement Study

2019 ◽  
Vol 5 ◽  
pp. 233372141985566 ◽  
Author(s):  
Heather R. Farmer ◽  
Linda A. Wray ◽  
Jason R. Thomas
Keyword(s):  
Proportional Hazards ◽  
Later Life ◽  
Cox Proportional Hazards ◽  
Health And Retirement Study ◽  
Life Chances ◽  
Cox Proportional Hazards Models ◽  
Wide Range ◽  
Longitudinal Association ◽  
Everyday Discrimination ◽  
Retirement Study

Everyday discrimination is a potent source of stress for racial minorities, and is associated with a wide range of negative health outcomes, spanning both mental and physical health. Few studies have examined the relationships linking race and discrimination to mortality in later life. We examined the longitudinal association among race, everyday discrimination, and all-cause mortality in 12,081 respondents participating in the Health and Retirement Study. Cox proportional hazards models showed that everyday discrimination, but not race, was positively associated with mortality; depressive symptoms and lifestyle factors partially accounted for the relationship between everyday discrimination and mortality; and race did not moderate the association between everyday discrimination and mortality. These findings contribute to a growing body of evidence on the role that discrimination plays in shaping the life chances, resources, and health of people, and, in particular, minority members, who are continuously exposed to unfair treatment in their everyday lives.

Frank Horton, 1878-1957

1958 ◽  
Vol 4 ◽  
pp. 117-127 ◽  
Keyword(s):  
Experimental Research ◽  
Early Education ◽  
Later Life ◽  
Teaching And Research ◽  
Second Child ◽  
Future Career ◽  
Vice Chancellor ◽  
Lecture Room ◽  
The Future ◽  
The University

Frank Horton was born at Handsworth, Birmingham, on 20 August 1878. His parents were Albert Horton and Kate Louisa Horton ( née Carley) and he was the eldest son and second child of a family of seven, five sons and two daughters; a most devoted family. Whether Frank’s future career was directly influenced by the fact that his father was a schoolmaster and later an Inspector of Schools is not known for certain, but the future Professor and Vice-Chancellor may well have approached maturity with this background bias, which may have strongly turned his thoughts to administration in later life. As a child he got his early education at King Edward’s School, Birmingham, where it was soon apparent that he showed real academic promise, so that he was encouraged to enter Mason College, Birmingham, where teaching and research prestige were already so high as to make the early attainment of University status a virtual certainty. His undergraduate career in Mason College, led in 1899 to a First Class External Honours degree in the University of London, in physics and in chemistry after which he chose to tread the path of physics research under the aegis of Professor J. H. Poynting. It was under Poynting’s influence that the young Horton was first given the opportunity of showing, in the field of experimental research, those qualities of meticulous and painstaking care which, through all his life, were to characterize his work, whether in the laboratory, the lecture room, the administrative office or in committee.

Sign in / Sign up

Export Citation Format

Share Document