scholarly journals Intergenerational Transmission of Education in India: Evidence from a Nationwide Survey

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Kakoli Borkotoky ◽  
Sayeed Unisa ◽  
Ashish Kumar Gupta
Keyword(s):  
Higher Education ◽  
Educational Attainment ◽  
Intergenerational Transmission ◽  
Social Science Research ◽  
Partner Selection ◽  
Nationwide Survey ◽  
Science Research ◽  
Transmission Model ◽  
Education Of Women ◽  
Intergenerational Transmission Of Education

The intergenerational transmission of education has been investigated extensively in social science research. The existing literature shows that none of the studies in India related the process of partner selection and differential fertility with the intergenerational transmission of education. Here, we examined the timing of marriage and childbearing along with the probability of partner selection, according to education of women and how these processes lead to heterogeneity in educational attainment of children. The educational attainment of children was estimated by fitting the estimated marriage probabilities and children ever born in the intergenerational transmission model. The results were replicated in different random samples to examine its validity. The study found that higher educated women marry late, have fewer children, and marry men with higher or equal education. Further, the results indicate that education of women is a more significant predictor than education of husband in reducing average number of children born to couples. The findings confirm that children attain higher education than their parents, and better educated mothers do not discriminate between their children to provide higher education. These findings reinforce the significance of government initiatives to provide incentives to families with higher educated girls to ensure better education of the next generation.

scholarly journals Doing Less with More: Cohorts, Education and Civic Participation in America

2016 ◽  
Author(s):  
Jonathan Horowitz
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Civic Participation ◽  
Social Science Research ◽  
Science Research ◽  
Birth Cohorts ◽  
School Students ◽  
College Degrees ◽  
Geographic Space ◽  
The Impact

Decades of social science research demonstrate the impact of education on civic participation. However, prior scholarship generally assumes that the returns to education do not change over time or geographic space. Absolute educational effects are not always plausible; as more individuals obtain a college degree, there are a greater number of qualified individuals competing for the same social resources. The present study tests the impact of education on civic participation, and whether this effect changes as the number of college-educated individuals increases over birth cohorts. The present findings suggest that in some cases, a college degree's impact on civic participation declines as more individuals obtain college degrees. The findings challenge commonly held assumptions about the effect of higher education on civic participation. Furthermore, the findings suggest that while sending an individual to college may increase civic participation, encouraging all high school students to go to college may undercut the benefits of college attendance.Keywords: higher education, cohorts, civic engagement, volunteering

scholarly journals Review on the Gender Sensitive Women Education- Legal Revolution in Higher Education

2017 ◽  
pp. 53-65 ◽  
Author(s):  
Pradeep M.D. ◽  
Ravindra B.K.
Keyword(s):  
Higher Education ◽  
Social Science Research ◽  
Science Research ◽  
Policy Framework ◽  
Medical Council ◽  
National Council ◽  
Political Empowerment ◽  
The Status ◽  
Education In India ◽  
Teaching Learning

Education spreads parallel with the life span of a person starting from his birth to death. Education is known to be the instrument which fills human actions with the essence of values, dignity, ethics and human virtues. Life progress along with the process of civilization equipped with social, moral, cultural attributes in the path of education. The Educational system should be gender sensitive to impart knowledge and disseminate skills to the marginalized sections of the society. The country could excess by facilitating contribution of the marginalized folk in the near future. Autonomous bodies like University Grants Commission (UGC), National Council of Educational Research and Training (NCERT), Central Board of Secondary Education (CBSE) regulates women education system in India. Institutions like United Nation’s International Children’s Educational Fund (UNICEF), Indian Council of Social Science Research (ICSSR), United Nations Educational Scientific and Cultural Organisation (UNESCO), Council of Scientific and Industrial Research (CSIR), Medical Council of India (MCI) and Dental Council of India (DCI) facilitates women education in India. Women Study Centres aided by UGC study the status, problems, issues concerned with women education. The illiteracy among women makes them dependent and deprived in general. Social, economic and political empowerment of women through education is the need of the day. This paper reviews various legislative and policy framework to improve the teaching, learning and evaluation aspects in the higher education in India.

scholarly journals Responding to Social Distancing in Conducting Stakeholder Workshops in COVID-19 Era

Societies ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 98 ◽  
Author(s):  
Catherine Tobin ◽  
Georgia Mavrommati ◽  
Juanita Urban-Rich
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Stakeholder Engagement ◽  
Video Conferencing ◽  
Social Science Research ◽  
Science Research ◽  
Main Element ◽  
Higher Education Research ◽  
Boston Harbor ◽  
Online Format

In March 2020, COVID-19 disrupted global society. Impacts as a result of COVID-19 were seen in all industries, including higher education research, which was paused in order to accommodate newly imposed restrictions. Social science research, specifically stakeholder engagement research, was one area that was potentially impacted given its need for person-to-person interaction. Here, we describe how we successfully adjusted our stakeholder engagement methodology to accommodate for socially distant requirements. Initially, we planned to host in-person workshops to assess stakeholder perceptions of microplastics impacts on oysters in Boston Harbor and coastal Massachusetts using the deliberative multicriteria evaluation (DMCE) methodology. To transfer these workshops online, we used familiar, open-access platforms, Zoom and GoogleDrive, to enable dialogue among participants and evaluate preferences. While modifications to length (5 to 3 h) and order (participants were asked to watch expert videos before their participation date) of the workshop were necessary, most other elements of the methodology remained the same for the online format. The main element that was lacking was the in-person interactions. However, with video conferencing tools available, this element was not completely lost.

scholarly journals Intergenerational transmission of education and ADHD: Effects of parental genotypes

2019 ◽  
Author(s):  
Eveline L. de Zeeuw ◽  
Jouke-Jan Hottenga ◽  
Klaasjan G. Ouwens ◽  
Conor V. Dolan ◽  
Erik A. Ehli ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Educational Attainment ◽  
Intergenerational Transmission ◽  
Genetic Effects ◽  
Combined Effect ◽  
Adhd Symptoms ◽  
Parents And Children ◽  
Parent Characteristics ◽  
Novel Design ◽  
Intergenerational Transmission Of Education

AbstractIt is challenging to study whether children resemble their parents due to nature, nurture, or a mixture of both. Here we used a novel design that employs the fact that parents transmit 50% of their alleles to their offspring. The combined effect of these transmitted and non-transmitted alleles on a trait are summarized in a polygenic score (PGS). The non-transmitted PGS can only affect offspring through the environment, via genetically influenced behaviours in the parents, called genetic nurturing. For genotyped mother-father-offspring trios (1,120-2,518 per analysis) we calculated transmitted and non-transmitted PGSs for adult educational attainment (EA) and childhood ADHD and tested if these predicted outcomes in offspring. In adults, both transmitted (R2= 7.6%) and non-transmitted (R2= 1.7%) EA PGSs predicted offspring EA, evidencing genetic nurturing. In children around age 12, academic achievement was predicted only by transmitted EA PGSs (R2= 5.7%), but we did not find genetic nurturing (R2∼ 0.1%). The ADHD PGSs did not significantly predict academic achievement (R2∼ 0.6%). ADHD symptoms in children were predicted by transmitted EA PGSs and ADHD PGSs (R2= 1-2%). Based on these results, we conclude that previously reported associations between parent characteristics and offspring outcomes seem to be mainly a marker of genetic effects shared by parents and children.

scholarly journals The Intergenerational Transmission of Education: A Case Study from Iceland

2020 ◽  
Vol 16 (2) ◽  
pp. 243-260
Author(s):  
Emil Dagsson ◽  
Þorlákur Karlsson ◽  
Gylfi Zoega
Keyword(s):  
Educational Attainment ◽  
Intergenerational Transmission ◽  
Education Level ◽  
Positive Correlation ◽  
High Educational Attainment ◽  
Intergenerational Transmission Of Education ◽  
Over Time ◽  
High Educational ◽  
Parents Education

We estimate the relation between parents’ education and the education of their children, using survey data from Iceland. We find a positive correlation between the education of parents and their children, as well as a positive correlation between parents’ emphasis on the importance of education and their children’s education. Parents with strong educational emphasis do not necessarily need to have high educational attainment in our sample. The mother’s education appears to matter somewhat more than that of the father. In a multiple regression analysis, we find a positive and statistically significant effect of both the mother and the father’s education on the educational attainment of children as well as an effect of the mother and the father’s emphasis of the importance of education, while controlling for gender, age and residence. The results show that parents’ emphasis on education has almost the same effect on children as the parents’ education level. We attempt to make a comparison between the correlation in Iceland and in other countries, in particular the four Nordic countries that have a weaker transmission between generations than most other nations. We find that it is lower in Iceland than the Nordic average. Finally, we find that the influence of parents has not changed much over time by omitting the youngest cohort between the ages of 24 and 35.

scholarly journals Early home-leaving (HL) and educational attainment − The moderating role of HL in the intergenerational transmission of education

2021 ◽  
pp. 000169932110289
Author(s):  
Hanna Remes ◽  
Outi Sirniö ◽  
Pekka Martikainen
Keyword(s):  
Educational Attainment ◽  
Intergenerational Transmission ◽  
Parental Education ◽  
Total Sample ◽  
Lower Probability ◽  
Transitions To Adulthood ◽  
Educational Disadvantage ◽  
Home Leaving ◽  
Intergenerational Transmission Of Education

Leaving the parental home is a key step in successful transitions to adulthood. Early home-leaving (HL) is associated with lower educational attainment, but the role of early versus later home-leaving in the intergenerational transmission of education has not been assessed in previous research. We used a longitudinal register-based total sample of families in Finland to examine whether the association between parental and offspring education differs between early (below age 19) and later home-leavers, including a comparison between early and later leaving siblings. We found the lower probability of completing any secondary degree among early leavers to be larger among those with lower-educated than higher-educated parents. In contrast, in continuing to tertiary-level education, the educational disadvantage among early leavers was much larger among offspring of the higher-educated parents. Differences by HL across levels of parental education persisted adjustment for other parental and childhood resources, although only modest evidence of moderation was found when comparing early and later leaving siblings. Our findings on weaker intergenerational transmission of education among early leavers with an advantaged background, and accumulation of disadvantage among early leavers with less advantaged background suggest that timing of HL has an independent role in educational inequalities.

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