Compensatory advantage in educational transitions

2018 ◽  
Vol 63 (1) ◽  
pp. 40-62 ◽  
Author(s):  
Fabrizio Bernardi ◽  
Moris Triventi
Keyword(s):  
Educational Outcomes ◽  
Parental Education ◽  
Social Background ◽  
Educational Transitions ◽  
Birth Cohorts ◽  
Upper Secondary ◽  
Transition From High School ◽  
New Evidence ◽  
Simulated Scenario

In this article, first, we present new evidence on a specific type of compensatory advantage (CA) mechanism in educational transitions and attainment, whereby students from socio-economically advantaged families compensate the negative event of achieving poor grades by ignoring them and disproportionally moving on to the next level of education. Using two independent data sources, we focus on the attainment of an upper secondary degree and the transition from high school to university in Italy, investigating the role of parental education and social class in compensating for an early poor academic performance. Second, we develop a simulated scenario analysis to assess how much of the observed social background inequality is due to the educational outcomes of poorly performing students from high social backgrounds. The results are consistent with the notion that a CA mechanism is in place and show that the advantage of individuals with higher backgrounds over those from lower backgrounds is much larger among students with bad marks in earlier school stages. We estimate that at least one-third of the observed social background inequality in educational transitions in Italy can be attributed to the CA mechanism. This result is consistent across different outcomes, samples and birth cohorts, and is robust to a number of sensitivity checks.

scholarly journals Educational Transitions and Educational Inequality: A Multiple Pathways Sequential Logit Model Analysis of Finnish Birth Cohorts 1960–1985

2020 ◽  
Vol 36 (5) ◽  
pp. 700-719
Author(s):  
Juho Härkönen ◽  
Outi Sirniö
Keyword(s):  
Educational Outcomes ◽  
Logit Model ◽  
Educational Inequality ◽  
Social Background ◽  
Weighted Sum ◽  
Educational Transitions ◽  
Birth Cohorts ◽  
Educational Stratification ◽  
Upper Secondary ◽  
Educational Persistence

Abstract We developed a multiple pathways sequential logit model for analysing social background inequality in completed education and applied it to analyse educational inequality in Finland (birth cohorts 1960–1985). Our model builds on the sequential logit model for educational transitions, originally presented by Robert D. Mare and later extended by Maarten Buis, which disaggregates inequality in completed education into the weighted sum of inequalities in the transitions leading to it. Although the educational transitions framework is popular among educational stratification researchers, its applications have almost exclusively focused on analysing inequalities in separate educational transitions. Buis presented a unifying model of inequalities in educational transitions and completed education, which gives a substantive interpretation to the weights that link them. We applied this to an educational system in which the same educational outcomes can be reached through multiple pathways. Our analysis of Finnish register data shows that intergenerational educational persistence increased, particularly among women. The main reasons are increased inequality in academic upper-secondary (gymnasium) completion and gymnasium expansion that increased the weight of this transition as well as of the transition to university. We discuss the integration of structural and allocative mechanisms in educational stratification research.

scholarly journals Adult Vocational Qualifications Reduce the Social Gradient in Education

2019 ◽  
Vol 7 (3) ◽  
pp. 95-109
Author(s):  
Bernt Bratsberg ◽  
Torgeir Nyen ◽  
Oddbjørn Raaum
Keyword(s):  
Parental Education ◽  
Birth Cohorts ◽  
Social Differences ◽  
Upper Secondary Education ◽  
Vocational Qualifications ◽  
Early School ◽  
The Social ◽  
Upper Secondary ◽  
Lower Education ◽  
Alternative Routes

Many youth leave school early without an upper secondary education, impeding their chances in the labor market. Early school leavers come disproportionately from families with low parental education. In some countries, there are alternative routes to upper secondary qualifications as adults. Does adult attainment reduce initial social differences in educational attainment, or does it reinforce such differences? Norway is one of the countries where many attain upper secondary qualifications in adulthood. Using individual data from administrative registers, we follow five Norwegian birth cohorts (1973–1977) from age 20 to 40. We document that the association between parental education and upper secondary completion declines monotonically with age, ending at age 40 about 35% below that at age 20. We also document that the alternative routes to adult qualifications recruit students of different family backgrounds. In particular, adults who acquire vocational qualifications via the experience-based route come from families with lower education than other groups. Our evidence suggests that institutions that offer opportunities for certifying qualifications acquired at work mitigate social gradients, fostering more equal opportunities within the education system.

scholarly journals The additive advantage of having educated grandfathers for children’s education: evidence from a cross-national sample in Europe

2018 ◽  
Author(s):  
Paula Sheppard ◽  
Christiaan Willem Simon Monden
Keyword(s):  
Family Size ◽  
Educational Outcomes ◽  
Parental Education ◽  
National Sample ◽  
Moderating Effects ◽  
Highly Educated ◽  
Best Fit ◽  
Intergenerational Processes ◽  
Cross National

Until recently, research on intergenerational processes of social mobility has focused on two generational processes and paid little attention to the role of the grand-parental generation. An increasing number of studies have started to address this shortfall, but they report inconsistent findings. This may be due to design and measurement differences across studies and to substantive heterogeneity in the association. We use data from the Survey of Health, Ageing, and Retirement in Europe (SHARE) to explore these two issues. First, as we have information on all four grandparents, and both parents, we were able to evaluate the different ways to model grandparental associations. We found that including information on both grandfathers provided the best fit, once controlling for parental education. Second, we investigated the moderating effects of parental education, family size, and the grandparents’ being alive during the grandchild’s early life and school years. Having higher educated grandfathers is associated with higher educational outcomes for grandchildren, net of parental education and wealth. Moreover, having two highly educated grandfathers shows a stronger association than just one. We found no evidence for moderating effects of family size, parental education or generational overlap.

scholarly journals How does reserve capacity influences transition into upper secondary school among adolescent Finns?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
L Koivusilta ◽  
P Acacio-Claro ◽  
A Rimpelä
Keyword(s):  
Secondary School ◽  
Educational Outcomes ◽  
Reserve Capacity ◽  
Upper Secondary School ◽  
Psychosocial Resources ◽  
Educational Inequalities ◽  
Educational Transitions ◽  
Academic Placement ◽  
Academic Track ◽  
Upper Secondary

Abstract Background Educational inequalities occur when differences in educational outcomes are more strongly related to students' background than their own academic efforts. During adolescence, psychosocial resources such as social support and self-efficacy, collectively termed “reserve capacity” may serve as a pathway to educational transitions and help reduce educational inequalities. We study how reserve capacity affects transition of adolescents into upper secondary school in terms of non-placement or placement into vocational or academic track. Methods We use data from 9th graders in 128 schools at the 14 municipalities of Helsinki Metropolitan region who participated in the MetLoFin follow-up survey in 2014 (n = 7,344 students). The data were linked with the national Joint Application Registry containing information on whether student was placed in academic (65%) or vocational (32%) track or had no placement (3%) for upper secondary schools. Multinomial logistic regression models, adjusted for sex and school, were fitted to analyse the effect of students' background and reserve capacity on type of educational placement. Results Students whose parents had low education were more likely to be in vocational than academic track compared to those whose parents had high education (OR = 2.5 95% CI: 2.1-3.0). Having a foreign background increased the risk of having no placement than academic placement (OR = 1.5 95% CI: 1.1-2.2) compared to native students. Low social support and low self-efficacy predicted vocational placement of students relative to academic track but not no placement compared to academic placement. Academic grades remained strongest predictor of placement. Conclusions Students' background still determine educational outcomes, but psychosocial resources could likely reduce educational inequalities and ensure successful educational transitions in adolescence. Key messages Social backgrounds impact adolescents’ educational transitions. Adding students’ psychosocial resources could reduce educational inequalities.

scholarly journals Association between Hippocampal Volume and Working Memory in 10,000+ 9–10-Year-Old Children: Sex Differences

Children ◽  
2021 ◽  
Vol 8 (5) ◽  
pp. 411
Author(s):  
Shervin Assari ◽  
Shanika Boyce ◽  
Tanja Jovanovic
Keyword(s):  
Working Memory ◽  
Sex Differences ◽  
Parental Education ◽  
Predictor Variable ◽  
National Sample ◽  
Hippocampal Volume ◽  
Study Data ◽  
Cross Sectional ◽  
The Right

Aim: This study tested sex differences in the association between hippocampal volume and working memory of a national sample of 9–10-year-old children in the US. As the hippocampus is functionally lateralized (especially in task-related activities), we explored the results for the right and the left hippocampus. Methods: This is a cross-sectional study using the Adolescent Brain Cognitive Development (ABCD) Study data. This analysis included baseline ABCD data (n = 10,093) of children between ages 9 and 10 years. The predictor variable was right and left hippocampal volume measured by structural magnetic resonance imaging (sMRI). The primary outcome, list sorting working memory, was measured using the NIH toolbox measure. Sex was the moderator. Age, race, ethnicity, household income, parental education, and family structure were the covariates. Results: In the overall sample, larger right (b = 0.0013; p < 0.001) and left (b = 0.0013; p < 0.001) hippocampal volumes were associated with higher children’s working memory. Sex had statistically significant interactions with the right (b = −0.0018; p = 0.001) and left (b = −0.0012; p = 0.022) hippocampal volumes on children’s working memory. These interactions indicated stronger positive associations between right and left hippocampal volume and working memory for females compared to males. Conclusion: While right and left hippocampal volumes are determinants of children’s list sorting working memory, these effects seem to be more salient for female than male children. Research is needed on the role of socialization, sex hormones, and brain functional connectivity as potential mechanisms that may explain the observed sex differences in the role of hippocampal volume as a correlate of working memory.

scholarly journals The distribution of wealth in Spain and the USA: the role of socioeconomic factors

SERIEs ◽  
2021 ◽  
Author(s):  
Pedro Salas-Rojo ◽  
Juan Gabriel Rodríguez
Keyword(s):  
Socioeconomic Factors ◽  
Parental Education ◽  
Wealth Inequality ◽  
Latent Factors ◽  
Distribution Of Wealth ◽  
The Usa ◽  
Value Decomposition ◽  
Counterfactual Decomposition ◽  
Distribution Of Income

AbstractThe literature has typically found that the distribution of socioeconomic factors like education, labor status and income does not account for the remarkable wealth inequality disparities between countries. As a result, their different institutions and other latent factors receive all the credit. Here, we propose to focus on one type of wealth inequality, the inequality of opportunities (IOp) in wealth: the share of overall wealth inequality explained by circumstances like inheritances and parental education. By means of a counterfactual decomposition method, we find that imposing the distribution of socioeconomic factors of the USA into Spain has little effect on total, financial and real estate wealth inequality. On the contrary, these factors play an important role when wealth IOp is considered. A Shapley value decomposition shows that the distribution of education and labor status in the USA consistently increase wealth IOp when imposed into Spain, whereas the opposite effect is found for the distribution of income.

scholarly journals Stunting as a Synonym of Social Disadvantage and Poor Parental Education

2021 ◽  
Vol 18 (3) ◽  
pp. 1350
Author(s):  
Christiane Scheffler ◽  
Michael Hermanussen ◽  
Sugi Deny Pranoto Soegianto ◽  
Alexandro Valent Homalessy ◽  
Samuel Yan Touw ◽  
...  
Keyword(s):  
Private School ◽  
Parental Education ◽  
Maternal Education ◽  
Clinical Signs ◽  
Social Background ◽  
Social Disadvantage ◽  
Child Growth ◽  
Anthropometric Data ◽  
Disadvantaged Children ◽  
Self Confidence

Socially, economically, politically and emotionally (SEPE) disadvantaged children are shorter than children from affluent background. In view of previous work on the lack of association between nutrition and child growth, we performed a study in urban schoolchildren. We measured 723 children (5.83 to 13.83 years); Kupang, Indonesia; three schools with different social background. We investigated anthropometric data, clinical signs of malnutrition, physical fitness, parental education, and household equipment. Subjective self-confidence was assessed by the MacArthur test. The prevalence of stunting was between 8.5% and 46.8%. Clinical signs of under- or malnutrition were absent even in the most underprivileged children. There was no delay in tooth eruption. Underprivileged children are physically fitter than the wealthy. The correlation between height and state of nutrition (BMI_SDS, skinfold_SDS, MUAC_SDS) ranged between r = 0.69 (p < 0.01) and r = 0.43 (p < 0.01) in private school children, and between r = 0.07 (ns) and r = 0.32 (p < 0.01) in the underprivileged children. Maternal education interacted with height in affluent (r = 0.20, p < 0.01) and in underprivileged children (r = 0.20, p < 0.01). The shortness of SEPE disadvantaged children was not associated with anthropometric and clinical signs of malnutrition, nor with delay in physical development. Stunting is a complex phenomenon and may be considered a synonym of social disadvantage and poor parental education.

Sign in / Sign up

Export Citation Format

Share Document