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.

Socio-Economic Family Background and Adult Children’s Health in Germany: The Role of Intergenerational Transmission of Education

2020 ◽  
Author(s):  
Oliver Arránz Becker ◽  
Katharina Loter
Keyword(s):  
Mental Health ◽  
Life Course ◽  
Intergenerational Transmission ◽  
Parental Education ◽  
Panel Study ◽  
Later Life ◽  
Children's Health ◽  
Children’S Health ◽  
Physical And Mental Health ◽  
Intergenerational Transmission Of Education

Abstract This study examines consequences of parental education for adult children’s physical and mental health using panel data from the German Socio-Economic Panel study. Based on random-effects growth curve models (N = 15,144 West German respondents born between 1925 and 1998 aged 18–80), we estimate gender-, age-, and cohort-specific trajectories of physical and mental health components of the SF-12 questionnaire for low and high parental education measured biennially from 2002 to 2018. Findings suggest more persistent effects of parental education on physical than mental health. In particular, both daughters and sons of the lower educated group of parents (with neither parent qualified for university) exhibit markedly poorer physical health over the whole life course and worse mental health in mid-life and later life than those of higher educated parents. Thus, children’s health gradients conditional on parental education tend to widen with increasing age. Once children’s educational attainment is held constant, effects of parental education on children’s health mostly vanish. This suggests that in the strongly stratified West German context with its rather low social mobility, intergenerational transmission of education, which, according to our analyses, has been declining among younger cohorts, contributes to cementing long-term health inequalities across the life course.

scholarly journals Faktor Risiko Early Childhood Caries pada Anak UsiaPrasekolah di PAUD Kenanga 17 Kelurahan Penjaringan, Kecamatan Penjaringan, Jakarta Utara

2020 ◽  
Vol 2 (1) ◽  
pp. 012-022
Author(s):  
Anita Rosa Delima ◽  
Setya Kusuma Arum
Keyword(s):  
Early Childhood ◽  
Early Childhood Caries ◽  
Parental Education ◽  
Population Data ◽  
Total Sample ◽  
Tooth Brushing ◽  
P Value ◽  
Cross Sectional ◽  
Childhood Caries

Dental caries is a multifactorial disease that can affect all levels of society. There are several factors that take part ini caries initiation. Caries risk factors in children are related to age, gender, use of bottles, tooth brushing frequency, the role of the mother, and parental education. The purpose of this studywas to find out factors related to the cause of early childhood caries experienced by preschool children at PAUD Kenanga 17 Kelurahan Penjaringan, Kecamatan Penjaringan, North Jakarta. An observational analytical methods with cross sectional approach was used in this study. Subject in this study consisted of 20 children as a total sample of the population. Data collection was carried out using questionnaires and def-t index was employed for dental examination. Data processing and statistical analysis using chi-square test were applied with a significance value of p 0.05. The results showed significant correlation between age (p value 0.001) and gander (p value 0.047) andearly childhood caries.hawever, no correlation was observed betwen the use of bottle (p value = 0.909), frequency of tooth brushing (p value 1.00), role of mother (p value 1.00), and parental education (p value = 0.798) and early childhood caries.

A descriptive perspective on intergenerational sustainability in education and the impact of family lineage in the Democratic Republic of the Congo

2021 ◽  
Vol 17 (1) ◽  
pp. 74
Author(s):  
Bernard Yungu Loleka
Keyword(s):  
Intergenerational Transmission ◽  
Transition Matrix ◽  
Parental Education ◽  
Democratic Republic ◽  
Democratic Republic Of Congo ◽  
Cohort Analysis ◽  
Republic Of Congo ◽  
Republic Of The Congo ◽  
The Impact ◽  
Intergenerational Transmission Of Education

This study investigates how family lineage descent groups influence the intergenerational transmission of education for the cohorts of 1940-1989 in the Democratic Republic of Congo (DRC). The study applies both transition matrix and intergenerational persistence (IGP) methods, using the father's years of schooling as a proxy for parental education. The findings suggest a pronounced steady persistence in education for the estimated mean regression coefficient over a period of 49 years. Moreover, results by gender indicate that intergenerational persistence in education has significantly decreased for males in recent cohorts but slightly increased for females. Furthermore, findings suggest that intergenerational persistence has been decreasing in matrilineal descent groups in recent cohorts while increasing for the patrilineal descent groups. The study gives a good sense of the relationship between family lineage descent and intergenerational transmission of education in DRC. In addition, it indicates that there is both substantial upward and downward intergenerational education mobility in the country.   Keywords: Cohort analysis, Family lineage descent groups, Intergeneration transmission of education, Inter-generational persistence (IGP) methods, The Democratic Republic of Congo (DRC), Transition matrix.

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 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 Evaluating the Role of Parental Education and Adolescent Health Problems in Educational Attainment

Demography ◽  
2020 ◽  
Vol 57 (6) ◽  
pp. 2245-2267
Author(s):  
Janne Mikkonen ◽  
Hanna Remes ◽  
Heta Moustgaard ◽  
Pekka Martikainen
Keyword(s):  
Secondary Education ◽  
Mental Disorders ◽  
Educational Attainment ◽  
Adolescent Health ◽  
Parental Education ◽  
Negative Impact ◽  
Tertiary Education ◽  
Health Problems ◽  
Linear Probability

AbstractThis article reconsiders the role of social origin in health selection by examining whether parental education moderates the association between early health and educational attainment and whether health problems mediate the intergenerational transmission of education. We used longitudinal register data on Finns born in 1986–1991 (n = 352,899). We measured the completion of secondary and tertiary education until age 27 and used data on hospital care and medication reimbursements to assess chronic somatic conditions, frequent infections, and mental disorders at ages 10–16. We employed linear probability models to estimate the associations between different types of health problems and educational outcomes and to examine moderation by parental education, both overall in the population and comparing siblings with and without health problems. Finally, we performed a mediation analysis with g-computation to simulate whether a hypothetical eradication of health problems would weaken the association between parental and offspring education. All types of health problems reduced the likelihood of secondary education, but mental disorders were associated with the largest reductions. Among those with secondary education, there was further evidence of selection to tertiary education. High parental education buffered against the negative impact of mental disorders on completing secondary education but exacerbated it in the case of tertiary education. The simulated eradication of health problems slightly reduced disparities by parental education in secondary education (up to 10%) but increased disparities in tertiary education (up to 2%). Adolescent health problems and parental education are strong but chiefly independent predictors of educational attainment.

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