CHAPTER SIX Social-Origin Inequalities in Educational Careers in Italy

2020 ◽  
pp. 149-184
Author(s):  
Dalit Contini ◽  
Andrea Scagni
Author(s):  
C. L. Comolli ◽  
L. Bernardi ◽  
M. Voorpostel

AbstractInformed by the life course perspective, this paper investigates whether and how employment and family trajectories are jointly associated with subjective, relational and financial wellbeing later in life. We draw on data from the Swiss Household Panel which combines biographical retrospective information on work, partnership and childbearing trajectories with 19 annual waves containing a number of wellbeing indicators as well as detailed socio-demographic and social origin information. We use sequence analysis to identify the main family and work trajectories for men and women aged 20–50 years old. We use OLS regression models to assess the association between those trajectories and their interdependency with wellbeing. Results reveal a joint association between work and family trajectories and wellbeing at older age, even net of social origin and pre-trajectory resources. For women, but not for men, the association is also not fully explained by proximate (current family and work status) determinants of wellbeing. Women’s stable full-time employment combined with traditional family trajectories yields a subjective wellbeing premium, whereas childlessness and absence of a stable partnership over the life course is associated with lower levels of financial and subjective wellbeing after 50 especially in combination with a trajectory of weak labour market involvement. Relational wellbeing is not associated with employment trajectories, and only weakly linked to family trajectories among men.


2019 ◽  
Vol 286 (1902) ◽  
pp. 20190359 ◽  
Author(s):  
Martin Kolk ◽  
Kieron Barclay

We examine the relationship between cognitive ability and childbearing patterns in contemporary Sweden using administrative register data. The topic has a long history in the social sciences and has been the topic of a large number of studies, many reporting a negative gradient between intelligence and fertility. We link fertility histories to military conscription tests with intelligence scores for all Swedish men born 1951–1967. We find a positive relationship between intelligence scores and fertility, and this pattern is consistent across the cohorts we study. The relationship is most pronounced for the transition to a first child, and men with the lowest categories of IQ scores have the fewest children. Using fixed effects models, we additionally control for all factors that are shared by siblings, and after such adjustments, we find a stronger positive relationship between IQ and fertility. Furthermore, we find a positive gradient within groups at different levels of education. Compositional differences of this kind are therefore not responsible for the positive gradient we observe—instead, the relationship is even stronger after controlling for both educational careers and parental background factors. In our models where we compare brothers to one another, we find that, relative to men with IQ 100, the group with the lowest category of cognitive ability have 0.56 fewer children, and men with the highest category have 0.09 more children.


2020 ◽  
Vol 36 (4) ◽  
pp. 610-625
Author(s):  
Patricia McMullin ◽  
Frances McGinnity ◽  
Aisling Murray ◽  
Helen Russell

Abstract This article explores the role that home-learning activities (HLAs) play in the relationship between social origin and cognitive development using an Irish birth cohort study, Growing Up in Ireland. Numerous studies using different measures of the home-learning environment (HLE) have shown that it has considerable influence on young children’s cognitive development, and that the HLE is often linked to social origin. We find a social gradient in vocabulary even at age 3 years, with the largest gaps for mothers’ education. Family income, mothers’ education, and social class are also associated with vocabulary independently, though these associations are reduced by adding all three measures simultaneously. The extent of HLAs helps explain a very small part of the education differences and none of the income or social class differences in vocabulary. We find some evidence that HLAs may be more salient for children from families with low income and lower social class backgrounds in terms of supporting vocabulary development, thereby compensating somewhat for disadvantage. HLAs also appear to encourage vocabulary development between age 3 and 5, and play a role in reducing the gap in vocabulary between high- and low-income children.


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