scholarly journals The Effect of Family Background on Life Time Use Related with Educational Achievement of the Korean Youths

2007 ◽  
Vol 19 (2) ◽  
pp. 93-120 ◽  
Author(s):  
Park, Min Ja ◽  
손문금
Keyword(s):  
Time Use ◽  
Educational Achievement ◽  
Family Background ◽  
Life Time

Does Schooling Decrease Socioeconomic Inequality in Early Achievement? A Differential Exposure Approach

2021 ◽  
pp. 000312242110491
Author(s):  
Giampiero Passaretta ◽  
Jan Skopek
Keyword(s):  
Socioeconomic Inequality ◽  
Educational Achievement ◽  
Family Background ◽  
Causal Effect ◽  
Socioeconomic Background ◽  
Replication Studies ◽  
Learning Domains ◽  
Differential Exposure ◽  
Schooling Effects

Does schooling affect socioeconomic inequality in educational achievement? Earlier studies based on seasonal comparisons suggest schooling can equalize social gaps in learning. Yet recent replication studies have given rise to skepticism about the validity of older findings. We shed new light on the debate by estimating the causal effect of 1st-grade schooling on achievement inequality by socioeconomic family background in Germany. We elaborate a differential exposure approach that estimates the effect of exposure to 1st-grade schooling by exploiting (conditionally) random variation in test dates and birth dates for children who entered school on the same calendar day. We use recent data from the German NEPS to test school-exposure effects for a series of learning domains. Findings clearly indicate that 1st-grade schooling increases children’s learning in all domains. However, we do not find any evidence that these schooling effects differ by children’s socioeconomic background. We conclude that, although all children gain from schooling, schooling has no consequences for social inequality in learning. We discuss the relevance of our findings for sociological knowledge on the role of schooling in the process of stratification and highlight how our approach complements seasonal comparison studies.

scholarly journals A comparative analysis of children’s time use and educational achievement: Assessing evidence from China, Japan and the United States

2020 ◽  
Vol 6 (2) ◽  
pp. 257-285
Author(s):  
Ryosuke Nakamura ◽  
Jun Yamashita ◽  
Hideo Akabayashi ◽  
Teruyuki Tamura ◽  
Yang Zhou
Keyword(s):  
Parenting Styles ◽  
Time Use ◽  
Educational Achievement ◽  
Educational Inequality ◽  
The United States ◽  
Strong Impact ◽  
The Usa ◽  
Nationally Representative ◽  
Math Test ◽  
Math Test Scores

Various forms of empirical evidence suggest that parental socioeconomic status (SES) is strongly related to educational outcomes and many countries attempt to close achievement gaps among children. Parenting practice is one important mechanism through which educational inequality emerges across families with different SES. In this paper, we show that the class gap in children’s time use and academic achievements reflects parenting styles and parental practices stratified by parental SES by comparatively investigating the cases of China, Japan, and the USA, drawing on three sets of nationally representative longitudinal data. We find that for children aged 10–15 in China, parental SES has a strong impact on children's homework time and academic performance. Similar patterns are found in the results of 10–15-year-old children in Japan; however, homework time more weakly relates to the parents' education level. Moreover, restricting the samples to 14-year-old children and comparing the three countries, we find that the test score gap among parental SES is the largest in the USA; to fill the gap in math test scores between the first and fourth income quartiles, a sizable number of additional hours spent on homework are needed in the USA, compared to China and Japan.

scholarly journals Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children

2020 ◽  
Vol 93 (3) ◽  
pp. 256-276
Author(s):  
Rob J. Gruijters ◽  
Julia A. Behrman
Keyword(s):  
Socioeconomic Status ◽  
Learning Outcomes ◽  
Social Inequalities ◽  
School Quality ◽  
Educational Achievement ◽  
Family Background ◽  
Well Being ◽  
African Countries ◽  
Unequal Distribution ◽  
Family Socioeconomic Status

Influential reports about the “learning crisis” in the global South generally pay insufficient attention to social inequalities in learning. In this study, we explore the association between family socioeconomic status and learning outcomes in 10 francophone African countries using data from the Programme for the Analysis of Education Systems, a standardized assessment of pupils’ mathematics and reading competence at the end of primary school. We start by showing that learning outcomes among grade 6 pupils are both poor and highly stratified. We then develop and test a conceptual framework that highlights three mechanisms through which family socioeconomic status might contribute to learning: (1) educational resources at home, (2) health and well-being, and (3) differences in school quality. We find that most of the effect of family background on learning outcomes operates through school quality, which results from a combination of the unequal distribution of resources (such as teachers and textbooks) across schools and high socioeconomic segregation between schools. On the basis of these results, we suggest that most countries in the region could improve equity as well as overall performance by “raising the floor” in school quality.

scholarly journals Rentengeschäft im spätmittelalterlichen Reval

2021 ◽  
Vol 137 ◽  
pp. 111-135
Author(s):  
Steffen Schlinker
Keyword(s):  
Time Use ◽  
Life Time ◽  
City Council ◽  
Annual Income ◽  
Real Property ◽  
Late Medieval ◽  
The City

This article examines the deeds establishing annuities in late-medieval Reval (Tallinn). In most cases, some clerical institution or the city council itself functioned as the debtor, promising a yearly rente to a creditor in exchange for a capital sum. Among the beneficiaries are numbered one or more natural persons as well as corporations such as churches. The deeds show that granting annuities was found to be useful in a number of different contexts. They could be employed to create a fixed annual income. They could also be used to gain spiritual merit, if a perpetual rent was created in order to benefit a church or hospital. They could be used as a form of payment for the life-time use of real property or to facilitate the distribution of an estate among the heirs. Of course, annuities were a risky proposition, a fact which generated a number of individual stipulations to cover various eventualities. The age and the number of beneficiaries may have influenced the level of the rente, which normally ranged between 6 % and 10 % of the capital invested.

Teenage Sexual Orientation, Adult Openness, and Status Attainment in Gay Males

2002 ◽  
Vol 45 (2) ◽  
pp. 163-182 ◽  
Author(s):  
Donald C. Barrett ◽  
Lance M. Pollack ◽  
Mary L. Tilden
Keyword(s):  
Sexual Orientation ◽  
Educational Achievement ◽  
Family Background ◽  
Status Attainment ◽  
Health Study ◽  
Gay Males ◽  
Gay Male ◽  
The Status ◽  
Homosexual Activity ◽  
Early Decision

Research on the effects of sexual orientation on gay male status attainment has been hampered by the use of opportunistic samples and by the inability to control for family background and sexual orientation characteristics. This research uses data from the Urban Men's Health Study, a multicity probability sample, to examine the status attainment process among men who identify as gay or bisexual (N = 2,290). Logistic regression is used to measure the effects of teen sexual orientation and adult expression of sexual orientation on educational achievement and household income. Early decision that one is gay and early homosexual activity are related to reduced educational achievement. Teen sexual orientation and adult expression of sexual orientation are not directly related to income, though education was. These findings suggest that the costs of discrimination encountered early in life are an important component of the reduced status attainment of gay males.

scholarly journals Gender differences in educational outcomes and the effect of family background: A comparative perspective from East Asia

2020 ◽  
Vol 6 (2) ◽  
pp. 315-335
Author(s):  
Hideo Akabayashi ◽  
Kayo Nozaki ◽  
Shiho Yukawa ◽  
Wangyang Li
Keyword(s):  
Gender Gap ◽  
Test Scores ◽  
Educational Achievement ◽  
Family Background ◽  
Economic Status ◽  
Specific Effect ◽  
Cognitive Outcome ◽  
Longitudinal Surveys ◽  
The Usa ◽  
Rich Information

There is wide variation in the degree of gender gap in test scores around the world, suggesting the strong influence of institutions, culture and inequality. We present comparative evidence on the gender gap in educational achievement in China, Japan, and the USA, with an emphasis on the gender-specific effect of parental income and education, and the child’s own preferences for study subjects. We used three major national representative longitudinal surveys with rich information about cognitive outcome measures of respondent children as well as educational investment and parental socio-economic status that allow us to analyze their inter-relationship. We found that low household income tends to have more adverse effects on language test scores for boys than for girls in the USA, as is consistent with previous studies. However, it does not have an impact on gender gap in test scores in China and tends to affect girls more adversely than boys in Japan.

scholarly journals Působení rodinného zázemí, vzdělání a životních změn na pracovní hodnoty mužů a žen v České republice

2021 ◽  
Vol 17 (4) ◽  
pp. 1-20
Author(s):  
Michal Janíčko ◽  
Zdeňka Šímová
Keyword(s):  
Cognitive Skills ◽  
Formal Education ◽  
Work Values ◽  
Educational Achievement ◽  
Family Background ◽  
Positive Influence ◽  
Men And Women ◽  
Raising Children ◽  
Traditional Gender Roles ◽  
Work Family

This paper deals with work values as an important factor in individual career decisions. It relies on data from the PIAAC survey and the follow-up SKILLS II survey. Using a sample of Czech men and women 20–45 years old, we examine the factors that affect the formation of orientations to work as compared with family, and the values of high salary and career progress as compared with intrinsic enjoyment of work. Our results show the significant positive influence of family background for men and of higher education, especially for women, on an orientation to a job and to enjoyment of its contents. The orientation of men toward achieving high earnings is strengthened by the need to ensure income for their families, especially raising children, while for women, work centrality and perceived career importance increases after long periods of unemployment. The results show the contribution of high educational achievement to closing the gaps between the work-family orientations of men and women, but also a return to traditional gender roles during periods of childcare. In the conclusion we indicate directions for further research to focus on the different consequences of experiences with unemployment for men and women and on the role of cognitive skills in work values that are not always analogically related to formal education.

scholarly journals Educational Inequality, Educational Expansion and Intergenerational Mobility

2016 ◽  
Vol 45 (4) ◽  
pp. 589-614 ◽  
Author(s):  
JO BLANDEN ◽  
LINDSEY MACMILLAN
Keyword(s):  
Educational Outcomes ◽  
Educational Achievement ◽  
Educational Inequality ◽  
Family Background ◽  
Social Background ◽  
Educational Expansion ◽  
Future Trends ◽  
Educational Inequalities ◽  
Market Returns ◽  
The Uk

AbstractThe distribution of education by social background and the mobility prospects of society are intimately connected. To begin to predict future trends in mobility in the UK we bring together evidence on educational inequality by family background for cohorts from 1958 to 2000 for a range of educational outcomes. There is evidence that educational inequalities have narrowed among recent cohorts as the overall level of educational achievement has increased. This could be promising for mobility provided the labour market returns to these qualifications are maintained. However, stubborn inequalities by background at higher attainment levels imply that narrowing inequalities and expanding equality of opportunity throughout the educational distribution is a difficult task.

THE POWER ELITE IN THAILAND: A General Survey with a Focus on the Civil Bureaucrats

1975 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Likhit Dhiravegin
Keyword(s):  
Social Mobility ◽  
Educational Achievement ◽  
Family Background ◽  
Early Stage ◽  
Student Leaders ◽  
Government Service ◽  
Business Elite ◽  
The Government ◽  
The Power Elite ◽  
The Military

AbstractAt the macro level, we have given a systemic picture of the elite structure of Thai society. We have argued that the most three powerful groups of elite are the military, the civil bureaucratic elite and the business elite. Among these three groups of elite, an alliance has been developed. The business elite have sought political protection from the military and the bureaucratic elite while the latter. two groups obtain economic benefit. Below the three groups of elite lie the people's representatives; the student leaders, the labour leaders and the peasant organizers. We have argued that the people's representatives are on the border line because the democratice structure has not yet become institutionalized. And this is true also for the student leaders, the labour leaders and the peasant organizers. At best, they are at the early stage of getting organized and thus they are classified as interest groups who are becoming more and more active in politics. At the micro level, we have presented an analysis of the general characteristics of the civil bureaucratic elite of Thailand. We have found from our discussion that more than two-fifths (41%) of the elite in our study have fathers in government service; 31.44% are from families of business; only 5.6% are from a peasant background. There ia an inbreeding in the government service career. We have hypothesized that family background plays a crucial role in an individual's educational achievement which, in turn, leads to his social mobility. From our study, we have found that social mobility

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