Pub Date : 2021-01-01DOI: 10.1332/175795921X16113479066488
Eyal Bar-Haim, Yariv Feniger
This paper provides an overview of tracking in Israeli upper secondary education and assesses its effect on the attainment of higher education degrees and earnings. Since the early 1970’s, the Israeli education system has gone through three major reforms that profoundly transformed tracking and sorting mechanisms in secondary education. All three aimed at reducing social inequality in educational attainment through structural changes that expanded learning opportunities and replaced rigid top-down sorting mechanisms with concepts of differentiation and choice. Utilising a data set that includes a large representative sample of Israelis born between 1978 and 1981 who were fully affected by the reforms, the analysis shows that there is a clear link between social background and track placement. Track placement, in turn, is associated with attainment of higher education degrees and income. Moreover, tracking mediates a large proportion of the association between parental class and these two adult outcomes. We also show that the low-status academic tracks that replaced the vocational tracks did not improve the life chances of low-achieving students from disadvantaged social groups.Key messagesWe analyze the relation between social background, secondary education tracking and later life achievements using registry data.The results show that tracking mediates a large proportion of the association between background and outcomes High-tier vocational tracks improved the chances of students.Low-status academic tracks did not improve the life chances of low background students.
{"title":"Tracking in Israeli high schools: social inequality after 50 years of educational reforms","authors":"Eyal Bar-Haim, Yariv Feniger","doi":"10.1332/175795921X16113479066488","DOIUrl":"https://doi.org/10.1332/175795921X16113479066488","url":null,"abstract":"This paper provides an overview of tracking in Israeli upper secondary education and assesses its effect on the attainment of higher education degrees and earnings. Since the early 1970’s, the Israeli education system has gone through three major reforms that profoundly transformed tracking and sorting mechanisms in secondary education. All three aimed at reducing social inequality in educational attainment through structural changes that expanded learning opportunities and replaced rigid top-down sorting mechanisms with concepts of differentiation and choice. Utilising a data set that includes a large representative sample of Israelis born between 1978 and 1981 who were fully affected by the reforms, the analysis shows that there is a clear link between social background and track placement. Track placement, in turn, is associated with attainment of higher education degrees and income. Moreover, tracking mediates a large proportion of the association between parental class and these two adult outcomes. We also show that the low-status academic tracks that replaced the vocational tracks did not improve the life chances of low-achieving students from disadvantaged social groups.Key messagesWe analyze the relation between social background, secondary education tracking and later life achievements using registry data.The results show that tracking mediates a large proportion of the association between background and outcomes High-tier vocational tracks improved the chances of students.Low-status academic tracks did not improve the life chances of low background students.","PeriodicalId":45988,"journal":{"name":"Longitudinal and Life Course Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66290108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1332/175795921X16137571163021
C. Barone, M. Triventi, Marta Facchini
Students and parents choose among high school tracks based on the assumption that academic tracks will offer a better preparation for university while vocational tracks will make the transition in the labour market easier, if students do not have a tertiary degree. We assess whether this assumption holds also when considering the long-term occupational outcomes of tracks choices in upper secondary education, controlling for both social and ability selection into tracks. We use for this purpose recent data from the 2014 ISFOL PLUS survey and apply linear regression/probability models to investigate labour market outcomes in a stage of occupational maturity. We find that, while there are no significant differences between tracks in the likelihood of being employed, students with an academic diploma fare better than vocational students in terms of social class attainment, even in the absence of a tertiary degree. The advantage of the academic diploma holds both for entering the salariat class and the high salariat class, and for avoiding demotion into manual occupations or unskilled manual occupations. We also show that tracking accounts for a large proportion of the total effects of socio-economic background on occupational attainment, and that coming from socio-economically advantaged families exacerbates the labour market advantages of attending an academic track.Key messagesThe link between social background, high school track and long-term occupational outcomes is analysed.Analyses control for social and ability selection into tracks.There are no significant differences between tracks in employment status at occupational maturity in Italy.Academic diploma holders have higher chances of entering the upper classes and lower risks of ending into manual occupations.
{"title":"Social origins, tracking and occupational attainment in Italy","authors":"C. Barone, M. Triventi, Marta Facchini","doi":"10.1332/175795921X16137571163021","DOIUrl":"https://doi.org/10.1332/175795921X16137571163021","url":null,"abstract":"Students and parents choose among high school tracks based on the assumption that academic tracks will offer a better preparation for university while vocational tracks will make the transition in the labour market easier, if students do not have a tertiary degree. We assess whether this assumption holds also when considering the long-term occupational outcomes of tracks choices in upper secondary education, controlling for both social and ability selection into tracks. We use for this purpose recent data from the 2014 ISFOL PLUS survey and apply linear regression/probability models to investigate labour market outcomes in a stage of occupational maturity. We find that, while there are no significant differences between tracks in the likelihood of being employed, students with an academic diploma fare better than vocational students in terms of social class attainment, even in the absence of a tertiary degree. The advantage of the academic diploma holds both for entering the salariat class and the high salariat class, and for avoiding demotion into manual occupations or unskilled manual occupations. We also show that tracking accounts for a large proportion of the total effects of socio-economic background on occupational attainment, and that coming from socio-economically advantaged families exacerbates the labour market advantages of attending an academic track.Key messagesThe link between social background, high school track and long-term occupational outcomes is analysed.Analyses control for social and ability selection into tracks.There are no significant differences between tracks in employment status at occupational maturity in Italy.Academic diploma holders have higher chances of entering the upper classes and lower risks of ending into manual occupations.","PeriodicalId":45988,"journal":{"name":"Longitudinal and Life Course Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66290533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to estimate to what extent track attendance in secondary education in Germany affects labour-market outcomes for individuals with similar starting conditions. We argue that track attendance creates path dependencies that lead to different positions in the occupational structure. We also investigate whether such effects vanish when we control for final educational attainment and whether they are moderated by social origin. We pooled the German Life History Study (GLHS 1964 and 1971) with the Adult Cohort of the National Educational Panel Study (NEPS-SC6), analysing the educational and employment histories for the cohorts born between 1964 and 1986 in West Germany. We condition on observables employing Covariate Balancing Propensity Score matching (CBPS). Since in both data sets information on pre-tracking ability is missing, we apply a method to approximate controlling for selection into school tracks, which makes use of GPA information at the end of first secondary schooling. Our results show that, on average, marginal students who were exposed to a lower track have lower International Socio-Economic Index (ISEI) scores and are less likely to enter the service class. As expected, when we condition on final educational attainment, the statistically significant differences disappear. We do not find complete support of moderation effects by social backgrounds as the evidence for compensatory advantage of students from privileged class background is confined to those in the lowest school track. We conclude that our data provide supports for path dependencies of track exposure.Key messagesThis article investigates to what extent track attendance in secondary education in Germany affects occupational attainment.We pooled two longitudinal data sources (GLHS & NEPS- SC6) and suggest two alternative methods to approximate controlling for selection into school tracks.Results show no disadvantages for students who graduated from a lower track.
{"title":"Does tracking really affect labour-market outcomes in the long run? Estimating the long-term effects of secondary-school tracking in West Germany","authors":"Claudia Traini, Corinna Kleinert, Steffen Schindler","doi":"10.1332/175795920X16062248132253","DOIUrl":"https://doi.org/10.1332/175795920X16062248132253","url":null,"abstract":"This article aims to estimate to what extent track attendance in secondary education in Germany affects labour-market outcomes for individuals with similar starting conditions. We argue that track attendance creates path dependencies that lead to different positions in the occupational structure. We also investigate whether such effects vanish when we control for final educational attainment and whether they are moderated by social origin. We pooled the German Life History Study (GLHS 1964 and 1971) with the Adult Cohort of the National Educational Panel Study (NEPS-SC6), analysing the educational and employment histories for the cohorts born between 1964 and 1986 in West Germany. We condition on observables employing Covariate Balancing Propensity Score matching (CBPS). Since in both data sets information on pre-tracking ability is missing, we apply a method to approximate controlling for selection into school tracks, which makes use of GPA information at the end of first secondary schooling. Our results show that, on average, marginal students who were exposed to a lower track have lower International Socio-Economic Index (ISEI) scores and are less likely to enter the service class. As expected, when we condition on final educational attainment, the statistically significant differences disappear. We do not find complete support of moderation effects by social backgrounds as the evidence for compensatory advantage of students from privileged class background is confined to those in the lowest school track. We conclude that our data provide supports for path dependencies of track exposure.Key messagesThis article investigates to what extent track attendance in secondary education in Germany affects occupational attainment.We pooled two longitudinal data sources (GLHS & NEPS- SC6) and suggest two alternative methods to approximate controlling for selection into school tracks.Results show no disadvantages for students who graduated from a lower track.","PeriodicalId":45988,"journal":{"name":"Longitudinal and Life Course Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66289725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1332/175795921X16189338289970
Steffen Schindler
{"title":"Educational differentiation in secondary education and labour-market outcomes","authors":"Steffen Schindler","doi":"10.1332/175795921X16189338289970","DOIUrl":"https://doi.org/10.1332/175795921X16189338289970","url":null,"abstract":"<jats:p> </jats:p>","PeriodicalId":45988,"journal":{"name":"Longitudinal and Life Course Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66290669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1332/175795921X16137571038264
Estelle Herbaut, C. Barone, M. Ichou, Louis-André Vallet
This paper examines the labour-market returns to different high school tracks in the French context. We use rich nationally representative longitudinal data running from the beginning of secondary education until entrance into the labour market: the Panel d’élèves du second degré, recrutement 1995 combined with the Entrée dans la vie adulte-EVA follow-up survey. Analysing these data, we are able to identify the consequences of track placement in high school on various labour-market outcomes controlling for social and academic selection into tracking. Our results show that academic diplomas offer higher labour-market benefits than vocational diplomas, even when adjusting for selection into tracks based on prior school performance, family background and other socio-demographic characteristics. The advantage of the academic track stays large, both for the whole group of upper secondary graduates and for those who have not achieved a tertiary degree. Our results further indicate that academic qualifications are even more rewarding for service-class graduates. We discuss the theoretical and policy implications of our results for processes of intergenerational reproduction.Key messagesSecondary academic diplomas offer higher labour market benefits than vocational ones, even when adjusting for selection into tracks.The academic path is the most rewarding option in France, even among students who do not complete tertiary education.Secondary academic qualifications are even more rewarding for service class graduates, in terms of boosting access to service class jobs.
{"title":"Social origins, track choices and labour-market outcomes: evidence from the French case","authors":"Estelle Herbaut, C. Barone, M. Ichou, Louis-André Vallet","doi":"10.1332/175795921X16137571038264","DOIUrl":"https://doi.org/10.1332/175795921X16137571038264","url":null,"abstract":"This paper examines the labour-market returns to different high school tracks in the French context. We use rich nationally representative longitudinal data running from the beginning of secondary education until entrance into the labour market: the Panel d’élèves du second degré, recrutement 1995 combined with the Entrée dans la vie adulte-EVA follow-up survey. Analysing these data, we are able to identify the consequences of track placement in high school on various labour-market outcomes controlling for social and academic selection into tracking. Our results show that academic diplomas offer higher labour-market benefits than vocational diplomas, even when adjusting for selection into tracks based on prior school performance, family background and other socio-demographic characteristics. The advantage of the academic track stays large, both for the whole group of upper secondary graduates and for those who have not achieved a tertiary degree. Our results further indicate that academic qualifications are even more rewarding for service-class graduates. We discuss the theoretical and policy implications of our results for processes of intergenerational reproduction.Key messagesSecondary academic diplomas offer higher labour market benefits than vocational ones, even when adjusting for selection into tracks.The academic path is the most rewarding option in France, even among students who do not complete tertiary education.Secondary academic qualifications are even more rewarding for service class graduates, in terms of boosting access to service class jobs.","PeriodicalId":45988,"journal":{"name":"Longitudinal and Life Course Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66290938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1332/175795920X16062920646814
Marlis Buchmann, Jeanine Grütter, C. Igel
This study profile describes COCON – the acronym for COmpetence and CONtext. This is an interdisciplinary, multi-cohort and multi-informant longitudinal study with a primary focus on how children and adolescents cope with the developmental tasks of early life course transitions. It strives to detect the social and individual antecedents and consequences associated with the handling of these transitions. The project frames child and adolescent development in the triple theoretical perspective of challenges imposed by early transitions in the institutionalised life course, inequality in resources and opportunities, and young people’s competencies. Thanks to the longitudinal and multi-cohort design of the study, this conceptual perspective facilitates the joint examination of intra-individual development, inter-individual differences in developmental outcomes and social change in developmental processes.COCON consists of three age groups, whereby each groups represents a prototypical stage in the process of growing up: mid-childhood (6-year-olds), mid-adolescence (15-year-olds) and early adulthood (21-year-olds). The samples are representative for the French- and German-speaking parts of Switzerland. The large sample sizes and the multilingual context of Switzerland permit the analysis of group disparities as well as cross-cultural differences. The multi-informant component of the study includes the primary caregiver and class teacher.The current study profile outlines the most important characteristics of the study in the context of the conceptual framework and discusses strengths and caveats related to study management as well as ethical considerations and information on data availability.Key messagesThe COCON study is a multi-cohort and multi-informant longitudinal study which enlightens challenges imposed by early transitions.COCON examines intra-individual development, inter-individual differences in developmental outcomes, and social change.The large sample sizes and the multilingual context of Switzerland permit to analyze group disparities as well as cross-cultural differences.
{"title":"COCON – Swiss Longitudinal Survey of Children and Youth","authors":"Marlis Buchmann, Jeanine Grütter, C. Igel","doi":"10.1332/175795920X16062920646814","DOIUrl":"https://doi.org/10.1332/175795920X16062920646814","url":null,"abstract":"This study profile describes COCON – the acronym for COmpetence and CONtext. This is an interdisciplinary, multi-cohort and multi-informant longitudinal study with a primary focus on how children and adolescents cope with the developmental tasks of early life course transitions. It strives to detect the social and individual antecedents and consequences associated with the handling of these transitions. The project frames child and adolescent development in the triple theoretical perspective of challenges imposed by early transitions in the institutionalised life course, inequality in resources and opportunities, and young people’s competencies. Thanks to the longitudinal and multi-cohort design of the study, this conceptual perspective facilitates the joint examination of intra-individual development, inter-individual differences in developmental outcomes and social change in developmental processes.COCON consists of three age groups, whereby each groups represents a prototypical stage in the process of growing up: mid-childhood (6-year-olds), mid-adolescence (15-year-olds) and early adulthood (21-year-olds). The samples are representative for the French- and German-speaking parts of Switzerland. The large sample sizes and the multilingual context of Switzerland permit the analysis of group disparities as well as cross-cultural differences. The multi-informant component of the study includes the primary caregiver and class teacher.The current study profile outlines the most important characteristics of the study in the context of the conceptual framework and discusses strengths and caveats related to study management as well as ethical considerations and information on data availability.Key messagesThe COCON study is a multi-cohort and multi-informant longitudinal study which enlightens challenges imposed by early transitions.COCON examines intra-individual development, inter-individual differences in developmental outcomes, and social change.The large sample sizes and the multilingual context of Switzerland permit to analyze group disparities as well as cross-cultural differences.","PeriodicalId":45988,"journal":{"name":"Longitudinal and Life Course Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66290441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1332/175795921x16246259276004
Dianxi Wang, Yufeng Zhao
In most Western countries, the patterning of the individual life course had reached a high level of uniformity by the 1960s. However, since the late 1970s, indications of an inverse tendency towards destandardisation of the life course have been observed, especially regarding life transitions and status sequences linked to family and occupation. Within China, little research has been conducted to examine the standardisation/destandardisation of the life course. This study uses life history data to take a preliminary step in addressing this question, using a sample of Chinese people born between 1920 and 1969 from the China Health and Retirement Longitudinal Study. The sample is divided into five cohorts of individuals born in 1920–29, 1930–39, 1940–49, 1950–59 and 1960–69. We found that the life course of individuals in these cohorts generally shows a trend of increasing standardisation from the earliest to the most recent cohort, with the exception of the youngest cohort. There are substantively important group differences seen in the standardisation of the life course; a higher level of standardisation is seen in male and rural cohorts in the education–employment trajectories, compared to female and urban cohorts. Further, in terms of family life course, the standardisation of urban cohorts is higher than that of rural cohorts. Different domains of life course show inconsistent paces in their processes of standardisation; this can be seen manifested in the case of individuals’ education–employment trajectories, which tend to be more standardised than family life course.Key messagesThe life course of Chinese people born between 1920 and 1969 generally shows a trend of increasing standardisation.There is a higher level of standardisation in male and rural cohorts in occupational trajectories, compared to female and urban cohorts.In family life course, the standardisation of urban cohorts is higher than that of rural cohorts.
{"title":"The standardisation of the life course in 20th-century China","authors":"Dianxi Wang, Yufeng Zhao","doi":"10.1332/175795921x16246259276004","DOIUrl":"https://doi.org/10.1332/175795921x16246259276004","url":null,"abstract":"In most Western countries, the patterning of the individual life course had reached a high level of uniformity by the 1960s. However, since the late 1970s, indications of an inverse tendency towards destandardisation of the life course have been observed, especially regarding life transitions and status sequences linked to family and occupation. Within China, little research has been conducted to examine the standardisation/destandardisation of the life course. This study uses life history data to take a preliminary step in addressing this question, using a sample of Chinese people born between 1920 and 1969 from the China Health and Retirement Longitudinal Study. The sample is divided into five cohorts of individuals born in 1920–29, 1930–39, 1940–49, 1950–59 and 1960–69. We found that the life course of individuals in these cohorts generally shows a trend of increasing standardisation from the earliest to the most recent cohort, with the exception of the youngest cohort. There are substantively important group differences seen in the standardisation of the life course; a higher level of standardisation is seen in male and rural cohorts in the education–employment trajectories, compared to female and urban cohorts. Further, in terms of family life course, the standardisation of urban cohorts is higher than that of rural cohorts. Different domains of life course show inconsistent paces in their processes of standardisation; this can be seen manifested in the case of individuals’ education–employment trajectories, which tend to be more standardised than family life course.Key messagesThe life course of Chinese people born between 1920 and 1969 generally shows a trend of increasing standardisation.There is a higher level of standardisation in male and rural cohorts in occupational trajectories, compared to female and urban cohorts.In family life course, the standardisation of urban cohorts is higher than that of rural cohorts.","PeriodicalId":45988,"journal":{"name":"Longitudinal and Life Course Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66290750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1332/175795921x16297395020172
E. Cooksey
{"title":"Data, trajectories, contexts and consequences","authors":"E. Cooksey","doi":"10.1332/175795921x16297395020172","DOIUrl":"https://doi.org/10.1332/175795921x16297395020172","url":null,"abstract":"<jats:p> </jats:p>","PeriodicalId":45988,"journal":{"name":"Longitudinal and Life Course Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66290810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1332/175795921X16137561576439
Laura Heiskala, Jani Erola, Patricia McMullin
We study labour market outcomes by formal differentiation at upper secondary and tertiary level in Finland. Using full population register data, we take individuals born in 1976 and explore their socio-economic status and the probability of unemployment by educational qualifications and social origin in early adulthood (age 30) and at occupational maturity (age 40). We differentiate based on the level of maths, the most consequential subject choice at general upper secondary education, and show that subject-level choices divert students to stratified tertiary-level degrees and labour market positions net of prior school performance, social origin and gender. In addition, we show that educational performance and qualifications mediate the association between social origin and socio-economic status by 81-83%, leaving around one fifth to unobserved social origin differences. We also find that there are no major differences between upper secondary school tracks with respect to experiencing unemployment at age 30 or 40. Moreover, further educational degrees do not appear to provide additional protection against unemployment than having obtained an upper secondary qualification.Key messagesSubject-level choices at general upper secondary education lead to differences in socio-economic status.Vocational qualifications protect against unemployment but lead to lower socio-economic status.Further degrees after secondary education do not provide additional protection against unemployment.
{"title":"Formal differentiation at upper secondary education in Finland: subject-level choices and stratified pathways to socio-economic status and unemployment","authors":"Laura Heiskala, Jani Erola, Patricia McMullin","doi":"10.1332/175795921X16137561576439","DOIUrl":"https://doi.org/10.1332/175795921X16137561576439","url":null,"abstract":"We study labour market outcomes by formal differentiation at upper secondary and tertiary level in Finland. Using full population register data, we take individuals born in 1976 and explore their socio-economic status and the probability of unemployment by educational qualifications and social origin in early adulthood (age 30) and at occupational maturity (age 40). We differentiate based on the level of maths, the most consequential subject choice at general upper secondary education, and show that subject-level choices divert students to stratified tertiary-level degrees and labour market positions net of prior school performance, social origin and gender. In addition, we show that educational performance and qualifications mediate the association between social origin and socio-economic status by 81-83%, leaving around one fifth to unobserved social origin differences. We also find that there are no major differences between upper secondary school tracks with respect to experiencing unemployment at age 30 or 40. Moreover, further educational degrees do not appear to provide additional protection against unemployment than having obtained an upper secondary qualification.Key messagesSubject-level choices at general upper secondary education lead to differences in socio-economic status.Vocational qualifications protect against unemployment but lead to lower socio-economic status.Further degrees after secondary education do not provide additional protection against unemployment.","PeriodicalId":45988,"journal":{"name":"Longitudinal and Life Course Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66290134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1332/175795920X16057278409033
Marita Jacob, M. Kühhirt
Given increasing maternal labour-market participation in many European countries, there is an ongoing scientific and public debate on the potential consequences for children’s development. Previous research has used both cross-sectional measures of maternal employment at a particular age of the child and measures capturing maternal employment history. Whereas the former approach cannot capture the cumulative impact of maternal employment on developmental outcomes, studies following the second approach have so far not accounted for the possibility that mothers may repeatedly change their labour-force participation in response to their children’s development or other dynamic context factors that are themselves affecting developmental outcomes.The present study combines statistical techniques that can account for time-varying confounders with cumulative measurement of maternal employment to investigate its link with children’s behavioural problems around age eight. In addition, our study explores whether the effect of maternal employment history differs by mothers’ education. Using data from the Growing Up in Scotland study, we find that children’s behavioural problems around age eight are the less pronounced the more years their mothers have worked full-time or part-time. However, these associations reduced in size once we adjusted for potential confounders and they do not significantly differ between mothers with and without a tertiary degree. These results suggest that the association between maternal employment history and behavioural problems around age eight is mostly driven by confounding factors such as maternal education, child health and socio-economic status.Key messagesThe study investigates the link between maternal employment history until age 6 and children’s behaviour around age 8.It accounts for interdepedencies with other family characteristics like economic resources, maternal health and family structure.The analyses provide no strong evidence either for a substantive positive nor negative effect of maternal employment history.
{"title":"Mothers’ employment and child behaviour: new evidence for Scotland","authors":"Marita Jacob, M. Kühhirt","doi":"10.1332/175795920X16057278409033","DOIUrl":"https://doi.org/10.1332/175795920X16057278409033","url":null,"abstract":"Given increasing maternal labour-market participation in many European countries, there is an ongoing scientific and public debate on the potential consequences for children’s development. Previous research has used both cross-sectional measures of maternal employment at a particular age of the child and measures capturing maternal employment history. Whereas the former approach cannot capture the cumulative impact of maternal employment on developmental outcomes, studies following the second approach have so far not accounted for the possibility that mothers may repeatedly change their labour-force participation in response to their children’s development or other dynamic context factors that are themselves affecting developmental outcomes.The present study combines statistical techniques that can account for time-varying confounders with cumulative measurement of maternal employment to investigate its link with children’s behavioural problems around age eight. In addition, our study explores whether the effect of maternal employment history differs by mothers’ education. Using data from the Growing Up in Scotland study, we find that children’s behavioural problems around age eight are the less pronounced the more years their mothers have worked full-time or part-time. However, these associations reduced in size once we adjusted for potential confounders and they do not significantly differ between mothers with and without a tertiary degree. These results suggest that the association between maternal employment history and behavioural problems around age eight is mostly driven by confounding factors such as maternal education, child health and socio-economic status.Key messagesThe study investigates the link between maternal employment history until age 6 and children’s behaviour around age 8.It accounts for interdepedencies with other family characteristics like economic resources, maternal health and family structure.The analyses provide no strong evidence either for a substantive positive nor negative effect of maternal employment history.","PeriodicalId":45988,"journal":{"name":"Longitudinal and Life Course Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66289664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：