Research in Social Stratification and Mobility最新文献

英文中文

Family formation and occupational status: Premium or penalties for women? 家庭形成与职业地位：对女性有利还是不利？

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-07-04 DOI: 10.1016/j.rssm.2025.101075

Maye Ehab

This paper evaluates the effect of family formation on women’s occupational status, which identifies their social mobility. This study extends research by studying the long-term impact of marriage and the anticipation effect before marriage. We estimate fixed-effects and fixed-effects individual slopes panel models to identify the impact of marriage and childbearing on occupational status using retrospective data from Egypt’s Labor Market Panel Survey for 2018. After accounting for selection based on levels and growth of occupational status, this study found that women witness a marriage premium only in years 4 and 7 after marriage, contrary to the fixed-effects estimates. This result shows that the premium witnessed by married women in the other years is due to selection into marriage based on both status levels and growth. Hence, accounting for various type of selection and estimating a yearly heterogeneous impact of marriage are crucial in estimating the marriage premium. Two possible mechanisms that might result in changes in occupational status are examined. Changes in work experience or employment sector explain the occupational adjustment that happens during the years of marriage, which demonstrates the importance of building women’s human capital and the role of providing public sector jobs that facilitates women’s double-shift roles. The results do not point to an effect of child-birth parities on the occupational status, but rather a marriage premium.

本文评估了家庭形成对女性职业地位的影响，而职业地位决定了女性的社会流动性。本研究通过研究婚姻的长期影响和婚前预期效应来扩展研究。我们使用2018年埃及劳动力市场面板调查的回顾性数据，估计固定效应和固定效应个体斜坡面板模型，以确定婚姻和生育对职业状况的影响。在考虑了基于职业地位水平和增长的选择之后，本研究发现，女性只在婚后第4年和第7年才会看到婚姻溢价，这与固定效应的估计相反。这一结果表明，已婚女性在其他年份的溢价是由于基于地位水平和成长的选择而进入婚姻。因此，在估计婚姻溢价时，考虑各种类型的选择和估计婚姻的年度异质性影响是至关重要的。研究了可能导致职业地位变化的两种可能机制。工作经验或就业部门的变化解释了婚姻期间发生的职业调整，这表明建立妇女人力资本的重要性和提供公共部门工作的作用，促进了妇女的双重角色。研究结果并没有指出生育对职业地位的影响，而是指出了婚姻溢价。

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引用次数: 0

The impact of economic fluctuations on health inequalities in Europe: Evidence from 29 countries between 2005 and 2015 经济波动对欧洲卫生不平等的影响：2005年至2015年来自29个国家的证据

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-07-03 DOI: 10.1016/j.rssm.2025.101073

Jad Moawad

There is ongoing debate regarding the impact of economic recessions on health outcomes. Additionally, prior research yields conflicting results on whether economic recessions widen the health disparity between highly educated and less educated individuals. We investigate this issue by examining the impact of the Great Recession and the subsequent double-dip recession on health disparities, using cross-classified multilevel models. We use longitudinal data from the EU Statistics on Income and Living Conditions (EU-SILC) covering 29 countries from 2005 to 2015. Our findings reveal compelling evidence that the Great Recession and the subsequent double-dip recession significantly widened the health disparity between individuals with lower and higher levels of education. Conversely, our results indicate that austerity measures, specifically reductions in health spending, narrowed this health gap between low and high educated.

关于经济衰退对健康结果的影响，目前正在进行辩论。此外，关于经济衰退是否会扩大高学历和低学历人群之间的健康差距，先前的研究得出了相互矛盾的结果。我们通过使用交叉分类多层次模型，考察大衰退和随后的双底衰退对健康差距的影响，来研究这一问题。我们使用了欧盟收入和生活条件统计（EU- silc）的纵向数据，涵盖了2005年至2015年的29个国家。我们的研究结果提供了令人信服的证据，表明大衰退和随后的双底衰退显著扩大了受教育程度较高和较低个人之间的健康差距。相反，我们的研究结果表明，紧缩措施，特别是卫生支出的减少，缩小了低学历和高学历之间的健康差距。

引用次数: 0

Do spatial inequalities explain social disparities in mismatch in Chilean higher education? 空间不平等能解释智利高等教育不匹配的社会差异吗？

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-07-01 DOI: 10.1016/j.rssm.2025.101072

Danilo Kuzmanic

Socially disadvantaged students entering higher education often enrol in less selective programs than they could aim for, resulting in diminished labour market outcomes. Drawing from administrative data on first-year entrants to higher education in Chile in 2018, this study addresses socioeconomic disparities in the mismatch between students' academic achievement and the labour market outcomes of their degrees, focusing on the role of geographic proximity. The uneven geographic access to degrees aligning with students' achievement is critical to understanding the high socioeconomic disparities in Chilean higher education. I show that these disparities would remain practically unchanged even if students enrolled in their best-matched degrees within 50 kilometres of their locality. Moreover, I find no socioeconomic disparities between students with nearby matching degrees, whereas high differences arise between students residing far away from suitable options. This study highlights the geographical challenges in addressing mismatch disparities in a high-participation higher education system.

进入高等教育的社会弱势学生通常选择的课程比他们预期的要少，导致劳动力市场的结果下降。根据2018年智利高等教育一年级入学学生的行政数据，本研究解决了学生学业成绩与学位在劳动力市场上的结果不匹配带来的社会经济差异，重点关注地理邻近的作用。与学生成绩相匹配的学位的地理分布不均，对于理解智利高等教育中高度的社会经济差异至关重要。我指出，即使学生在离当地50公里的地方攻读最匹配的学位，这些差异实际上也不会改变。此外，我发现学位相近的学生之间没有社会经济差异，而离合适的学位很远的学生之间的社会经济差异很大。本研究强调了在高参与高等教育体系中解决不匹配差异的地理挑战。

引用次数: 0

Social network effects on educational inequality: The role of similarity bias in social influence 教育不平等的社会网络效应：相似性偏差在社会影响中的作用

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-06-18 DOI: 10.1016/j.rssm.2025.101071

Till Hovestadt , Georg Lorenz

How do social networks affect educational inequality? Previous theory suggests that inequality is reinforced by a lack of social influence between social groups, while intergroup social influence could diminish inequality. According to this view, friendships between students with different socioeconomic status (SES) might decrease educational inequality due to cross-SES social influence. An underlying assumption is that social influence occurs ubiquitously across all friendships. We challenge this assumption and suggest that friends with the same SES exert stronger influence on each other than friends with a dissimilar SES—a phenomenon known as similarity bias. We test whether similarity bias based on SES is relevant for social influence on educational aspirations using multilevel Stochastic Actor-Oriented Models on longitudinal data of 236 friendship networks in Germany and Sweden. Pointing towards similarity bias, our results show that social influence on educational aspirations is significantly stronger among same-SES friends than among cross-SES friends. Counterfactual simulations based on the SAOMs suggest that the absence of similarity bias would lead to decreases in the socioeconomic aspiration gap by up to 9 percent. We conclude that similarity bias can stabilize educational inequality even in socioeconomically mixed social settings.

社会网络如何影响教育不平等？先前的理论认为，社会群体之间缺乏社会影响会加剧不平等，而群体间的社会影响可以减少不平等。根据这一观点，不同社会经济地位（SES）的学生之间的友谊可能会由于跨SES的社会影响而减少教育不平等。一个潜在的假设是，社会影响在所有友谊中无处不在。我们对这一假设提出了挑战，并提出社会经济地位相同的朋友比社会经济地位不同的朋友对彼此的影响更大，这种现象被称为相似性偏见。我们在德国和瑞典的236个友谊网络的纵向数据上使用多层随机因素导向模型来检验基于SES的相似性偏差是否与社会对教育愿望的影响相关。指向相似性偏见，我们的研究结果表明，社会地位相同的朋友对教育愿望的社会影响明显强于社会地位不同的朋友。基于SAOMs的反事实模拟表明，相似性偏差的缺失将导致社会经济期望差距减少多达9%。我们的结论是，即使在社会经济混合的社会环境中，相似性偏见也可以稳定教育不平等。

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引用次数: 0

Equal educational qualifications but unequal labor market outcomes: An exploration of gender disparities in occupational status and their mechanisms, over five decades 平等的教育资格但不平等的劳动力市场结果：50年来职业地位的性别差异及其机制的探索

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-06-17 DOI: 10.1016/j.rssm.2025.101070

Richard Nennstiel , Rolf Becker

Switzerland’s comparatively slow but ongoing educational expansion, alongside the persistent gender disparities in the Swiss labor market, offers a unique context in which to investigate how returns to education, as regards occupational status, have evolved for men and women over the last 50 years. Drawing on large-scale administrative census data (1970, 1980, 1990, 2000) and annual structural surveys (2011–2020), social changes across pseudo-birth cohorts (1920–1994) at two career stages (ages 25–30 and 45–50) are analyzed. Two questions are investigated: (1) How have inequalities in occupational status between men and women with similar levels of educational attainment shifted over time? (2) Which mechanisms – such as part-time work, childcare responsibilities, and sector allocation – explain these gender differences, and how have their impacts changed? The findings reveal that although raw gender gaps in occupational status have narrowed in younger cohorts – particularly at early career stages – significant disparities persist when accounting for key mechanisms. A Blinder-Oaxaca decomposition shows that part-time work and labor market segregation continue to produce gendered penalties. The results underscore that even as women’s educational attainment has surpassed that of men in recent cohorts, structural factors continue to limit full returns to education for women, in regard to their occupational status.

瑞士的教育扩张相对缓慢但仍在继续，加上瑞士劳动力市场上持续存在的性别差异，为调查过去50年来男女在职业地位方面的教育回报如何演变提供了一个独特的背景。利用大规模行政普查数据（1970年、1980年、1990年、2000年）和年度结构调查（2011-2020年），分析了伪出生队列（1920-1994年）在两个职业阶段（25-30岁和45-50岁）的社会变化。研究了两个问题：(1)具有相似教育程度的男性和女性之间的职业地位不平等如何随着时间的推移而变化？(2)哪些机制（如兼职工作、育儿责任和部门分配）解释了这些性别差异，它们的影响是如何变化的？研究结果显示，尽管在较年轻的人群中，尤其是在职业生涯的早期阶段，职业地位上的原始性别差距已经缩小，但在考虑到关键机制时，显著的差距仍然存在。布林德-瓦哈卡的分解表明，兼职工作和劳动力市场隔离继续产生性别惩罚。结果强调，即使在最近的队列中，妇女的受教育程度超过了男子，但就其职业地位而言，结构性因素继续限制妇女充分接受教育。

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引用次数: 0

Returns to parental higher education across the wage distribution, gender, and the life course 在工资分配、性别和生命历程中，对父母高等教育的回报

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-06-11 DOI: 10.1016/j.rssm.2025.101067

Irma Mooi-Reci , Meir Yaish , Lyn Craig

引用次数: 0

Disability discrimination in hiring: A systematic review 招聘中的残疾歧视：系统回顾

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-06-08 DOI: 10.1016/j.rssm.2025.101069

Nicole Schwitter , Stella Chatzitheochari , Ulf Liebe

Despite well-documented disability differentials in employment rates globally, there is only limited research using experimental methods to study discrimination in recruitment, which may constitute a key pathway through which the disability employment gap is sustained. In this systematic review, we review 69 existing experimental research studies on disability discrimination in hiring, published between June 1972 and January 2025, and outline key areas for future research in the field. Our review underlines significant differences in callback rates as well as variability in effect sizes across applicant and occupational characteristics. We also find that certain chronic health conditions and impairments have received more empirical attention than others. Exploring discrimination levels across a wider range of chronic conditions and impairments is necessary to move beyond monolithic understandings of disability as a binary ascriptive status and to discern different causal mechanisms associated with adverse employment outcomes among different subgroups. We argue that intersectional, theoretically grounded, and cross-national experimental approaches are needed to better understand and address disability discrimination in hiring.

尽管有充分的证据表明全球残疾人在就业率方面存在差异，但使用实验方法研究招聘歧视的研究有限，这可能是残疾人就业差距持续存在的关键途径。在这篇系统综述中，我们回顾了1972年6月至2025年1月期间发表的69项关于招聘中残疾歧视的实验研究，并概述了该领域未来研究的关键领域。我们的回顾强调了回调率的显著差异，以及申请人和职业特征之间效应大小的可变性。我们还发现，某些慢性健康状况和损伤比其他疾病得到了更多的经验关注。在更广泛的慢性疾病和损伤中探索歧视水平是必要的，以超越对残疾作为二元归属状态的单一理解，并在不同的亚群体中辨别与不利就业结果相关的不同因果机制。我们认为，需要交叉的、理论基础的和跨国的实验方法来更好地理解和解决招聘中的残疾歧视问题。

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引用次数: 0

Educational trajectories of indigenous students in Chile: Horizontal stratification in secondary and tertiary education 智利土著学生的教育轨迹：中等和高等教育的水平分层

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-06-04 DOI: 10.1016/j.rssm.2025.101068

Andrea Alvarado-Urbina

Multiple studies connect ethnic background with uneven educational outcomes; this study contributes a novel perspective to the literature by attending to indigenous peoples’ experiences with vertical and horizontal dimensions of stratification in the Chilean school system. In particular, I investigate the transition from primary to secondary school and to higher education, comparing enrollment in academic and vocational tracks at the secondary and tertiary levels. With a series of logistic regressions, I study differences in these critical educational transitions associated with indigenous status, together with gender and location. Analyses of the 2012 seventh-grade cohort show that indigenous status increases the likelihood of enrolling in vocational high schools, but regarding the transition to higher education, indigenous status is only relevant when school SES is not included. Nevertheless, vocational high school graduates (where indigenous students concentrate) are less likely to enroll in higher education, and more likely to enroll in vocational instead of academic higher education programs. Overall, indigenous status has a clear impact on students' transition from middle school to high school, which has relevant consequences for the transition to higher education.

多项研究将种族背景与不平衡的教育结果联系起来；本研究通过关注智利学校系统中纵向和横向分层的土著人民经验，为文献提供了一个新颖的视角。特别地，我调查了从小学到中学再到高等教育的过渡，比较了中学和大学阶段学术和职业课程的招生情况。通过一系列的逻辑回归，我研究了这些关键的教育转变与土著地位、性别和地理位置相关的差异。对2012年七年级队列的分析表明，土著身份增加了进入职业高中的可能性，但就向高等教育的过渡而言，土著身份只有在不包括学校SES的情况下才有意义。然而，职业高中毕业生（土著学生集中的地方）不太可能参加高等教育，更有可能参加职业而不是学术高等教育项目。总体而言，土著身份对学生从初中到高中的过渡有明显的影响，这对学生向高等教育的过渡有相关的影响。

{"title":"Educational trajectories of indigenous students in Chile: Horizontal stratification in secondary and tertiary education","authors":"Andrea Alvarado-Urbina","doi":"10.1016/j.rssm.2025.101068","DOIUrl":"10.1016/j.rssm.2025.101068","url":null,"abstract":"<div><div>Multiple studies connect ethnic background with uneven educational outcomes; this study contributes a novel perspective to the literature by attending to indigenous peoples’ experiences with vertical and horizontal dimensions of stratification in the Chilean school system. In particular, I investigate the transition from primary to secondary school and to higher education, comparing enrollment in academic and vocational tracks at the secondary and tertiary levels. With a series of logistic regressions, I study differences in these critical educational transitions associated with indigenous status, together with gender and location. Analyses of the 2012 seventh-grade cohort show that indigenous status increases the likelihood of enrolling in vocational high schools, but regarding the transition to higher education, indigenous status is only relevant when school SES is not included. Nevertheless, vocational high school graduates (where indigenous students concentrate) are less likely to enroll in higher education, and more likely to enroll in vocational instead of academic higher education programs. Overall, indigenous status has a clear impact on students' transition from middle school to high school, which has relevant consequences for the transition to higher education.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"98 ","pages":"Article 101068"},"PeriodicalIF":2.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Immigrant optimism in Ireland: Parental expectations of children’s educational attainment 爱尔兰移民的乐观主义：父母对孩子受教育程度的期望

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-06-03 DOI: 10.1016/j.rssm.2025.101066

Mengxuan Li , Yekaterina Chzhen

This study investigates the differences in educational expectations between immigrant and native parents in Ireland, a context known for high tertiary attainment but with limited research on migration-related educational inequalities. Using longitudinal data from the Growing Up in Ireland (GUI) study, we examine how parental expectations align with children's previous academic performance, focusing on families with diverse migration backgrounds. The analysis includes various socio-demographic factors, such as family socio-economic status and cognitive test scores at age 9. The results reveal generally high educational expectations among immigrant parents compared to their native counterparts, particularly those from Asian, Eastern European, and African origins. However, these immigrant parents' expectations often do not correspond with their children's actual academic performance, highlighting a "paradox of immigrant optimism." In contrast, native Irish parents and those from Western Europe exhibit more realistic expectations aligned with their children's cognitive abilities. Furthermore, the study shows that immigrant parents with higher education levels are more likely to have realistic expectations regarding their children’s educational prospects. These findings contribute to our understanding of educational inequalities and the factors influencing educational aspirations in a context of increasing cultural diversity. Future research should further explore the cultural and structural factors shaping these expectations.

本研究调查了爱尔兰移民和本地父母之间教育期望的差异，爱尔兰以高等教育成就高而闻名，但对移民相关教育不平等的研究有限。利用来自爱尔兰成长研究（GUI）的纵向数据，我们研究了父母的期望如何与孩子以前的学习成绩相一致，重点关注具有不同移民背景的家庭。该分析包括各种社会人口因素，如家庭社会经济地位和9岁时的认知测试分数。研究结果显示，与本国父母相比，移民父母对教育的期望普遍较高，尤其是那些来自亚洲、东欧和非洲的父母。然而，这些移民父母的期望往往与他们孩子的实际学习成绩不符，这凸显了“移民乐观主义的悖论”。相比之下，爱尔兰本土父母和西欧父母表现出更现实的期望，与孩子的认知能力相一致。此外，研究表明，受教育程度较高的移民父母更有可能对孩子的教育前景抱有现实的期望。这些发现有助于我们理解教育不平等以及在文化多样性日益增加的背景下影响教育愿望的因素。未来的研究应进一步探讨塑造这些期望的文化和结构因素。

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引用次数: 0

Who opts out of neighborhood schools? Determinants and consequences of school choice strategies in China 谁会选择不上社区学校？中国择校策略的决定因素和后果

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-05-23 DOI: 10.1016/j.rssm.2025.101065

Lei Lei , Wei-hsin Yu

Choosing schools outside of the neighborhood is prevalent worldwide despite variations in educational systems and policies. Because school choice requires ample family resources, it is an important form of educational investment in children. However, the drivers and long-term implications of school choice have not been thoroughly examined in the existing literature, especially in contexts with few school-choice programs. Using data from the China Family Panel Studies (2010–2020), this study examines the determinants of school choice strategies and how these strategies influence educational outcomes. Results show that nearly a quarter of Chinese children are enrolled in non-neighborhood schools through both formal and informal channels. The child’s gender, academic performance, and family socioeconomic status are all relevant to school choice decisions. Choosing schools through address change and gifted/talented programs enhances the likelihood of high school attendance for both urban and rural children, while school choice through sponsorships and social networks increases high school attendance only in rural areas. School choice through gifted/talented programs is associated with a higher likelihood of college attendance. Nevertheless, not all school choice strategies are conducive to positive schooling experiences and attainment.

尽管教育制度和政策各不相同，但选择社区以外的学校在世界各地都很普遍。因为择校需要充足的家庭资源，这是对儿童教育投资的一种重要形式。然而，学校选择的驱动因素和长期影响在现有文献中并没有得到彻底的研究，特别是在学校选择项目很少的情况下。本研究使用来自中国家庭小组研究（2010-2020）的数据，探讨了择校策略的决定因素以及这些策略如何影响教育成果。结果显示，近四分之一的中国儿童通过正式和非正式渠道进入非社区学校就读。孩子的性别、学习成绩和家庭社会经济地位都与学校选择有关。通过地址变更和资优项目选择学校提高了城市和农村儿童高中入学率的可能性，而通过赞助和社会网络选择学校只增加了农村地区的高中入学率。通过天赋/天赋项目选择学校与更高的大学出勤率有关。然而，并不是所有的择校策略都有利于积极的学习经历和成就。

{"title":"Who opts out of neighborhood schools? Determinants and consequences of school choice strategies in China","authors":"Lei Lei , Wei-hsin Yu","doi":"10.1016/j.rssm.2025.101065","DOIUrl":"10.1016/j.rssm.2025.101065","url":null,"abstract":"<div><div>Choosing schools outside of the neighborhood is prevalent worldwide despite variations in educational systems and policies. Because school choice requires ample family resources, it is an important form of educational investment in children. However, the drivers and long-term implications of school choice have not been thoroughly examined in the existing literature, especially in contexts with few school-choice programs. Using data from the China Family Panel Studies (2010–2020), this study examines the determinants of school choice strategies and how these strategies influence educational outcomes. Results show that nearly a quarter of Chinese children are enrolled in non-neighborhood schools through both formal and informal channels. The child’s gender, academic performance, and family socioeconomic status are all relevant to school choice decisions. Choosing schools through address change and gifted/talented programs enhances the likelihood of high school attendance for both urban and rural children, while school choice through sponsorships and social networks increases high school attendance only in rural areas. School choice through gifted/talented programs is associated with a higher likelihood of college attendance. Nevertheless, not all school choice strategies are conducive to positive schooling experiences and attainment.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"98 ","pages":"Article 101065"},"PeriodicalIF":2.7,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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