Research in Social Stratification and Mobility最新文献

英文中文

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。

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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。

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引用次数: 0

Gendered responses to unfair pay: Evidence from a factorial survey experiment among employees in German firms 对不公平薪酬的性别反应：来自德国公司员工因子调查实验的证据

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.2025.101064

Ole Brüggemann , Julia Lang

Although recent literature shows that women are becoming more likely to perceive their (or other women’s) wages as unfairly low, how they respond to unfair pay is crucial for reducing wage inequality based on gender. Using a factorial survey experiment (FSE) among more than 4800 employees from 533 German firms, we examine expected behavioral reactions to perceived under-reward of fictitious co-workers (exit, applying for another job; voice, starting wage negotiations or complaining at the works council). While exit was generally perceived as a more likely reaction than voice, gendered expectations emerged: female co-workers were expected to engage in voice behaviors less frequently than male co-workers. These gendered patterns were mitigated when female supervisors were present, supporting the notion that female managers act as ‘agents of change’. Our findings point towards policies promoting female leadership across hierarchical levels to reduce normative barriers and encourage women to address wage injustices.

尽管最近的文献表明，女性越来越有可能认为自己（或其他女性）的工资低得不公平，但她们如何应对不公平的薪酬对于减少基于性别的工资不平等至关重要。通过对来自533家德国公司的4800多名员工进行因子调查实验（FSE），我们研究了虚拟同事(离职、申请另一份工作；声音，开始工资谈判或向工人委员会投诉)。虽然退出通常被认为是比发声更可能的反应，但性别期望出现了：女性同事的发声行为比男性同事要少。当女性主管在场时，这些性别模式得到了缓解，这支持了女性经理充当“变革推动者”的观点。我们的研究结果表明，应该制定政策，促进女性跨层级领导，以减少规范障碍，鼓励女性解决工资不公平问题。

引用次数: 0

Stratified strategies? Gender, social background and access to selective fields in Norway 分层策略?挪威的性别、社会背景和进入选择性领域的机会

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-05-20 DOI: 10.1016/j.rssm.2025.101061

Claudia Finger , Thea Bertnes Strømme

Fields of study are segregated along the lines of social class and gender. The most prestigious and selective professional fields, such as medicine or law, are persistently dominated by socially privileged students but have undergone a pronounced feminization in recent decades. We first investigate gender and SES differences in strategies, in admission chances and whether strategies mediate these differences. Second, we explore how gender and SES interact in shaping applicants’ strategies and.their admission chances. Third, we consider the role of students’ GPA and how different social groups use compensatory strategies to enhance their chances of admission. The Norwegian context is well suited to study this topic because of its comprehensive education system and its field-specific selectivity in higher education,which is mainly based on candidates’ grade point average (GPA), but also offers opportunities to invest in certain strategies to gain access to the most prestigious fields of study. Using full population register data and discrete survival models, we find that high-SES candidates and women have a greater chance of getting admitted, which is mainly explained by their higher GPA. High-SES and male applicants are somewhat more likely to use strategies to meet admission criteria that the Norwegian admission system offers, especially if they have low GPAs, indicating a system of compensatory advantage. However, these overall small differences in strategies seem to perpetuate already existing inequalities rather than increasing or alleviating them.

研究领域是按照社会阶级和性别划分的。最具声望和选择性的专业领域，如医学或法律，一直由社会特权学生主导，但近几十年来，女性化趋势明显。我们首先调查了性别和社会经济地位在策略、录取机会方面的差异，以及策略是否介导了这些差异。其次，我们探讨了性别和社会经济地位如何相互作用，形成申请人的策略和。他们的录取机会。第三，我们考虑了学生GPA的作用，以及不同的社会群体如何使用补偿策略来提高他们的录取机会。挪威的环境非常适合研究这个主题，因为它的综合教育体系和高等教育的特定领域选择性，主要基于候选人的平均成绩（GPA），但也提供了投资某些策略的机会，以获得最负盛名的研究领域。利用全人口登记数据和离散生存模型，我们发现高社会经济地位的候选人和女性被录取的机会更大，这主要是由于他们的GPA更高。高社会经济地位和男性申请人更有可能使用策略来满足挪威录取系统提供的录取标准，特别是如果他们的平均成绩较低，这表明有补偿性优势。然而，战略上的这些总体上的微小差异似乎使已经存在的不平等永久化，而不是增加或减轻不平等。

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引用次数: 0

Same but different: Gender, social origin, and university access. Results from a field experiment on guidance counseling 相同但又不同：性别、社会出身和大学入学。指导咨询的现场实验结果

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-05-16 DOI: 10.1016/j.rssm.2025.101062

Melinda Erdmann , Irena Pietrzyk , Juliana Schneider , Marcel Helbig , Marita Jacob

Inequalities based on social origins heavily influence university access, shaping individuals’ careers and earning potential. While educational interventions in upper secondary schools have shown promise in supporting students from low social origins, their effects on gender disparities in university access remain less clear. This study investigates how social origins and gender intersect to affect university enrollment and whether counseling programs influence these patterns. Using data from a randomized controlled trial (RCT) in Germany evaluating a counseling program, our analysis reveals two key results. First, students’ evaluations of higher education appear to be shaped by their social background and gender before high school graduation. Second, the counseling program altered these evaluations and enrollment rates in distinct ways depending on students’ social background and gender. Our findings contribute to research on social stratification by highlighting intersectional patterns in rational choice evaluations and university enrollment. We also demonstrate that counseling in Germany effectively reduces intersectional inequalities in enrollment, which particularly benefits women from low social origins.

基于社会根源的不平等严重影响了大学入学，塑造了个人的职业生涯和收入潜力。虽然对高中的教育干预在支持社会出身较低的学生方面显示出了希望，但它们对大学入学性别差异的影响仍不太清楚。本研究探讨社会出身和性别如何交叉影响大学招生，以及咨询项目是否影响这些模式。利用德国一项评估咨询项目的随机对照试验（RCT）的数据，我们的分析揭示了两个关键结果。首先，在高中毕业之前，学生对高等教育的评价似乎是由他们的社会背景和性别塑造的。其次，咨询项目根据学生的社会背景和性别，以不同的方式改变了这些评估和入学率。我们的发现通过强调理性选择评估和大学招生的交叉模式，有助于社会分层的研究。我们还证明，德国的咨询有效地减少了入学方面的交叉不平等，这尤其有利于社会出身较低的女性。

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引用次数: 0

Duration of child home care allowance period and school success: Differences by parental education level and ethnic origins 儿童在家照顾津贴期限与学业成绩：父母教育程度及族裔的差异

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-05-16 DOI: 10.1016/j.rssm.2025.101063

Markus Laaninen

Early childhood education and care (ECEC) participation is a key mechanism for narrowing the achievement gap between children from different family backgrounds. ECEC particularly benefits children with immigrant backgrounds by providing earlier exposure to the host country language, which boosts later school performance. We employ family fixed-effects regression models and high-quality Finnish register data to examine the association between the duration of the child home care allowance (HCA)—a special feature of Finnish family policy and the main counterfactual for child care services—and school success (as measured by literacy grade at the end of elementary education), parental education, and ethnic origins. In addition to showing that the duration of the HCA period is negatively linked to the school success of children of less educated mothers, this study shows that this duration is negatively associated with the school success of children of immigrants in universal ECEC.

幼儿教育与保育（ECEC）参与是缩小不同家庭背景儿童之间成就差距的关键机制。ECEC特别有利于移民背景的儿童，因为他们可以更早地接触东道国的语言，从而提高以后的学习成绩。我们采用家庭固定效应回归模型和高质量的芬兰登记数据来检验儿童家庭照顾津贴（HCA）的持续时间（HCA是芬兰家庭政策的一个特殊特征，也是儿童照顾服务的主要反事实）与学校成就（以小学教育结束时的识字等级衡量）、父母教育和种族血统之间的关系。除了表明HCA期的持续时间与受教育程度较低的母亲的孩子的学校成功呈负相关外，这项研究还表明，这种持续时间与普遍ECEC的移民孩子的学校成功呈负相关。

引用次数: 0

Doing gender and the surname choices of married women 做性别和已婚妇女的姓氏选择

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-05-15 DOI: 10.1016/j.rssm.2025.101060

Florencia Torche , Alisa Feldman , Tyler W. McDaniel

Marital surname choices reflect deeply embedded, often unspoken gender norms. According to the marital exchange/bargaining approach, women are more likely to adopt their husband’s surname when they have lower status—measured by education or earnings—relative to their spouse. In contrast, the compensatory gender display approach suggests that women may also take their husband’s name when their status exceeds their husband’s, to compensate for their deviation from traditional gender roles. Using natality data from 2000 to 2021, we find consistent evidence supporting compensatory gender display. Women in different-sex marriages are more likely to take their husband’s surname both when they have lower and higher educational status than their husband, with the likelihood increasing as the educational gap grows. Notably, wives with more education than their husbands have remained especially likely to adopt their husband’s name over the past two decades—even as women have increasingly outpaced men in educational attainment and such marriages have become more common. These findings highlight the enduring power of gendered expectations and reveal how traditional gender norms continue to reinforce male dominance in the symbolic realm of naming, despite women’s rising status.

夫妻姓氏的选择反映了根深蒂固的、往往是不言而喻的性别规范。根据婚姻交换/讨价还价的方式，当女性的地位（以教育或收入衡量）低于其配偶时，她们更有可能采用丈夫的姓氏。与此相反，补偿性性别显示方法表明，当女性的地位超过丈夫时，她们也可能随丈夫的姓，以补偿她们对传统性别角色的偏离。利用2000年至2021年的出生数据，我们发现了支持补偿性性别表现的一致证据。在不同性别的婚姻中，女性无论受教育程度比丈夫低还是高，都更有可能随丈夫的姓，这种可能性随着受教育程度差距的扩大而增加。值得注意的是，在过去20年里，受教育程度高于丈夫的妻子尤其有可能随丈夫的姓——尽管女性的受教育程度日益超过男性，这种婚姻也变得越来越普遍。这些发现突出了性别期望的持久力量，并揭示了传统的性别规范如何继续加强男性在命名的象征性领域的主导地位，尽管女性的地位不断上升。

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