Research in Social Stratification and Mobility最新文献_第5页

Parental contextual education and educational mobility among the children of Asian American immigrants 亚裔美国移民子女的父母背景教育与教育流动性

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-05-13 DOI: 10.1016/j.rssm.2025.101059

Samuel H. Fishman

Many Asian American immigrant populations are highly selective in education relative to both US-born individuals and those from their country of origin. The latter form of selectivity—contextual education—has gained interest in recent stratification research. Contextual education accounts for a portion of Asian Americans’ high average educational attainment. However, research has not evaluated parental contextual education’s role in Asian Americans’ high educational mobility—the weak association between parental and offspring education. Drawing on a linked dataset of the National Education Longitudinal Study and the Barro-Lee Educational Attainment Dataset, this study extends knowledge of contextual education’s role for Asian Americans’ education outcomes. Consistent with prior research, the analysis finds that parental contextual education accounts for a portion of the Chinese and Korean children of immigrants’ higher average education levels relative to later generation White respondents. Parental contextual education also accounts for a portion of the weak parent-offspring education association among Chinese and Korean children of immigrants. These results suggest that contextual education may play a small-to-moderate role in the high educational mobility among some Asian American immigrant populations.

相对于美国出生的个人和来自他们原籍国的人，许多亚裔美国移民在教育方面都非常挑剔。后一种形式的选择性——情境教育——在最近的分层研究中引起了人们的兴趣。背景教育是亚裔美国人平均受教育程度高的原因之一。然而，研究还没有评估父母背景教育在亚裔美国人高教育流动性中的作用——父母和后代教育之间的弱关联。利用国家教育纵向研究和Barro-Lee教育成就数据集的关联数据集，本研究扩展了背景教育对亚裔美国人教育成果的作用的知识。与先前的研究一致，分析发现，相对于后来的白人受访者，中国和韩国移民子女的平均教育水平较高，父母的背景教育占了一部分。父母背景教育也是中韩移民子女亲子教育联系薄弱的一部分原因。这些结果表明，背景教育可能在部分亚裔美国移民群体的高教育流动性中发挥了小到中等的作用。

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引用次数: 0

Gender blindness in the research on the economic value of education: Theoretical and methodological causes and consequences 教育经济价值研究中的性别盲目性：理论与方法的因果

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-04-28 DOI: 10.1016/j.rssm.2025.101049

Hadas Mandel, Assaf Rotman

A thorough ‘sociological reading’ in one of the most important, high-profile, and extensive literatures, the research on the economic value of education, reveals its failed to acknowledge women’s lower education premiums, as well as the rise in gender inequality in education premiums over-time. This neglect is surprising because the economic value of education is a hot topic that has attracted major scholarly attention in recent decades due to its relation to the expansion of income inequality in postindustrial economies. It also has significant implications for understanding the mechanisms underpinning gender inequality in modern labor markets that rely on workers’ education and skills. Our analysis 1) sheds light on this omission, 2) identifies its theoretical and methodological sources, 3) reveals its consequences by presenting comparative evidence on trends in gender inequality in education premium (based on US-CPS data from the years 1980–2023), and 4) offers a gender-sensitive approach for future studies. The data and literature analyses have significant empirical and theoretical implications. Empirically, they highlight the widening gender gap in educational premiums. Theoretically, the findings contribute to the sociology of knowledge by demonstrating how the theoretical framework, and consequently the research questions and methodology, shape our empirical knowledge.

对最重要、最引人注目、最广泛的文献之一——关于教育经济价值的研究——进行彻底的“社会学阅读”，就会发现它没有承认女性较低的教育溢价，以及随着时间的推移，教育溢价中的性别不平等加剧。这种忽视是令人惊讶的，因为教育的经济价值是一个热门话题，近几十年来，由于它与后工业经济中收入不平等扩大的关系，引起了学术界的广泛关注。它还对理解现代劳动力市场中依赖于工人的教育和技能的性别不平等的机制具有重要意义。我们的分析1)揭示了这一遗漏，2)确定了其理论和方法来源，3)通过提供教育溢价中性别不平等趋势的比较证据（基于1980-2023年的美国cps数据）揭示了其后果，4)为未来的研究提供了性别敏感的方法。数据和文献分析具有重要的实证和理论意义。从经验上看，他们强调了在教育费用方面不断扩大的性别差距。从理论上讲，这些发现通过展示理论框架以及研究问题和方法如何塑造我们的经验知识，为知识社会学做出了贡献。

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引用次数: 0

Equal opportunity policy and the reverse gender gap in academic achievement: Evidence from a quasi-experiment in Hong Kong 平等机会政策与学业成绩的反向性别差距：来自香港准实验的证据

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-04-24 DOI: 10.1016/j.rssm.2025.101048

Duoduo Xu , Xiaogang Wu

What happens when education systems remove gender barriers? We examine this question through an educational reform in Hong Kong, where a gender quota system in secondary school allocation was replaced by a merit-based one. Using TIMSS data with a quasi-experimental design, we find the reform reversed male advantages in mathematics and science by reshaping school access—girls secured more seats in higher-quality schools while boys became overrepresented in lower-quality schools. These results reveal how gender quotas had artificially constrained girls’ academic potential. More importantly, they demonstrate that equal opportunity policies do not merely level the playing field— they unleash pre-existing female advantages that ultimately reverse traditional achievement gaps.

当教育系统消除性别障碍时会发生什么？我们通过香港的教育改革来研究这个问题，在香港，中学分配的性别配额制度被以成绩为基础的制度所取代。采用准实验设计的TIMSS数据，我们发现改革通过重塑入学机会扭转了男性在数学和科学方面的优势——女孩在高质量学校获得了更多的席位，而男孩在低质量学校的比例过高。这些结果揭示了性别配额是如何人为地限制了女孩的学业潜力。更重要的是，这些研究表明，机会均等政策不仅创造了公平的竞争环境，还释放了女性原有的优势，最终扭转了传统的成就差距。

引用次数: 0

Is the gender-gap reversal a feedback loop? Demographic factors influencing gender-gap inequalities in tertiary education in European countries 性别差距的逆转是一个反馈循环吗？影响欧洲国家高等教育性别差距不平等的人口因素

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-04-22 DOI: 10.1016/j.rssm.2025.101040

Tomáš Katrňák , Pia N. Blossfeld , Tomáš Doseděl

The educational structures of European populations have changed significantly over the last 20 years. The average proportion of young people (aged 25–34) in European countries who had attained tertiary education increased from 25 % in 2000 to 41 % in 2020. This educational expansion has been accompanied by a change of the gender ratio in favor of women and the growth of a gender-gap reversal (GGR). We deal with demographic factors that influence the trends in GGR in tertiary education. We use the first round of Generations and Gender Surveys (GGS-I) data collected under the Generations and Gender Programme (GGP) in 12 European countries. We analyze the effects of parental educational hypogamy (marriage where the wife’s education level is higher than the husband’s), parental tertiary homogamy (marriage where the wife’s tertiary level is the same as the husband’s), parental divorce, and non-intact origin family. The empirical results show that three of these factors have positive effects on women’s tertiary education attainment and increase the GGR. We argue that the increasing level of GGR then reinforces the prevalence of these factors in the tertiary educated population at the macro level by which the GGR is boosted again over time. Based on this cyclic argument we suggest interpreting the GGR in tertiary education as a positive feedback loop.

在过去的20年里，欧洲人口的教育结构发生了重大变化。欧洲国家接受过高等教育的年轻人（25 - 34岁）的平均比例从2000年的25% %增加到2020年的41% %。这种教育扩张伴随着性别比例向女性倾斜和性别差距逆转（GGR）的增长。我们处理影响高等教育中GGR趋势的人口因素。我们使用了在12个欧洲国家的代际和性别项目（GGP）下收集的第一轮代际和性别调查（GGS-I）数据。我们分析了父母受教育程度低的婚姻（妻子受教育程度高于丈夫的婚姻）、父母第三代同性婚姻（妻子受教育程度与丈夫相同的婚姻）、父母离婚和原籍家庭不完整的影响。实证结果表明，上述三个因素对女性受高等教育程度均有正向影响，并提高了GGR。我们认为，在宏观层面上，GGR水平的提高加强了这些因素在受过高等教育的人口中的普遍存在，从而使GGR随着时间的推移再次提高。基于这种循环论证，我们建议将高等教育中的GGR解释为一个正反馈循环。

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引用次数: 0

Divergent trajectories and unequal returns: A temporal approach to Black-White wealth inequality in the United States 不同的轨迹和不平等的回报：美国黑人-白人财富不平等的时间方法

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-04-17 DOI: 10.1016/j.rssm.2025.101046

Chunhui Ren

Whereas the dynamic nature of racial wealth inequality in the United States has been long recognized, prior research has paid inadequate attention to the temporal process whereby inequality develops and evolves. In the present study, we propose a three-stage conceptual framework, wherein divergent wealth trajectories between African Americans and Whites are predetermined in social origins (stage one), cultivated while growing up (stage two), and materialize over time (stage three). Based on the Panel Study of Income Dynamics (PSID), we put this conceptualization to an empirical test, producing two major findings: (1) The sources of Black-White wealth inequality can be fully explained after account for these three temporal stages of wealth determinants; (2) African Americans are found to receive diminished returns to a range of wealth-enhancing attributes, particularly early ones that are shaped prior to the formation of independent households. Academic and policy implications are also discussed.

虽然美国种族财富不平等的动态本质早已被认识到，但先前的研究对不平等发展和演变的时间过程关注不足。在本研究中，我们提出了一个三阶段的概念框架，其中非裔美国人和白人之间的不同财富轨迹在社会起源（第一阶段）中被预定，在成长过程中被培养（第二阶段），并随着时间的推移而具体化（第三阶段）。基于收入动态面板研究（PSID），我们对这一概念进行了实证检验，得出了两个主要发现：(1)在考虑了财富决定因素的这三个时间阶段后，可以充分解释黑人-白人财富不平等的来源；(2)研究发现，非裔美国人在一系列增加财富的属性上，尤其是在形成独立家庭之前形成的早期属性上，获得的回报越来越少。本文还讨论了学术和政策影响。

引用次数: 0

Origin, destination, or mobility? A systematic review of studies using diagonal reference models 起源，目的地，还是流动？对角参考模型研究的系统回顾

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-04-16 DOI: 10.1016/j.rssm.2025.101047

Songyun Shi , Alexi Gugushvili

This systematic review examines 76 peer-reviewed studies that use Diagonal Reference Models (DRM) to assess the consequences of social mobility across three main thematic areas: health, well-being, and fertility (57 % of studies); political preferences (35 %); and cultural tastes (8 %). By analyzing these areas, the review identifies key theoretical frameworks, focusing on social position effects and mobility effects, and evaluates their alignment with empirical findings. For position effects, evidence suggests that destination status often outweighs origin status in shaping individual outcomes. For mobility effects, 58 % of studies either report non-significant results or do not explicitly examine mobility effects. Among the significant findings, the effects of mobility remain mixed and context-dependent. However, upward mobility generally benefits health and well-being, whereas downward mobility tends to have a detrimental effect. Recent studies have introduced methodological innovations such as mediation and counterfactual analyses. Still, key challenges remain. Subgroup analyses by gender and race/ethnicity are rare, findings are not always reported in a comparable way, and contextual factors are often missing. The review concludes that while DRM has helped clarify the role of social mobility in shaping individual outcomes, the field would benefit from greater transparency, more consistent reporting, and stronger attention to structural and demographic variation.

本系统综述检查了76项同行评议的研究，这些研究使用对角参考模型（DRM）来评估社会流动性在三个主要主题领域的后果：健康、福祉和生育率（57% %的研究）；政治倾向（35% %）；文化品味（8 %）。通过对这些领域的分析，本文确定了关键的理论框架，重点关注社会地位效应和流动性效应，并评估了它们与实证结果的一致性。就位置效应而言，有证据表明，在塑造个人结果方面，目的地地位往往大于原点地位。对于活动能力的影响，58% 的研究要么报告了不显著的结果，要么没有明确检查活动能力的影响。在重要的发现中，流动性的影响仍然是混合的，并且依赖于环境。然而，向上流动通常有利于健康和福祉，而向下流动往往有不利影响。最近的研究引入了方法创新，如调解和反事实分析。不过，关键挑战依然存在。性别和种族/民族的亚组分析很少，研究结果并不总是以可比的方式报告，而且背景因素经常缺失。报告的结论是，虽然DRM有助于明确社会流动性在塑造个人结果中的作用，但该领域将受益于更大的透明度、更一致的报告，以及对结构和人口变化的更大关注。

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引用次数: 0

Five decades of marital sorting in France and the United States – The role of educational expansion and the changing gender imbalance in education 法国和美国五十年的婚姻分门别类——教育扩张的作用和教育中不断变化的性别失衡

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-04-11 DOI: 10.1016/j.rssm.2025.101044

Julia Leesch , Jan Skopek

Over the past half-century, higher education expansion and changing gender imbalances in education have reshaped the educational composition of the partner market. Nonetheless, the impact of these concurrent trends on educational sorting in unions and marriages remains unclear. Using data from France (1962–2011) and the US (1960–2015), we examined how (a) educational expansion and (b) the changing gender-education association contributed to changing sorting outcomes in marital and non-marital different-sex unions. Counterfactual decomposition techniques revealed two main trends. First, the changing gender-education association – apart from educational upgrading – has promoted rising hypogamy (she is more educated than he) and declining hypergamy (he is more educated than she). Second, educational expansion is associated with rising proportions of homogamous, hypogamous, and hypergamous unions involving more educated individuals and declines in these union types with less educated women and men. However, the impact of these changes on overall homogamy and heterogamy trends differs across countries. For example, while the increasing supply of highly educated individuals has promoted hypogamy in France it has offset hypogamy in the US. Our findings contribute to ongoing debates about the structural effects of educational expansion and the reversing gender imbalance in education on the formation of different-sex unions.

在过去的半个世纪里，高等教育的扩张和教育中性别失衡的变化重塑了伴侣市场的教育构成。尽管如此，这些同时出现的趋势对工会和婚姻中的教育分类的影响仍不清楚。利用法国（1962-2011）和美国（1960-2015）的数据，我们研究了(a)教育扩张和(b)不断变化的性别教育关联如何影响婚姻和非婚姻异性结合中排序结果的变化。反事实分解技术揭示了两个主要趋势。首先，不断变化的性别教育关联——除了教育水平的提升——促进了低配偶制（女方比男方受教育程度高）的增加和多配偶制（男方受教育程度比女方高）的减少。其次，教育扩张与受教育程度较高的个体的同性婚姻、次等婚姻和多配偶婚姻的比例上升有关，而与受教育程度较低的女性和男性的这些婚姻类型的比例下降有关。然而，这些变化对同性婚姻和异性婚姻总体趋势的影响因国家而异。例如，虽然受过高等教育的个人供应的增加促进了法国的一夫多妻制，但它抵消了美国的一夫多妻制。我们的研究结果为目前关于教育扩张的结构性影响和扭转教育中性别不平衡对不同性别联盟形成的影响的争论做出了贡献。

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引用次数: 0

Managerial decisions on older workers’ training: A vignette study on the interplay of worker and manager characteristics 年长工人培训的管理决策：工人与管理者特征相互作用的小研究

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-04-08 DOI: 10.1016/j.rssm.2025.101045

Jelle Lössbroek , Joop Schippers

Training could support older workers in working longer. However, their training participation is low and unequally divided, possibly reinforcing inequalities among older employees. We study managers to understand this inequality as they are key actors in deciding who receives training. We study which workers are selected, based on their employability, age and sex, depending on the country context. We use a vignette experiment among 482 managers across nine European countries. Managers gave ‘trainability scores’ to hypothetical employees indicating how likely these employees are to be selected for training. We analyse what drives their (inclined) decisions.

Results

show that managers prefer training employees who are already more employable, amplifying existing inequalities among older workers. Also, ‘older older’ employees receive lower trainability scores, particularly in countries with low average retirement ages. There was no support for the ‘gendered ageism’ argument: men and women were equally penalised for their age.

培训可以支持老年工人工作更长时间。然而，他们的培训参与度很低，而且分配不均，这可能加剧了年长员工之间的不平等。我们研究管理者是为了理解这种不平等，因为他们是决定谁接受培训的关键角色。我们根据就业能力、年龄和性别，根据国家情况，研究哪些工人被选中。我们在9个欧洲国家的482名管理者中进行了小插图实验。经理们给假设的员工打了“可培训性分数”，表明这些员工被选中接受培训的可能性有多大。我们分析是什么驱使他们做出（倾向的）决定。结果显示，管理者更喜欢培训那些已经更有就业能力的员工，这加剧了年长员工之间存在的不平等。此外，“年长”员工的可培训性得分较低，特别是在平均退休年龄较低的国家。没有证据支持“性别年龄歧视”的说法：男性和女性因年龄而受到同等的惩罚。

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引用次数: 0

Exploring pathways: How friends' anti-academic behavior contributes to the gender gap in language and math grades 探索途径：朋友的反学术行为如何导致语文和数学成绩的性别差距

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-04-04 DOI: 10.1016/j.rssm.2025.101042

Margriet van Hek

This study investigates the role of friends in the establishment of the gender gap in grades in secondary education. Specifically, it explores to what extent and through what pathways the anti-academic behavior of friends in school affects the gender gap in grades for the national language and math. Hypotheses are tested with two waves of the CILS4EU data that contain information about students and their schools in Sweden, the Netherlands, England and Germany (n = 10,164). Multilevel mediation models show that girls receive considerably higher grades than boys for the national language and that boys have a small advantage in math. Gender gaps in grades are affected by friends’ anti-academic behavior. Boys’ friends more often engage in anti-academic behavior, and this directly negatively impacts grades, but also works indirectly as it stimulates students’ own anti-academic behavior which in turn is detrimental to grades.

本研究探讨了朋友在中等教育年级性别差距形成中的作用。具体来说，它探讨了学校里朋友的反学术行为在多大程度上以及通过什么途径影响了国家语言和数学成绩的性别差距。假设通过两波CILS4EU数据进行检验，这些数据包含瑞典、荷兰、英国和德国的学生及其学校的信息（n = 10,164）。多层中介模型显示，女孩在国家语言方面的成绩明显高于男孩，男孩在数学方面有一点优势。成绩上的性别差距受到朋友反学术行为的影响。男生的朋友往往会有反学术的行为，这直接对成绩产生负面影响，但也会间接地刺激学生自己的反学术行为，而这反过来又对成绩有害。

引用次数: 0

Stability and change in the academic qualifications of recent men and women college entrants 最近进入大学的男女学生学历的稳定性和变化

IF 2.7 1区社会学 Q1 SOCIOLOGY

Research in Social Stratification and Mobility

Pub Date : 2025-04-04 DOI: 10.1016/j.rssm.2025.101043

Natasha Quadlin , Tom VanHeuvelen

In the span of only a few generations, women have made great strides in higher education, and now far outpace men in college enrollment and completion. Especially given that girls tend to have higher achievement across levels of education, some scholars and commentators have begun to raise questions about which men and women, in terms of academic qualifications, attend colleges in the U.S.—particularly elite colleges that are associated with the greatest economic and social returns. We assess these questions using data from the Education Longitudinal Study of 2002 (ELS-02) and the High School Longitudinal Study of 2009 (HSLS-09), two nationally representative datasets collected during this recent era of heightened college competitiveness. We find that men and women had roughly equal chances of attending top colleges given equal academic qualifications. Importantly, though, we observe large changes at the bottom of the academic hierarchy, with less-prepared men increasingly opting into two-year colleges and attending higher education at similar rates as comparably qualified women. Thus, while much commentary tends to focus on elite institutions, recent changes at non-elite institutions are much more consequential for broader educational trends. Implications for research on gender and educational inequality are discussed.

在短短几代人的时间里，女性在高等教育方面取得了长足的进步，现在在大学入学率和毕业率方面远远超过了男性。特别是考虑到女孩往往在各个教育层次都有更高的成就，一些学者和评论员开始提出这样的问题：在美国，哪些男性和女性在学术资格方面能上大学——尤其是那些与最大的经济和社会回报相关的精英大学。我们使用2002年教育纵向研究（ELS-02）和2009年高中纵向研究（HSLS-09）的数据来评估这些问题，这是在最近大学竞争力增强的时代收集的两个具有全国代表性的数据集。我们发现，在同等学历的情况下，男性和女性进入顶尖大学的机会大致相同。然而，重要的是，我们观察到在学术等级的底层发生了巨大的变化，越来越多准备不足的男性选择两年制大学，接受高等教育的比例与同等条件的女性相当。因此，尽管许多评论倾向于关注精英机构，但非精英机构最近的变化对更广泛的教育趋势的影响要大得多。讨论了性别和教育不平等研究的意义。

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引用次数: 0