Pub Date : 2025-05-23DOI: 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.
{"title":"Gendered responses to unfair pay: Evidence from a factorial survey experiment among employees in German firms","authors":"Ole Brüggemann , Julia Lang","doi":"10.1016/j.rssm.2025.101064","DOIUrl":"10.1016/j.rssm.2025.101064","url":null,"abstract":"<div><div>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 (<em>exit</em>, applying for another job; <em>voice</em>, starting wage negotiations or complaining at the works council). While <em>exit</em> was generally perceived as a more likely reaction than <em>voice</em>, gendered expectations emerged: female co-workers were expected to engage in <em>voice</em> 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.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"98 ","pages":"Article 101064"},"PeriodicalIF":2.7,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167124","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}
Pub Date : 2025-05-20DOI: 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.
{"title":"Stratified strategies? Gender, social background and access to selective fields in Norway","authors":"Claudia Finger , Thea Bertnes Strømme","doi":"10.1016/j.rssm.2025.101061","DOIUrl":"10.1016/j.rssm.2025.101061","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"98 ","pages":"Article 101061"},"PeriodicalIF":2.7,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135032","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}
Pub Date : 2025-05-16DOI: 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.
{"title":"Same but different: Gender, social origin, and university access. Results from a field experiment on guidance counseling","authors":"Melinda Erdmann , Irena Pietrzyk , Juliana Schneider , Marcel Helbig , Marita Jacob","doi":"10.1016/j.rssm.2025.101062","DOIUrl":"10.1016/j.rssm.2025.101062","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"98 ","pages":"Article 101062"},"PeriodicalIF":2.7,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167123","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}
Pub Date : 2025-05-16DOI: 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.
{"title":"Duration of child home care allowance period and school success: Differences by parental education level and ethnic origins","authors":"Markus Laaninen","doi":"10.1016/j.rssm.2025.101063","DOIUrl":"10.1016/j.rssm.2025.101063","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"98 ","pages":"Article 101063"},"PeriodicalIF":2.7,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144099065","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}
Pub Date : 2025-05-15DOI: 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.
{"title":"Doing gender and the surname choices of married women","authors":"Florencia Torche , Alisa Feldman , Tyler W. McDaniel","doi":"10.1016/j.rssm.2025.101060","DOIUrl":"10.1016/j.rssm.2025.101060","url":null,"abstract":"<div><div>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 <em>lower</em> and <em>higher</em> 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.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"98 ","pages":"Article 101060"},"PeriodicalIF":2.7,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106022","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}
Pub Date : 2025-05-13DOI: 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.
{"title":"Parental contextual education and educational mobility among the children of Asian American immigrants","authors":"Samuel H. Fishman","doi":"10.1016/j.rssm.2025.101059","DOIUrl":"10.1016/j.rssm.2025.101059","url":null,"abstract":"<div><div>Many Asian American immigrant populations are highly selective in education relative to both US-born individuals <em>and</em> 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.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"98 ","pages":"Article 101059"},"PeriodicalIF":2.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143942652","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}
Pub Date : 2025-04-28DOI: 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.
{"title":"Gender blindness in the research on the economic value of education: Theoretical and methodological causes and consequences","authors":"Hadas Mandel, Assaf Rotman","doi":"10.1016/j.rssm.2025.101049","DOIUrl":"10.1016/j.rssm.2025.101049","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"97 ","pages":"Article 101049"},"PeriodicalIF":2.7,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143917544","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}
Pub Date : 2025-04-24DOI: 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.
{"title":"Equal opportunity policy and the reverse gender gap in academic achievement: Evidence from a quasi-experiment in Hong Kong","authors":"Duoduo Xu , Xiaogang Wu","doi":"10.1016/j.rssm.2025.101048","DOIUrl":"10.1016/j.rssm.2025.101048","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"97 ","pages":"Article 101048"},"PeriodicalIF":2.7,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143902407","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}
Pub Date : 2025-04-22DOI: 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.
{"title":"Is the gender-gap reversal a feedback loop? Demographic factors influencing gender-gap inequalities in tertiary education in European countries","authors":"Tomáš Katrňák , Pia N. Blossfeld , Tomáš Doseděl","doi":"10.1016/j.rssm.2025.101040","DOIUrl":"10.1016/j.rssm.2025.101040","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"97 ","pages":"Article 101040"},"PeriodicalIF":2.7,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143879073","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}
Pub Date : 2025-04-17DOI: 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.
{"title":"Divergent trajectories and unequal returns: A temporal approach to Black-White wealth inequality in the United States","authors":"Chunhui Ren","doi":"10.1016/j.rssm.2025.101046","DOIUrl":"10.1016/j.rssm.2025.101046","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47384,"journal":{"name":"Research in Social Stratification and Mobility","volume":"97 ","pages":"Article 101046"},"PeriodicalIF":2.7,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143852267","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}
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