Partnersuche im Internet

The aim of this study is to analyze the role of educational qualification in the process of partner choice in “digital marriage markets”. Using unique interaction data of individuals participating in an online dating site, we are able to reconstruct early processes of partner choices of men and women. Our results show that there is a clear tendency towards educational homophily. Individuals therefore have a strong preference for partners with the same educational level. This is particularly true for women. Our results also support the exchange theoretical hypothesis that educational homophily is stronger the higher the level of education is. If we analyze heterophile contact behavior, it is obvious that women are still reluctant to contact men with lower educational degrees. They clearly prefer men with higher educational qualification. For men it is still quite usual to contact women with lower educational degrees. Our findings therefore underline that partner choice today is still dominated by quite traditional gender preferences. Overall, our results show that digital marriage markets do not reduce social distances between social groups. Rather, the high level of homophily seems to close relationships between social groups.     

Women and class – a problematic relationship?

The relationship between gender and class is important and controversial within sociology and has significant theoretical and political dimensions. But how do women experience class?Is it a meaningful dimension of everyday life The experiential aspects of class were explored with two hundred women, A third of them perceived social class m terms perceived of income. Others perceived it in terms of occupation their parents. their partner's or their own type of housing or the need to work to earn a living These different perceptions relate to women's own occupational class and educational background more closely than they relate to the occupational class of their partners. Women occupied full-time as housewives did not appear to differ from those m full or part-time paid employment m terms of their perceptions of class, nor did they experience their situation as marginal to the class structure of society. Although women's class does count there arc problems with assigning individual women to classes solely on the basis of their current position in the occupational hierarchy.     

Untangling Inequalities: Gender,Race, and Socioeconomic Differences in Depression1

In their important paper, Link and Phelan (1995) argue that socioeconomic status is a fundamental cause of variation in well‐being and that the social resources associated with socioeconomic status constitute the fundamental cause of variation in well‐being. In this article, I elaborate on the fundamental cause perspective in three respects: by suggesting an expansion of the definition of resources, by examining how race and gender influence variation in the relationship between resources and mental health, and by developing a model of the relationship between social class, race, and gender that takes account of the potential asymmetry in the influence of resources across race and gender. Using the 2003 National Health Interview Survey and ordinary least squares regression, I find that black and white men are significantly less depressed than black and white women. However, women accrue greater mental health advantage from marriage, home ownership, and education. African‐American men experience less depression as a result of being unmarried and non‐Hispanic white women experience less benefit from full‐time employment, relative to African‐American women and men. Results are discussed in terms of implications for future research on race, class, and gender differences in health.     

从“蚁族”视角分析高等教育对社会流动的影响

作为受过高等教育的低收入群体,“蚁族”的出现反映了我国高等教育制度近10年来的变迁。课题组于2010年通过实地调查北京、上海、广州、武汉、西安、重庆、南京7个城市的“蚁族”群体生存现状,对“蚁族”的教育背景和就业状况进行了研究。结果显示：“蚁族”的学历层次在自然升高,专业选择呈现出迎合市场和社会的功利主义倾向,且存在着家庭社会经济地位越高受教育层次越高的趋势。这些变化表明,当前的高等教育作为底层青年改变命运的通道正在变宰,在某种程度上更像是一个加剧社会阶层分化的助推器。     

Klassenlage und Bildungsentscheidungen

This empirical study seeks to contribute to the explanation of class differences in educational opportunities in the transition from primary to secondary education. According to recent theoretical explanations the social inequality in education results — apart from the historical conditions and institutions of the educational system — from rational choices of parents about the continuation of their children’s education. There is a nexus between class specific evaluation of costs and benefits of higher education and educational choice, which depends on the parents’ resources and the selection and allocation function of the educational system. This interrelationship results in unequal educational attainment among the children of different social classes. These hypotheses are tested by employing a two-step model of the dynamics of choices and actual transition. Using panel data and logistic regression as well as considering the children’s social origin the rise of educational aspirations and the following transition to higher education tracks are analyzed. The results lend support to the mechanisms and processes assumed by the subjective expected utility approach. However, there is an open question about the historical persistence of class differences in education in spite of educational expansion and school reforms.     

Wie können „bildungsferne“ Gruppen für ein Hochschulstudium gewonnen werden?

Against the background of the relatively low enrolment of students at universities, the minor proportion of academics at the population, and the distinctive social inequality at the transition to the tertiary education in Germany, it is assumed that – additionally to the structure of the educational system – primary and secondary effects of social origin are responsible for that the working class children are underrepresented at German universities. According to empirical findings for high-school graduates, their subjectively expected success in university training in general as well as their educational decision on continuing tertiary education, in particular, are crucial for this empirical fact of persistent inequalities of university education. If one cancels out the secondary effects of social origin, the participation of working class children could be increased more significantly than by neutralizing the primary effects. If one neutralizes also the secondary effects at both, the first and the second transition in the individuals’ educational course, the individuals’ transition to the sector of tertiary education could be increased additionally. Both, the selection and filter processes of the Germany school system as well as individuals’ educational choices provide the counterproductive effect that the talented offspring from socially disadvantaged classes will be diverted away from the higher education and the universities.     

Does higher education make a difference? The influence of educational attainment on women's and men's nonstandard employment outcomes

Some studies suggest that women and the less educated are more likely to be employed in nonstandard work. However, conflicting evidence has indicated that temporary, part-time, and nonstandard self-employment has diffused across different social groups and levels of education. Using pooled data from the 1997–2018 Canadian Labour Force Surveys, this study explores the changing relationship between higher education, gender, and employment outcomes. Taking a multiple logistic regression approach, this study accomplishes three objectives: (1) to examine the relationship between gender and education among different forms of nonstandard employment; (2) to investigate the changes of different forms of nonstandard employment between 1997 to 2018; (3) to analyze the association between men's and women's education and their likelihood of different forms of nonstandard employment are explored. The findings suggest the feminization of employment norms, in which men and women have had some convergence in certain types of nonstandard employment. This result holds across most levels of education, but is more pronounced for women and men with higher levels of education.     

Parental values in the UK

This article investigates the extent to which parental values differ between social groups in the UK at the start of the twenty‐first century. The study of parental values is an important area of sociological enquiry that can inform scholarship from across the social sciences concerned with educational inequality and cultural variability in family life. We draw on data from the Millennium Cohort Study to show how parent’s social class, religion, religiosity, race and ethnicity, and education are related to the qualities they would like their children to have. Our rank‐ordered regression models show that parents in service class occupations place significantly more importance on ‘thinking for self’ than ‘obey parents’ compared to those in routine manual occupations. We also show that although class matters, the relationship between education and parental values is particularly strong. Parenting values also differ by parental racial and ethnic background and by levels of religiosity.     

The class‐origin wage gap: heterogeneity in education and variations across market segments

This paper uses unique population‐level matched employer–employee data on monthly wages to analyse class‐origin wage gaps in the Swedish labour market. Education is the primary mediator of class origin advantages in the labour market, but mobility research often only considers the vertical dimension of education. When one uses an unusually detailed measure of education in a horizontal dimension, the wage gap between individuals of advantaged and disadvantaged class origin is found to be substantial (4–5 per cent), yet considerably smaller than when measures are used which only control for level of education and field of study. This is also the case for models with class or occupation as outcome. The class‐origin wage gap varies considerably across labour market segments, such as those defined by educational levels, fields of education, industries and occupations in both seemingly unsystematic and conspicuous ways. The gap is small in the public sector, suggesting that bureaucracy may act as a leveller.     

Primäre und sekundäre Effekte der sozialen Herkunft beim Übergang in die Hochschulbildung

Following Boudon social disparities at educational transitions can be linked to primary and secondary effects of social origin. Whereas primary effects describe social differentials in scholastic performance, secondary effects represent social differences in educational choices that are independent of performance. We use four panel surveys of graduate cohorts that have obtained eligibility for higher education between 1983 and 1999, provided by the German Higher Education Information System (HIS). By applying counterfactual decomposition methods we estimate the relative importance of primary and secondary effects at the transition to tertiary education. Our results indicate that secondary effects are the main driving force in the creation of social disparities at the transition to tertiary education, accounting for more than 80% of the differential between service class and working class offspring. Particularly financial aspects connected to the choice of post-secondary alternatives, interest in academic work and the type of Abitur degree can explain these effects. Furthermore, even though we observe a small increase in social selectivities at the transition to higher education, the relative importance of primary and secondary effects does not change within our observation period.     

Gender, social status, and emotional reliance

Past research has suggested the potential importance of considering emotional reliance, a dimension of interpersonal dependence, when addressing social and developmental risk factors for depression. Based on a probability sample of 1,393 adults aged 18-55 residing in Toronto, Canada, this paper addresses gender differences in emotional reliance and the relevance of emotional reliance in explaining the gender-depression association. We also explore link-ages between emotional reliance and status factors. Findings indicate that emotional reliance is significantly related to depression and that women report greater reliance than men, independent of social status factors like marital and parental status, education, income, and occupational prestige. Moreover, the positive association between emotional reliance and depression is greater for women. Several social status factors modify the relationship between gender and emotional reliance. Both education and occupational prestige reduce reliance, and are particularly beneficial in this regard for women. Marriage, on the other hand, increases emotional reliance, especially for men. We offer interpretations of this pattern of findings.     

Working‐class participation,middle‐class aspiration? Value,upward mobility and symbolic indebtedness in higher education

This paper interrogates the relationship between working‐class participation in higher education (HE) in England and social and cultural mobility. It argues that embarking on a university education for working‐class people has been construed in governmental discourses as an instrumental means of achieving upward mobility, or of aspiring to ‘become middle class’. Education in this sense is thus not only understood as having the potential to confer value on individuals, as they pursue different ‘forms of capital’, or symbolic ‘mastery’ (Bourdieu, 1986), but as incurring a form of debt to society. In this sense, the university can be understood as a type of ‘creditor’ to whom the working‐class participants are symbolically indebted, while the middle classes pass through unencumbered. Through the analysis of empirical research conducted with staff from working‐class backgrounds employed on a university Widening Participation project in England, the article examines resistance to dominant educational discourses, which understand working‐class culture as ‘deficient’ and working‐class participation in HE as an instrumental means of securing upward mobility. Challenging the problematic notion of ‘escape’ implicit in mobility discourses, this paper concludes by positing the alternative concept of ‘fugitivity’, to contest the accepted relationship in HE between creditor and debtor.     

Socioeconomic and Gender Health Disparities in Diabetes: The Lower Middle Income Case of Ghana

While literature theorizing the relationship between socioeconomic status (SES), gender, and health outcomes is robust in high‐income countries, there is less scholarship examining how SES affects men and women in lower middle income countries (LMICs). Focusing on the LMIC case of Ghana, I use Wave 1 of the World Health Organization Study on Global Aging and Adult Health (SAGE) to examine the relationship between SES and diabetes among Ghanaian women and men. Specifically, I examine how key SES measures such as educational attainment, employment status, and income singly and collectively predict the odds of diabetes for Ghanaian men and women. I also examine the explanatory value of the reversal hypothesis, which posits that those of high SES experience higher rates of non‐communicable diseases. Overall, I find that while Ghanaian men experience increased odds of diabetes with increased education, Ghanaian women have higher odds of diabetes compared to men regardless of educational attainment. Understanding health patterns in LMICs like Ghana is important for sociological inquiry on health disparities seeking to incorporate more global perspectives.     

Making education count: the effects of ethnicity and qualifications on intergenerational social class mobility

This paper examines the role of social class and ethnic group background in determining individuals' social class destinations. It explores the extent to which these background factors are mediated by educational achievement, and the role of educational qualifications in enabling intergenerational class mobility. To do this, it uses the ONS Longitudinal Study. These data allow us to observe parents' characteristics during childhood for a group of children of different ethnic groups growing up in England and Wales in the same period and who had reached adulthood by 2001. Results show that the influence of class background on these children's subsequent social class position varied with ethnicity: it was important for the majority, even after taking account of educational qualifications, but had a much smaller role to play for the minority groups. The minority groups made use of education to achieve upward mobility, but to greater effect for some groups than for others. Among those without educational qualifications, minority groups suffered an ‘ethnic penalty’ in relation to higher class outcomes; but for Pakistanis and Bangladeshis, this penalty persisted at all levels of education. These findings challenge the notion that a more equal society can be achieved simply through promoting equality of opportunity through education.     

Education and egalitarianism: the culture of the Norwegian middle class

It is well documented that educational achievement in Western societies is related to family background. Yet we know less about how people who have completed university degrees experience the importance of their education. How is education related to the different culturally embedded structures of nation states? How do highly educated people perceive the pertinence of their education? Such questions are rarely posed in the literature on social class, but recent research on the middle class in Britain offers a background for comparisons. Based on results from interviews with a sample of people having higher educational diplomas, the article discusses the particularities of the Norwegian case. We find much ambivalence over class identification and there is a remarkable tendency to downplay the importance of education. Our findings indicate that the Norwegian middle class has internalized egalitarian values embedded in Norwegian culture and thus, compared to the British case, more often hesitates to set up boundaries between itself and other classes. We argue that such findings diverge from conventional typifications of western ‘middle‐classes’ and have wider methodological implications for the study of class systems.     

Surviving on the inside: Reflections on being a woman and a feminist in a male academic institution

This article considers what it is like to be a woman on the inside: a white woman lecturer and tutor teaching social work students inside the white male bastion of the university. Universities are notoriously male-centred in their organisation, their teaching and their knowledge base; women working in universities have referred to themselves as ‘outsiders in the sacred grove’ (Aisenberg and Harrington, 1988). We might expect Departments of Social Work to be different to this, since social work has historically been a profession staffed by women, working with female clients (Brook and Davis, 1985). I will argue that patriarchal ideas and practices persist throughout higher educational institutions and that the impact of gender (as well as class, ethnicity and ‘race’, sexuality and disability) must be addressed at all levels within social work education.     

Gender Gaps in Educational Outcomes Among Children of New Migrants: The Role of Social Integration from a Comparative Perspective

This article reviews current research on gender gaps in educational outcomes among children of new migrants (first, 1.5, and second generations) from a comparative cross‐national perspective. The article examines potential explanations for why gendered differences in educational outcomes among immigrants (vis‐à‐vis non‐migrants) continue to occur, focusing on individual, schooling, and institutional factors. For example, while gender gaps in expectations and aspirations as well as some cognitive outcomes are increasing (reading ability is considerably higher among females) and shrinking in specific subjects (e.g. math and science ability is slightly higher among boys), that process often has been less explored within and across immigrant vis‐à‐vis non‐immigrant students. We show that in some countries, gender gaps among disadvantaged ethnic minorities (in relation to other groups) continue to persist and are exacerbated by institutional factors. These disadvantages vary not only across different educational systems and at different rates over time but also are based on students' social background. Overall, we argue that these educational inequalities are key to understanding not only the socioeconomic and future political adaptation of migrants and their children but also future social policy developments in the European Union context.     

家庭社会资本对大学生农村就业意愿的影响

家庭是影响大学生农村就业的一个重要因素,因而家庭社会资本与大学生农村就业行为有密切的关系。家庭社会资本对大学生去农村的就业意愿、最低工资价位和职业选择的影响显著。母亲的受教育程度、家庭年收入越高,大学生去农村的就业意愿越高,大学生去农村的最低心理工资价位越高;父母的受教育程度越高,大学生去农村更愿意选择从政。     

Tracing Differentiation in Gendered Leadership: An Analysis of Differences in Gender Composition in Top Management in Business,Politics and the Civil Service

The aim of this article is to discuss the relationship between the gendering of leadership positions and sector‐specific structures within politics, business and the civil service in Denmark in the context of differences between the Nordic countries and other western countries. The analysis is based on data from a survey of top male and female leaders within the three sectors. The theoretical point of departure of this article is constructivist. It looks at gender as constituted by actions in social space, orchestrated by structural processes and a symbolic order of gender. This constitutes a cultural discourse on gender reflected in gender conventions in society and in a range of possibilities of gender positioning. Expressions of this are discussed in the analysis of the patterns of difference in structural conditions for women and men in leadership positions to be found within the three sectors. The structural conditions encompass access conditions and conditions for gendered positioning and are analysed on the basis of data on social background, education, career course, family, children and distribution of housework. The analysis shows that there is a correlation between gender composition of leadership and possibilities of gendered positioning within a sector. The results are finally discussed as possible expressions of an egalitarian culture.     

AN ECONOMIC ANALYSIS OF IDENTITY AND CAREER CHOICE*

Standard economic models tend to be more specific about pecuniary payoffs than nonpecuniary payoffs to education. Based on the ideas of Akerlof and Kranton, we consider a model of career choice and identity where individuals derive nonpecuniary identity payoffs. Using factor analysis on a range of attitude questions, we find two factors related to identity (career orientation and social orientation), which are important for planned educational choices and for observed gender differences. The implication is that policy makers and institutions of higher education need to focus on identity‐related issues rather than just improved financial incentives if they aim at attracting high‐ability youths to certain careers. (JEL I21, J24)