Occupational mobility and cognitive ability: A commentary on Betthäuser,Bourne and Bukodi

This commentary critiques Betthäuser, Bourne and Bukodi's (2020) paper which finds that cognitive ability does not substantially mediate class of origin effects on educational and occupational outcomes. From these results, they conclude that cognitive ability is only of minor importance for social stratification, reasserting their view of the primacy of class origins for social stratification. The central issue surrounding cognitive ability in social stratification is its effects on socioeconomic attainments vis-à-vis socioeconomic origins, not the extent that cognitive ability mediates classorigin effects. Their analytical strategy of estimating the extent that cognitive ability mediates class origineffects is misleading because: it ignores the only moderate associations of socioeconomic origins with educational and occupational outcomes; the stronger direct effects of cognitive ability; the associations of parents’ ability with their own socioeconomic attainments; and the genetic transmission of cognitive ability and other traits relevant to social stratification from parents to their children.     

The Socioeconomic Attainments of Second‐Generation Cambodian,Hmong, Laotian,and Vietnamese Americans*

We investigate the socioeconomic attainments of second‐generation Cambodian, Hmong, Laotian, and Vietnamese Americans. Using 2000 Census data, we focus on education, wages, and managerial/professional employment relative to African Americans and whites. The second‐generation Vietnamese stand out as having extraordinarily high average values on these indicators. By contrast, the socioeconomic attainments of second‐generation Cambodians, Hmong, and Laotians tend to be closer to those of African Americans except among those second‐generation Southeast Asians who are clearly part of the earlier (i.e., Wave 1) immigration stream that tended to have somewhat higher socioeconomic origins. The most disadvantaged groups are non‐Wave 1 second‐generation Laotians and Cambodian women, particularly in terms of the process of educational attainment. The results are interpreted as indicating the importance of class origins and immigrant selectivity.     

Keys That Jingle and Fold: Federal Student Aid and the Expansion of Educational Opportunity for Black Women

Since the mid-20th century, the United States has seen a dramatic increase in Black women’s educational attainment. Given Black women’s status as “double minorities” and their disproportionate representation among low-income Americans, this trend has important implications for equal opportunity in the United States. While scholars recognize higher education as a central determinant of socioeconomic well-being and political engagement, we have yet to consider the role that federal higher education policies have played in expanding Black women’s access to college degrees. This article examines the extent to which student aid programs have supported Black women’s educational pursuits and influenced their educational attainment. I find that financial aid usage is associated with greater educational attainment and is perceived by Black women as significantly expanding educational opportunity.     

Attachments to Family and Community and the Young Adult Transition of Rural Youth

Rural youth in economically troubled regions develop plans for their future in a context in which opportunities for educational and occupational success generally lie elsewhere, prompting the need to migrate. This study investigates the links between rural adolescents' residential preferences and their plans for the future, perceptions of local opportunity, and ties to family and community. We examine whether residential preferences shape the pathways to adulthood through decisions about where to live as well as educational and occupational attainments. Residential preferences are indeed related to adolescents' academic achievements and future educational plans, their relationships with parents, and perceptions of local job opportunities, but they are not associated with family socioeconomic background and social ties to the community. For the most part, residential preferences are linked to where young people live and pursue higher education in the years after high school, but generally not to their socioeconomic attainment.     

The educational legacy of unauthorized migration: comparisons across U.S.-immigrant groups in how parents' status affects their offspring

This research compares several national-origin groups in terms of how parents’ entry, legalization and naturalization (i.e., membership) statuses relate to their children’s educational attainment. In the case of Asian groups, the members of which predominantly come to the United States as permanent legal migrants, we hypothesize (1) that father’s and mother’s statuses will be relatively homogenous and few in number and (2) that these will exert minimal net effects on second-generation attainment. For Mexicans, many of whom initially come as temporary unauthorized migrants, we hypothesize (1) that parental status combinations will be heterogeneous and greater in number and (2) that marginal membership statuses will exert negative net effects on education in the second generation. To assess these ideas, we analyze unique intergenerational data from Los Angeles on the young adult members of second-generation national-origin groups and their parents. The findings show that Asian immigrant groups almost universally exhibit similar father–mother migration statuses and high educational attainment among children. By contrast, Mexicans manifest more numerous discrepant father–mother combinations, with those in which the mother remains unauthorized carrying negative implications for children’s schooling. The paper discusses the theoretical and policy implications of the delays in incorporation that result from Mexican Americans needing extra time and resources compared to the members of other groups to overcome their handicap of marginal membership status (i.e., being more likely to enter and remain unauthorized).     

The Impact of Parents’ Overseas Employment on Educational Outcomes of Filipino Children

Family structure, household resources, numbers of siblings competing for those resources, and parents’ own educational attainment are often important predictors of children’s education outcomes. Overseas migration of parents from the Philippines has resulted in increasing numbers of long-term separations of parents from each other and from their children. Western-based analyses might predict negative education outcomes for children as a result of parental absence. We find that separations caused by overseas migration often are either neutral or can have positive effects on schooling outcomes, at least among older children. Girls fare better in terms of educational attainment than do boys overall. Boys are often more affected by background variables, including parents’ international migration.     

STATUS ATTAINMENT IN AMERICA: THE ROLES OF LOCUS OF CONTROL AND SELF-ESTEEM IN EDUCATIONAL AND OCCUPATIONAL OUTCOMES

A wide range of theoretical and empirical treatments link parental background to educational and occupational outcomes for children . Comparatively few studies have examined these effects in concert with the related social psychological dynamics of self - esteem and locus of control . Our multivariate examination of 1,927 respondents shows that net of traditionally employed regressors such as parental education and occupation , self-esteem and locus of control materially affect respondents' educational and occupational attainments . The article concludes with a discussion of the importance of self-esteem and locus of control as social psychological facilitants to status attainment and identifies directions for future research .     

Immigrant socioeconomic mobility in the United States: Mechanisms of inequality and the role of ethnic capital

We review recent social science research on the socioeconomic mobility of immigrants to the United States by focusing on the educational, occupational, and income attainments among immigrant adults, the first‐generation, and the educational attainment of their children, the New Second‐Generation. Existing research has identified significant inequalities in educational attainment between second‐generation Asian and Latinx immigrant groups. Researchers have also highlighted the importance of ethnic capital for mobility, but we find that they have largely proceeded with the assumption that co‐ethnic ties are easily available as a benefit for immigrants upon resettlement. We propose that future research on immigrant socioeconomic mobility should incorporate conceptual insights from economic and cultural sociology as well as use comparative ethnographic research designs to directly observe how ethnic capital operates to challenge or reinforce patterns of socioeconomic inequality.     

Parent presence and gender‐typicalness of educational choice1

Given parental influence on children's educational choices, new family constellations may impact on sex segregation in school and thus in the labour market. This paper addresses the question of what consequence father absence and stepfather presence may have for choice of the male‐dominated natural science/technology (NT) programme in Swedish upper secondary school. The data include register information on all pupils who attended the ninth grade of the Swedish compulsory school in 1998 and 1999 and their parents (n = 73,824). While children in mother‐only households are less likely to choose the NT programme compared with children residing with two original parents, this is accounted for by differences in socioeconomic conditions and in grade sum. Fathers, like mothers, also have a more direct influence on children's educational choices of field of study via their own education and occupation. However, what has not been noted in previous research is that this also applies to ‘absent’ fathers and, for boys, to stepfathers as well.     

Latin American Immigration,Maternal Education,and Approaches to Managing Children's Schooling in the United States

Concerted cultivation is the active parental management of children's educations that, because it differs by race/ethnicity, nativity, and socioeconomic status, plays a role in early educational disparities. Analyses of the Early Childhood Longitudinal Study–Kindergarten Cohort (n = 10,913) revealed that foreign‐born Latina mothers were generally less likely to engage in school‐based activities, enroll children in extracurricular activities, or provide educational materials at home when children were at the start of elementary school than were U.S.‐born White, African American, and Latina mothers, in part because of their lower educational attainment. Within the foreign‐born Latina sample, the link between maternal education and the three concerted cultivation behaviors did not vary by whether the education was attained in the United States or Latin America. Higher maternal education appeared to matter somewhat more to parenting when children were girls and had higher achievement.     

Healing the Hidden Injuries of Class? Redemption Narratives,Aspirational Proxies,and Parents of Low‐Income,First‐Generation College Students

Existing scholarship has examined how low‐income individuals conceptualize their socioeconomically constrained positions in relation to the meritocratic ideologies and stratified mobility structures of the United States, but little is specifically known about how these individuals' ideas regarding their own status may be impacted by raising children who surpass their educational and occupational achievement levels. Drawing on interview data from both low‐income first‐generation (LIFG) college students and the parents of those students, this article examines how parents framed the achievements of their upwardly mobile, college‐going children in relation to their own experiences of socioeconomic, educational, and occupational constraint. Engaging qualitative understandings of the “hidden injuries of class,” the analysis demonstrates how parents of LIFG college students reconciled their own experiences of limited mobility despite hard work with their steadfast beliefs in meritocratic ideals by (1) invoking narratives of personal “redemption” from past “mistakes” or “failures” in relation to their children's educational accomplishments, and (2) conceptualizing their upwardly mobile children as “aspirational proxies” through whose accomplishments they measured their own success.     

Stepping‐Stone to Intergenerational Mobility? The Springboard,Safety Net,or Mobility Trap Functions of Korean Immigrant Entrepreneurship for the Second Generation1

Much research has viewed immigrant entrepreneurship positively because of its reputed role in immigrant economic adaptation. With the growing professionalization of children of Korean immigrant proprietors, small business ownership is seen as a stepping‐stone to intergenerational mobility. To assess whether immigrant entrepreneurship serves as springboard to upward mobility for the second generation, this article compares the educational and occupational achievements between children of entrepreneurs and children of professionals. The comparisons reveal that a higher proportion of children of professionals attended selective colleges, obtained professional occupations, and earned competitive salaries. Results from multiple regression analyses also indicate that entrepreneurship was not a good predictor of college selectivity and earnings for the second generation. Nevertheless, children of entrepreneurs attained comparable educational and occupational achievements as those of children of professionals, suggesting that rapid financial security through entrepreneurship can replicate similar residential and educational opportunities for children of entrepreneurs. While the springboard and safety net functions of small business on intergenerational mobility are salient, in some circumstances, obligations to help out in a family business can lead to personal sacrifice on the part of children of entrepreneurs, constraining their educational and occupational choices and leading some toward downward mobility.     

Maternal Employment in Childhood and Adults’ Retrospective Reports of Parenting Practices

Do adults’ perceptions of their mothers’ and fathers’ parenting practices in childhood vary by their mothers’ employment status? Among adults in the Survey of Midlife Development in United States who lived with 2 biological parents until the age of 16 years (N = 2,246), those who had employed mothers during most or all of their childhood reported less support and less discipline from both parents than those who had stay‐at‐home mothers. Sons but not daughters who had employed mothers reported more verbal or physical assaults by both parents than their counterparts who had homemaker mothers. Despite greater social acceptance of maternal employment among younger Americans, cohort differences were not evident. These findings underscore the significance of mothers’ economic roles in influencing offspring’s perceptions of family dynamics.     

Child,Mother, Father,and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.     

From Multiracial Subjects to Multicultural Citizens: Social Stratification and Ethnic and Racial Classification among Children of Immigrants in the United Kingdom

This study examines how immigrant parents’ geographic origins correspond to their adult children's ethnic and racial self‐classification; whether discrepancies are associated with socioeconomic status; and the implications of these patterns for assessing socioeconomic inequality. Using linked British census data, we identify immigrants’ children in 1971 and examine how they ethnically/racially self‐classify in 2001. We find that fluidity in classification varies across groups, but higher educational attainment is consistently associated with less white British classification. Therefore, grouping immigrants’ children by ethnic/racial self‐classification underestimates socioeconomic disadvantage for these groups. However, grouping by parental birthplace overlooks variation in racialization and disadvantage among children of immigrants from the same country of origin.     

Fertility expectations and ethnic identity among Mexican-American adolescents: an expression of cultural ideals

1980 survey data from 2 secondary schools in Arizona are studied to explain the differences in expected fertility of Mexican American and Anglo adolescents. Mexican Americans have maintained higher fertility rates than the national average, and this study helps clarify how cultural heritage and socioeconomic status relate to family formation patterns. The model, which is based on expected fertility rates of adolescents which parallel those of adults, predicts higher fertility rates for minority group members at every level of socioeconomic status. Male adolescent Anglos expect an average of 2.27 children, whereas female adolescent Anglos expect only 2.11. In both instances for Mexican Americans, the expected number is higher: 2.78 for males, 2.68 for females. Mexican American adolescents who speak Spanish at home are more likely to expect 3, 4, 5, or more children, whereas those who speak English at home are more likely to remain childless or to expect less than 2 children. Similarly, the adolescent with a Mexican born father is more likely to expect more children than the adolescent with a native born father. Tucson residents are less likely to expect 2 or more children, while Nogales (80% Mexican origin) residents are more likely to expect 3, 4, or 5 children. The acculturation factors that help to explain the high birth rate expectations of Mexican Americans are: 1) language, 2) generation, and 3) neighborhood. At every level of expected educational attainment and occupational level, Mexican Americans expect more children than Anglos. Socioeconomic status of the family of origin is the crucial variable linking fertility to socioeconomic status. The actual fertility of minority groups should not be mistaken for the expected fertility of minority groups; both are subject to different influences. However, differences in fertility expectations of Mexican American adolescents and their Anglo counterparts parallel the differences in the actual fertility rates of these groups.     

Adolescent Pregnancy's Intergenerational Effects: Does an Adolescent Mother's Education Have Consequences for Her Children's Achievement?

Although substantial work has examined the influence of adolescent pregnancy on mothers’ developmental outcomes, few studies have investigated the influence of adolescent mothers’ educational attainment on their children's achievement. This article examined the reading and math achievement trajectories of children born to adolescent and nonadolescent mothers with various levels of educational attainment. Results demonstrate that higher levels of maternal education predicted children's higher initial achievement at kindergarten and growth in achievement through eighth grade. The achievement of children with adolescent mothers, however, never reaches parity with the achievement of their peers with nonadolescent mothers. Race also predicted achievement differences. Black and Latino children of adolescent mothers were at greater risk for underachievement.     

Wie die Mutter, so die Tochter?

In analyses that deal with occupational mobility the question as to how the mother’s occupational status influences the process of occupational status attainment usually is passed over. Here we formulate hypotheses on over-time and life course dynamics of her influence: mothers’ (and fathers’) status transfer for cohorts of daughters born between 1927 and 1965 and additionally for labour market careers. Sons are excluded in the analytical model because the mother’s job appears not to be important for their job status locations. The hypotheses are tested in a cluster adjusted regression analysis. The German database contains 4043 job spells of 1760 women and the two pooled Dutch sets of data include 4513 job spells of 1623 female respondents. Our results show that in recent decennia the influence of the occupational status of both parents on their daughter’s job status has decreased in a similar fashion. We conclude that a continuing trend towards a decrease of social inequality in the process of occupational status attainment is applicable to the influence of the father and the mother. Over the course of the daughter’s career, however, her occupational status becomes increasingly related to that of her mother. This result indicates that the occupational role model of the mother seems to be important for understanding patterns of female occupational immobility.     

Shift work,father engagement,and the cognitive development of young children

The present study investigates whether the effect of fathers’ positive engagement on young children’s cognitive development is accentuated when one or both dual-earner parents is employed during nonstandard hours. Longitudinal regression models are fitted to three waves of nationally representative data from the Early Child Longitudinal Study-Birth Cohort. Father engagement when children are nine months old has an especially positive effect on children’s cognitive ability at age two when the father works during the day and the mother has a fixed evening or night shift. There are no interactions between shift work and engagement at age two in the whole sample, but subgroup analyses show that engagement has an especially strong effect on children who have a non-parent caregiver if both parents are shift workers. The results highlight the important role fathers play in couples with a shift worker, and provide a rationale for efforts to encourage and support their involvement.