Economic transition,school expansion and educational inequality in China, 1990–2000

This paper examines the trends in educational stratification during China's economic reforms in the 1990s. Based on the sample data of population censuses in 1990 and 2000, school-age children were matched to their parents’ background information, and the effects of family background on their school enrollment and continuation were investigated. Results show that despite the substantial expansion of educational opportunities in the decade, family background continues to play an important role in determining school enrollment status and school transitions. During the decade, children of rural-hukou status became more disadvantaged compared to their urban counterparts, and the effect of their father's socioeconomic status on school enrollment was enhanced. Despite the fact that children of rural-hukou status gained relatively more opportunities at junior high school level, as a result of nationwide saturation at the 9-year compulsory education, the rural–urban gap in the likelihood of transition to senior high school level enlarged, and the effect of their father's socioeconomic status increased—even after controlling for regional variations in economic development.     

Some observations on The Condition of Education (1976 edition)

The Condition of Education 1976 assembles data in table and chart on a wider range of educational data than have appeared in previous Federal reports, organizing them around issues and divisions of the U.S. educational establishment. The elementary/secondary and higher education levels are more adequately represented than other system levels. Six system properties are introduced to evaluate the degree of representation in the volume: environment, structure, culture, output, throughput, and input. System output is best represented by the volume, and system culture is greatly under-represented; otherwise, the 124 educational indicators are fairly well distributed across system properties. System properties by educational level again reveal culture to be inadequately measured. Temporally, 70 of the 124 indicators are presented in more than 2 points in time but only 13 indicators are projected into the future. Utilization of this classification system reveals areas of the statistical system needing greater emphasis, particularly system demographics, properties of kindergarten/nursery, post-secondary noncollegiate, graduate/professional, and adult-education levels, a need for more indicators of cultural variables, and a need to interrelate system output with input and throughput.     

Nominal comparability is not enough: (In-)equivalence of construct validity of cross-national measures of educational attainment in the European Social Survey

Educational attainment is a core social background variable covered in each and every survey of individuals. Since educational institutions and qualifications are difficult to compare across countries, cross-national surveys pose a particular challenge to the measurement of educational attainment. This study performs a comparative construct validation of a number of cross-national measures of education using the European Social Survey. The measures comprise two versions of the International Standard Classification of Education (ISCED), the education scheme developed in the project ‘Comparative Analysis of Social Mobility in Industrial Nations’ (CASMIN) and hypothetical as well as actual years of education. The first ISCED measure corresponds to the well-known main ISCED levels. The second one, the European Survey Version of ISCED (ES-ISCED) developed for this study, represents an effort to reflect different types of education within levels of education by considering ISCED sub-dimensions, most importantly ‘programme orientation’. Using linear regression models, it is shown how much explanatory power educational attainment loses when different cross-national variables are used, as compared to country-specific educational attainment variables (CSEVs), and how these losses vary across measures and countries. The dependent variable used for the construct validation is social status as measured by the International Socio-Economic Index (ISEI). Results suggest that harmonisation always entails some loss of explanatory power for at least a few countries. However, there are clear performance differences between the comparable measures in terms of both the average amount of losses as well as the distribution of losses across countries. The use of actual years of education as well as the levels-only ISCED strongly attenuates the education-social status association on average, but also to very different degrees across countries. CASMIN and ES-ISCED fare considerably better: they show the lowest losses of explanatory power and the lowest variation of losses across countries. Hypothetical years of education lie in between. Some practical implications are then proposed, e.g. on how to implement cross-national measures of educational attainment in international surveys.     

Compulsory Schooling Laws and Migration Across European Countries

Educational attainment is a key factor for understanding why some individuals migrate and others do not. Compulsory schooling laws, which determine an individual’s minimum level of education, can potentially affect migration. We test whether and how increasing the length of compulsory schooling influences migration of affected cohorts across European countries, a context where labor mobility is essentially free. We construct a novel database that includes information for 31 European countries on compulsory education reforms passed between 1950 and 1990. Combining this data with information on recent migration flows by cohorts, we find that an additional year of compulsory education reduces the number of individuals from affected cohorts who migrate in a given year by 9 %. Our results rely on the exogeneity of compulsory schooling laws. A variety of empirical tests indicate that European legislators did not pass compulsory education reforms as a reaction to changes in emigration rates or educational attainment.     

Do all roads lead to Rome? Effect of educational trajectories on educational transitions

“Non-traditional” educational trajectories are increasingly common among American students. This study assesses the implications of this phenomenon for inequality in educational attainment. A proper account of educational trajectories requires simultaneous consideration of qualitatively different types of destinations within educational transitions, of the timing at which different transitions occur, and of the sequence of events within educational levels. To examine “traditional” and “non-traditional” pathways through post-secondary education, this study relies on detailed educational histories from the National Longitudinal Survey of Youth 1979–2002. Findings reveal that deviations from a traditional trajectory are widespread, are more frequent among students who enrolled in less selective colleges, and also among socioeconomically and academically disadvantaged students. Results show that following a “non-traditional” pathway reduces students’ chances to enroll in college and to complete a post-secondary degree. In the case of bachelor's degree completion, most of the observed gap among students from different socioeconomic backgrounds is accounted for the different trajectories students follow. This study demonstrates that a fine-grained analysis of students’ trajectories improves our understanding of the persistent socioeconomic disparities in educational attainment.     

From Thatcherism to Blairism

From 1979 to 1997 the Conservative governments of Margaret Thatcher and John Major tried to refashion British society along the managerial lines suggested by the New Right. Since 1997, New Labour has attempted to consolidate those reforms by offering a kind of ‘compassionate Thatcherism’. The article offers an overview and a critical assessment of the social and political reforms that characterize this neo-liberal consensus. The main thesis is that at the core of those reforms there is a double policy of administrative decentralization cum political centralization the goal of which is to shift the costs of social change upon middle and lower level managers while freeing the government from accountability. Against Thatcher’s libertarian rhetoric, it is argued that this policy has augmented the role of the state in society. In opposition to Blair’s Third Way discourse, it is maintained that this policy has increased inequalities, entrenched social, economic and geographical divides and re-enforced the deep-seated tendencies of the British political system towards centralization.     

Welfare reform and the subjective well-being of single mothers

Although a large body of research examines the impact of welfare reform, there remains considerable uncertainty as to whether single mothers’ well-being improved in the wake of these policy changes. Using unique data from the DDB Worldwide Communications Life Style^TM survey, this paper exploits a large battery of survey questions on self-reported life satisfaction and physical and mental health to study the impact of welfare reform on the subjective well-being of single mothers. The identification strategy relies on a difference-in-differences framework to estimate intent-to-treat effects for the welfare waiver and TANF periods. Results indicate that the bundle of TANF reforms had mostly positive effects on single mothers’ subjective well-being. These women experienced an increase in life satisfaction, greater optimism about the future, and more financial satisfaction. Furthermore, these improvements did not come at a cost of reducing mental and physical health. Welfare waivers, in contrast, had largely neutral effects on well-being. I provide indirect evidence that the increase in single mothers’ employment after welfare reform can plausibly explain the gains in subjective well-being.     

When studying schooling is not enough: Incorporating employment in models of educational transitions

Several recent studies have demonstrated the importance of incorporating qualitative differentiation within educational systems in the study of class inequality in student transitions. We extend these endeavors by broadening the definition of differentiation to include participation in the labor market. As increasing proportions of students continue their educational journeys beyond compulsory schooling, they are considering not only whether to stay in school but also whether to simultaneously enter the world of work. Using data from the National Longitudinal Survey of Youth of 1997 (NLSY97), we show that family background influences not only whether students make specific educational transitions but also whether they combine those educational transitions with work. Student trajectories are also path dependent, with employment during one educational transition being related to specific transition patterns at a later point in time. Considering how students combine school and work reveals another dimension of differentiation which can be exploited by socioeconomically advantaged families to “effectively maintain” inequality in educational outcomes.     

Outcome evaluation of an educational program for Japanese midwives to promote breast awareness for women

AimThe objective of this study was to evaluate educational approaches for midwives to promote breast awareness for postnatal women by measuring the knowledge, attitude and practice of midwives.MethodsA nonequivalent control design comparing two intervention groups and control group was used. Participants were Japanese midwives agreeing to this study. Midwives in the program group attended the program; those in the text group only read the textbook. Midwives in the control group neither attended the program nor learned by textbook. All measurements were administered at baseline, one-month post-program, and three-month post-program.ResultsAmong 215 participants, 168 midwives (45 program, 62 text, and 61 control) remained until three month follow-up. The knowledge test score was found to have significant mutual interactions between the three groups and time (F = 14.2, df = 4, p < 0.001). However, the attitudes did not differ between the three groups. Implementation rates for midwifery practice incorporating breast awareness education for postpartum women were different at one month and three months between the three groups. Implementation of breast awareness education at three months revealed the following factors: program group (OR 5.4, 95%CI [1.3–21.8]; text group: OR 0.7, 95%CI [0.2–2.7]) and implementation of breast awareness education at the first time measurement (OR 18.6, 95%CI [4.6–73.9]).ConclusionsThe results of this study showed that the educational program increased midwives’ knowledge and contributed to the continuation implementing breast awareness education for postpartum women about three months after testing.     

Ethnic stratification in Northwest China: Occupational differences between Han Chinese and national minorities in Xinjiang, 1982–1990

The debate on market reforms and social stratification in China has paid very little attention to China’s ethnic minorities. We explored rising occupational stratification by ethnicity in the Xinjiang Uygur Autonomous Region. Analyses of census data from 1982 and 1990 pointed to educational disadvantages faced by ethnic minorities as the most plausible explanation for the change. Multivariate analysis revealed a significant increase in the effect of education on high-status occupational attainment but no change in the effect of ethnicity. Net of education, ethnic differences in high-status occupational attainment were negligible. In contrast, large ethnic differences in manufacturing and agricultural occupations persisted after education and geography were statistically controlled.     

From Privilege to Prevalence: Contextual Effects of Women’s Schooling on African Marital Timing

In Africa and elsewhere, educated women tend to marry later than their less-educated peers. Beyond being an attribute of individual women, education is also an aggregate phenomenon: the social meaning of a woman’s educational attainment depends on the educational attainments of her age-mates. Using data from 30 countries and 246 birth cohorts across sub-Saharan Africa, we investigate the impact of educational context (the percentage of women in a country cohort who ever attended school) on the relationship between a woman’s educational attainment and her marital timing. In contexts where access to education is prevalent, the marital timing of uneducated and highly educated women is more similar than in contexts where attending school is limited to a privileged minority. This across-country convergence is driven by uneducated women marrying later in high-education contexts, especially through lower rates of very early marriages. However, within countries over time, the marital ages of women from different educational groups tend to diverge as educational access expands. This within-country divergence is most often driven by later marriage among highly educated women, although divergence in some countries is driven by earlier marriage among women who never attended school.     

Changing effects of family background on transitions to secondary education in the Netherlands: Consequences of educational expansion and reform

Recent developments in educational transitions research suggest a decomposition of qualitative dimensions within educational levels that are (nearly) universal. However, research on long-term trends of social stratification in the structurally tracked educational system of the Netherlands has not been published previously. In the Netherlands, the secondary educational level is divided into four hierarchical tracks which each lead to different options for subsequent educational decisions. A rapid increase of participation in the higher tracks over time however, may have changed the background-specific distribution of early track placement. This paper improves upon previous research on educational inequality by incorporating a long-term perspective into tracking research. The secondary level of the Dutch educational system is decomposed into its four tracks, using a time frame that covers cohorts that entered secondary education between 1946 and 1998. The application of multinomial logit regressions reveals that the choice of a secondary track is strongly depending on social background features, measured as education of the parents and occupational status of the father. We found linear downward trends of effects for fathers’ occupation in the intermediate tracks for the cohorts that entered secondary education between WWII and the 90s. The effects of parental education also decrease after WWII, but the trend is curvilinear and not enduring. Unexpectedly, the effects almost reach their previous level in the youngest cohort. Our results furthermore suggest that a controversial reform of the educational system in 1968 neither triggered nor accelerated equalization of secondary education, although it resulted in a growth of participation in senior general education (HAVO).     

Impact of population changes on education cost

This paper has two principal aims: (1) to analyze and measure how the demographic variables—mortality, fertility, and im migration — affect the cost of education; (2) to evaluate what possibilities developing countries, such as those of Latin America, have for a rapid educational improvement. The paper relates demographic and educational variables of three different populations: Sweden, 1840–1965; the United States, 1850–1960; and Latin America, 1930–2000. Three educational variables are also considered: (a) school attendance rates by sex and age; (b) distribution of students of same age by grade; and (c) cost of student by grade. Demographic changes in countries such as Sweden and the United States were favorable for the development of education. For the future, unless an increase of fertility occurs, mortality and fertility changes will not have a significant effect on the cost of education in these countries. In current less developed countries the demographic changes during the past were less favorable to educational development. A future reduction of fertility will significantly help them to achieve a higher educational level.     

Das Anerkennungsdefizitsyndrom des Wohlfahrtsstaats

The contribution questions the conception of the welfare state as an institutional arrangement for social inclusion and integration underlying Günter Duxes book “Why justice at all” (“Warum denn Gerechtigkeit”). This concept is countered with a sociological analysis stressing the asymmetric structures of recognition that characterize the welfare state (particularly its German variant) and reconstructing the changing patterns of social inequality produced by recent “activation” policies. As a normative guideline for future reforms, the paper argues for a universalistic recognition regime that transcends the restrictions of the national-industrial model of welfare.     

The dynamics of credentialism: Ireland from bust to boom (and back again)

The relationship between educational qualifications and labour market outcomes has been perhaps the dominant theme in research on school to work transitions. A range of explanations has been offered for this relationship, but such explanations have often been quite static in nature or assumed that any trend is linear. This article explores the dynamics of educational credentialism using Ireland as a case study. Using data from the national School Leavers’ Survey for the period 1984-2007, it examines the way in which two dimensions of education - level and grades - have influenced early labour market outcomes over a period shifting from high unemployment to dramatic employment growth. The analyses presented point to both long-term and short-term changes in the education-employment relationship. An increase in the proportion of young people with upper secondary qualifications is found to result in a growing gap in employment chances between the more and less qualified. Furthermore, employers are found to rely on different educational signals depending on broader economic conditions, with grades assuming a more important role in accessing employment when jobs are scarce. It is argued that the Irish example points to a more comprehensive framework for understanding the dynamics of credentialism.     

Ethnicity and Economic Well-Being: The Case of Ghana

In the context of decades of successful economic reforms in Ghana, this study investigates whether ethnicity influences economic well-being (perceived and actual) among Ghanaians at the micro-level. Drawing on Afro-barometer 2008 data, the authors employs logistic and multiple regression techniques to explore the relative effect of ethnicity on economic well-being. Results demonstrate that ethnicity is an important determinant of both measures of people’s economic well-being (perceived and actual) in Ghana. Ethnicity tends to have both negative and positive effect on economic well-being among different ethnic groups and different sub-sample. For instance, for three ethnic groups (Akans, Ga-Adangbes and Ewe/Anglo), ethnicity predicts lower level of economic well-being for rural residents, whereas for Akans, it minimizes the risk of deprivation in the urban setting. Findings from this study do not support the idea that ethnicity may be less relevant in shaping people’s well-being in an era of economic reforms in a society like that of Ghana. Detailed policy implications of the study are discussed emphasizing the need to develop ethnic-specific development programs to complement the on-going reforms as part of the country’s decentralization efforts.     

Understanding links between adolescent health and educational attainment

The educational and economic consequences of poor health during childhood and adolescence have become increasingly clear, with a resurgence of evidence leading researchers to reconsider the potentially significant contribution of early-life health to population welfare both within and across generations. Meaningful relationships between early-life health and educational attainment raise important questions about how health may influence educational success in young adulthood and beyond, as well as for whom its influence is strongest. Using data from the National Longitudinal Survey of Youth 1997, I examine how adolescents’ health and social status act together to create educational disparities in young adulthood, focusing on two questions in particular. First, does the link between adolescent health and educational attainment vary across socioeconomic and racial/ethnic groups? Second, what academic factors explain the connection between adolescent health and educational attainment? The findings suggest that poorer health in adolescence is strongly negatively related to educational attainment, net of both observed confounders and unobserved, time-invariant characteristics within households. The reduction in attainment is particularly large for non-Hispanic white adolescents, suggesting that the negative educational consequences of poor health are not limited to only the most socially disadvantaged adolescents. Finally, I find that the link between adolescent health and educational attainment is explained by academic factors related to educational participation and, most importantly, academic performance, rather than by reduced educational expectations. These findings add complexity to our understanding of how the educational consequences of poor health apply across the social hierarchy, as well as why poor health may lead adolescents to complete less schooling.In a presidential address to the Population Association of America, Palloni (2006) emphasized the need for research on early-life health as a mechanism in the intergenerational transmission of socioeconomic status. Although poor health is well known as a consequence of childhood and family socioeconomic conditions, it is also clear that illness during childhood and adolescence has lasting educational and socioeconomic effects (Case, Fertig, and Paxson 2005; Conley and Bennett 2000; Smith 2005). What remains less clear is how health early in life influences educational success in young adulthood and beyond. Do those with a health disadvantage graduate from high school at lower rates, for example, because they perform poorly in school or because they and their families develop reduced expectations for the future? In addition, how do race/ethnicity and socioeconomic status complicate these relationships? Our understanding of how health’s influence on educational attainment differs across groups is unclear.This article considers these complexities by asking several questions. It confirms that health during adolescence is strongly negatively associated with educational attainment and then examines this relationship in greater depth than is typical. First, I examine variation in the link between health and educational attainment along socioeconomic and racial/ethnic lines. Are the families of adolescents in poorer health better able to mitigate the negative educational consequences of a condition if they are socially and/or economically advantaged? Or do youths in these families suffer an equal or greater disadvantage? Second, I evaluate the role of academic factors—specifically, educational participation, performance, and expectations—that may explain the connection between adolescents’ health and educational attainment. I examine these questions with data from the National Longitudinal Survey of Youth 1997 (NLSY97), with an overall goal of understanding the ways in which health and social status act together to create educational disparities in the early life course.     

Great Expectations: The Unintended Consequences of Educational Choices

Human capital is invariably found to be an important explanatory variable of various proxies for well being (WB), i.e. income, happiness, job and life satisfaction, and health status. Nevertheless, to date few systematic efforts have been made to explain its various interconnected functions. The U-shaped age-SWB relation found in many empirical studies suggests that investigating the pattern of different measures of WB over people’s life cycles may reveal important information and provide useful insights into the principal mechanisms that connect human capital and WB. In this paper, I explore data drawn from the Survey on Household Income and Wealth (SHIW) conducted by the Bank of Italy, which is a rich source of information on people’s socioeconomic and educational backgrounds, educational and skill mismatches in the workplace, and various measures of WB such as income, happiness, job satisfaction, and health status. I adopt a novel approach based on the idea that one should look at the overall contribution of education to well being within people’s life-cycles. The tentative explanations of my empirical findings are: (a) more educated people and people with vocational educations experience wide mismatches in their aspirations and expectations early in their adult lives; (b) these mismatches are largely confined to the labour market; and (c) the curvature of the U-shaped age-happiness relationship depends on the level and type of education. The suggested interpretation of these results is that education affects both people’s expectations and the way they react to unfulfilled aspirations.     

Intermediate variables and educational differentials in fertility in Korea and the Philippines

This analysis compares the effects of contraceptive use and infant and fetal mortality on the pace offertility in Korea and the Philippines and explores the mediating effects of these intermediate variables on educational differentials in childspacing. For birth intervals initiated in a recent period before a sample survey, second, third and higher-order intervals are examined. Transitions within successive segments of interval exposure (q _xvalues) are examined rather than cumulative transitions (1 - l _xvalues). This methodological choice is substantively important because breastfeeding should primarily affect early segments of exposure and because it allows empirical examination of the timing of the effects of other variables such as contraceptive use. Further, this choice allows multivariate analysis within the structure of the life-table perspective. The results show substantial differences in patterns between Korea and the Philippines, indicate clearly the effect of each intermediate variable, and illustrate how educational differentials in fertility are affected by contraception and infant and fetal mortality.     

Professional responses to post bureaucratic hospital reforms and their impact on care provision

BackgroundPost bureaucracy is increasingly shaping how health care professionals work. Within hospital settings, post bureaucracy is frequently connected to loss of professional autonomy and protocol-based care. However, this development also affects relationships between care providers and care receivers.QuestionTo explore experiences of post bureaucratic hospital reforms and their impact on care provision.MethodData builds on nine mini group interviews with midwives (n = three), nurses (n = three) and physiotherapists (n = three), in all thirty participants. Data was analysed using existing theories of professionalism and post bureaucracy.FindingsTwo overarching themes were identified: ‘Time, tasks and institutional duties’ which referred to transformations in care practices, increased use of screening procedures, efficiency requirements and matching linear time to the psychosocial needs of patients. ‘Managerial control of work’ which described rising administrative demands, engaging in protective measures, younger professionals pressured by documentation obligations and fear of disciplinary procedures.ConclusionThe institutional context appears to play a key role shaping care practices. Although midwives, nurses and physiotherapists share similar experiences of post bureaucratic hospital reforms, changes in care provision can impact these professions in different ways. As a discipline, midwifery is founded on relationships between women and midwives. Standardised clinical care, performativity demands, litigation risks and rising administrative obligations are liable to challenge the provision of woman centred care. These changes may also result in increased inequity in maternity care by affecting some groups of women more than others.