The Educational Homogamy Gap Between Married and Cohabiting Couples in Latin America

The explosive expansion of non-marital cohabitation in Latin America since the 1970s has led to the narrowing of the gap in educational homogamy between married and cohabiting couples (what we call “homogamy gap”) as shown by our analysis of 29 census samples encompassing eight countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Ecuador, Mexico, and Panama (N = 2,295,160 young couples). Most research on the homogamy gap is limited to a single decade and a small group of developed countries (the United States, Canada, and Europe). We take a historical and cross-national perspective and expand the research to a range of developing countries, where since early colonial times, traditional forms of cohabitation among the poor, uneducated sectors of society have coexisted with marriage, although to widely varying degrees from country to country. In recent decades, cohabitation is emerging in all sectors of society. We find that among married couples, educational homogamy continues to be higher than for those who cohabit, but in recent decades, the difference has narrowed substantially in all countries. We argue that assortative mating between cohabiting and married couples tends to be similar when the contexts in which they are formed are also increasingly similar.     

The Impact of Educational Homogamy on Isolated Illiteracy Levels

In this article, we explore the impacts that education expansion and increased levels in educational homogamy have had on couples’ isolated illiteracy rates, defined as the proportion of illiterates in union that are married to an illiterate partner. First, we develop the methodology to decompose isolated illiteracy rates into two main components: one related to level of homogamy among illiterates, and the other related to the educational distribution of the spouses. Second, we use harmonized international census microdata from IPUMS and DHS data for 73 countries and 217 samples to investigate which of the two components is more important in shaping the level of isolated illiteracy. Our results indicate that the expansion of literacy has been more powerful than the increases in the tendency toward homogamy in its impact on isolated illiteracy rates. As the percentage of illiterates decreases over time, an increasingly large proportion of them marry literate individuals, showing that opportunities for intermarriage among illiterates expand despite the strengthening of homogamy.     

Trends in educational assortative marriage from 1940 to 2003

This paper reports trends in educational assortative marriage from 1940 to 2003 in the United States. Analyses of census and Current Population Survey data show that educational homogamy decreased from 1940 to 1960 but increased from 1960 to 2003. From 1960 to the early 1970s, increases in educational homogamy were generated by decreasing intermarriage among groups of relatively well-educated persons. College graduates, in particular; were increasingly likely to marry each other rather than those with less education. Beginning in the early 1970s, however; continued increases in the odds of educational homogamy were generated by decreases in intermarriage at both ends of the education distribution. Most striking is the decline in the odds that those with very low levels of education marry up. Intermarriage between college graduates and those with "some college" continued to decline but at a more gradual pace. As intermarriage declined at the extremes of the education distribution, intermarriage among those in the middle portion of the distribution increased. These trends, which are similar for a broad cross section of married couples and for newlyweds, are consistent with a growing social divide between those with very low levels of education and those with more education in the United States.     

Homogamy by education and migration status in Monterrey,Mexico: changes and continuities over time

This paper reviews changes in homogamy by migration status and educational level in Monterrey, Mexico, through the analysis of marriage patterns for two cohorts of men born in 1905–1934 and 1940–1969. Results show a significant increase in educational homogamy, as well as in homogamy by rural origins. The changes suggest that education has played an increasingly important role in the process of mate selection, although certain particularistic characteristics, such as being a rural immigrant, are still important in marriage formation. The paper concludes with a discussion of the implications of these findings for the relationship between homogamy and social stratification.

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.     

The Proximate Determinants of Educational Homogamy: The Effects of First Marriage,Marital Dissolution,Remarriage, and Educational Upgrading

This paper adapts the population balancing equation to develop a framework for studying the proximate determinants of educational homogamy. Using data from the National Longitudinal Survey of Youth on a cohort of women born between 1957 and 1964, we decompose the odds of homogamy in prevailing marriages into four proximate determinants: (1) first marriages, (2) first and later marital dissolutions, (3) remarriages, and (4) educational attainment after marriage. The odds of homogamy among new first marriages are lower than among prevailing marriages, but not because of selective marital dissolution, remarriage, and educational attainment after marriage, as has been speculated. Prevailing marriages are more likely to be educationally homogamous than new first marriages because of the accumulation of homogamous first marriages in the stock of marriages. First marriages overwhelmingly account for the odds of homogamy in prevailing marriages in this cohort. Marital dissolutions, remarriages, and educational upgrades after marriage have relatively small and offsetting effects. Our results suggest that, despite the high prevalence of divorce, remarriage, and continued schooling after marriage in the United States, the key to understanding trends in educational homogamy lies primarily in variation in assortative mating into first marriage.     

Educational Homogamy and Gender-Specific Earnings: Sweden, 1990–2009

Several studies have shown strong educational homogamy in most Western societies, although the trends over time differ across countries. In this article, we study the connection between educational assortative mating and gender-specific earnings in a sample containing the entire Swedish population born 1960–1974; we follow this sample from 1990 to 2009. Our empirical strategy exploits a longitudinal design, using distributed fixed-effects models capturing the impact of partner education on postmarital earnings, relating it to the income development before union formation. We find that being partnered with someone with more education (hypergamy) is associated with higher earnings, while partnering someone with less education (hypogamy) is associated with lower earnings. However, most of these differences in earnings emerge prior to the time of marriage, implying that the effect is explained by marital selection processes rather than by partner education affecting earnings. The exception is hypogamy among the highly educated, for which there are strong indications that in comparison with homogamy and hypergamy, earnings grow slower after union formation.     

Education Gains Attributable to Fertility Decline: Patterns by Gender,Period, and Country in Latin America and Asia

We investigate the heterogeneity across countries and time in the relationship between mother’s fertility and children’s educational attainment—the quantity-quality (Q-Q) trade-off—by using census data from 17 countries in Asia and Latin America, with data from each country spanning multiple census years. For each country-year, we estimate micro-level instrumental variables models predicting secondary school attainment using number of siblings of the child, instrumented by the sex composition of the first two births in the family. We then analyze correlates of Q-Q trade-off patterns across countries. On average, one additional sibling in the family reduces the probability of secondary education by 6 percentage points for girls and 4 percentage points for boys. This Q-Q trade-off is significantly associated with the level of son preference, slightly decreasing over time and with fertility, but it does not significantly differ by educational level of the country.     

Socio-economic determinants of mortality in Latin America

The characteristics and sources of socioeconomic differentials of mortality in Latin America, in so far as they are currently known, are examined in an attempt to clarify the present situation and its perspectives. Mortality in a population is a function of the frequency of illness (incidence) and the probability of dying of the sick individual (lethality). Information on the socioeconomic differentials of mortality in Latin America is systematically reviewed with attention directed to the following: differentials among Latin American countries, regional differences within countries, urban-rural contrasts in mortality, mortality and income level and level of education, and mortality and ethnic groups. Latin America shows considerable heterogeneity with respect to the risk of dying, which varies from 202/1000 births in Bolivia to 38/1000 in Uruguay. It is estimated that more than 1/2 of the children born in Latin America are exposed to a mortality rate of over 120/1000. A study of the urban and rural populations of 12 Latin American countries revealed that the risk for rural populations exceeds that for urban populations by 30-60%. There is extensive evidence showing that mortality is higher in the working class and is associated with lower levels of education and income. Mortality was also higher in certain indigenous groups. Socioeconomic differentials of mortality are more marked in Latin America than in the developed nations. The mother's level of educational attainment is the variable most significantly associated with infant and child mortality. The prospect of reducing the current mortality levels is dependent primarily upon the implementation of policies aimed at a more egalitarian distribution of the benefits of socioeconomic development among the population.     

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.     

A multivariate analysis of homogamy in Montevideo,Uruguay

This paper develops multivariate models to describe homogamy or, more generally, marriage preferences, for corresponding characteristics of brides and grooms. The purpose of these models is to obtain interpretable measures of the degree of homogamy (or marriage preference) on one dimension and to adjust these measures for homogamy on other dimensions. The models are applied to a sample of marriages in Montevideo, Uruguay, with pairs of corresponding variables for the brides and grooms. The analysis estimates the unadjusted and adjusted levels of homogamy on previous marital status, age, education, religion, and location. Homogamy on location, or propinquity, is the single most important variable. Previous marital status and age describe the readiness or eligibility to marry and are associated in their effect on homogamy. Education and religion describe vertical and horizontal differentiation of marriage partners, respectively. The multivariate analysis verifies that these dimensions are largely independent of each other.     

Education and Male-Female Differences in Later-Life Cognition: International Evidence From Latin America and the Caribbean

This study explores the role of early-life education for differences in cognitive functioning between men and women aged 60 and older from seven major urban areas in Latin America and the Caribbean. After documenting statistically significant differences in cognitive functioning between men and women for six of the seven study sites, I assess the extent to which these differences can be explained by prevailing male-female differences in education. I decompose predicted male-female differences in cognitive functioning based on various statistical models for later-life cognition and find robust evidence that male-female differences in education are a major driving force behind cognitive functioning differences between older men and women. This study therefore suggests that early-life differences in educational attainment between boys and girls during childhood have a lasting impact on gender inequity in cognitive functioning at older ages. Increases in educational attainment and the closing of the gender gap in education in many countries in Latin America and the Caribbean may thus result in both higher levels and a more gender-equitable distribution of later-life cognition among the future elderly in those countries.     

Educational Inequalities among Latin American Adolescents: Continuities and Changes over the 1980s, 1990s and 2000s

The goal of this paper is to examine recent trends in educational stratification for Latin American adolescents growing up in three distinct periods: the 1980s, during severe recession; the 1990s, a period of structural adjustments imposed by international organizations; and the late 2000s, when most countries in the region experienced positive and stable growth. In addition to school enrollment and educational transitions, we examine the quality of education through enrollment in private schools, an important aspect of inequality in education that most studies have neglected. We use nationally representative household survey data for the 1980s, 1990s and 2000s in Brazil, Chile, Mexico and Uruguay. Our overall findings confirm the importance of macroeconomic conditions for inequalities in educational opportunity, suggesting important benefits brought up by the favorable conditions of the 2000s. However, our findings also call attention to increasing disadvantages associated with the quality of the education adolescents receive, suggesting the significance of the EMI framework-Effectively Maintained Inequality-and highlighting the value of examining the quality in addition to the quantity of education in order to fully understand educational stratification in the Latin American context.     

Latin America and the Social Contract: Patterns of Social Spending and Taxation

This article analyzes the incidence of social spending and taxation by income quintile for seven Latin American countries, the United Kingdom, and the United States. Absolute levels of social spending in Latin America are fairly flat across income quintiles, a pattern similar to that in the United States and differing from the more progressive pattern of spending in the United Kingdom. The structure of taxation in Latin America is also similar to that of the United States. Because of high income inequality in Latin America and the US, the rich bear of most the burden, whereas the United Kingdom taxes the middle class to a greater extent. The analysis suggests that many Latin American countries are trapped in a vicious cycle in which the rich resist the expansion of the welfare state (because they bear most of its tax burden without receiving commensurate benefits), and their opposition to its expansion in turn maintains long‐term inequalities.     

Is Economic Policy Uncertainty Related to Suicide Rates? Evidence from the United States

The main objective of this paper was to see whether different countries around the world show differences in their sustainability levels as captured in the indicators from the Sustainable Society Index (SSI, Van de Kerk and Manuel in Ecol Econ 66:228–242, 2012) according to their level of income. To do so, the X-STATIS and CO-STATIS multivariate techniques were employed. With these methods, our sample of 151 countries and 21 indicators can be jointly represented along four time periods. The results obtained permit us to visualize that the groups of countries by income levels show differences in some of the variables from the SSI, because of the lack of proximities between those variables and the countries. Moreover, with the X-STATIS technique, the possible evolution of the countries or indicators over time can be represented, and with CO-STATIS, the relations between the social, economic and environmental aspects can be shown as well. From our results we were able to deduce that, on the one hand, social and economic indicators, such as Public Debt or Employment, are associated with countries having high and upper-middle incomes, for example, Chile, Israel, Malta, Kuwait, Saudi Arabia, Oman, Spain, Portugal, France, Poland and Czech Republic. On the other hand, countries with low and lower-middle incomes are more associated with environmental issues. Also, after finding that the differences between the countries by income levels are mainly caused by the economic indicators, we carried out two CO-STATIS analyses, one for social and economic variables, and the other for economic and environmental variables. These findings led us to deduce that, generally, the social and economic indicators are not related to each other, nor are the economic indicators related to the environmental ones. However, for some of the countries individually both relations may be possible.     

Comparing the Distribution of Education Across the Developing World, 1960–2005: What Does the Grade Enrollment Distribution Tell about Latin America?

The present paper introduces a new indicator of educational inequality, the grade distribution ratio (GDR), focusing on levels of grade repetition and drop out rates in primary and secondary education. The indicator is specifically suitable to evaluate the distributive implications of expanding educational systems in developing countries. A comparative analysis of grade enrollment distributions across 92 developing countries from 1960 to 2005 reveals that the decline in educational inequality has been substantial and wide spread since 1960, but that progress has slowed down in the last two decades. Latin American countries were characterized by very large initial levels of educational inequality, but contrary to other developing regions continued to equalize their grade enrollment distribution in the last two decades.

Political Distrust and Social Capital in Europe and the USA

Levels of rising political distrust in the USA and parts of Europe attracted political scientists’ attention in the 1990s, and urged them to look at possible consequences of this phenomenon for the functioning of democracies and social life. Approximately during the same period, from a sociological viewpoint, social capital theorists started studying the effects of declining social capital on political and economic life. In this article, we looked at the relationship between political distrust and social capital from an interdisciplinary perspective. We studied the relationship in six European countries from three regions (North-West, South and East), and the USA, and we were interested in the question of whether this relationship varies over the regions, or whether it is approximately the same everywhere. We used ISPP data from the 2004 wave, which included a range of social capital indicators and political distrust items. Social capital was subdivided into four dimensions, namely, networks (membership of organizations), interpersonal or social trust, social norms (citizenship norms), and linking social capital (political activities). First we studied the effect of political distrust on these four dimensions of social capital, while controlling for other variables such as political efficacy, political interest and a set of socio-structural background variables. One of our main findings was that the only significant effect of political distrust we found throughout all countries was a negative effect on one dimension of social capital, namely, interpersonal trust: the more people distrust politicians and people in government, the less they trust other people in general, even when controlled for all other variables. The reverse relationship led us to the same conclusion: the more people tend to trust people in general, the less they distrust politics, a result we found in all countries. This finding refutes the claim that there is no or either only a very weak relationship between political and social trust, as some have strongly argued before. Other important political attitudes connected to social capital were political interest and political efficacy, and for political distrust it was external efficacy. Significant socio-economic factors were religiousness and educational level for membership of voluntary organizations, educational level for interpersonal trust, religiousness for citizenship norms, and educational level and age for political activities. The reciprocal relationship was strongest in the USA and North-Western Europe, as were the explained variances of our (more extensive) regression models. In Southern and Eastern Europe other factors appear to be at work which influence both social capital and political distrust.     

Blurring Boundaries? Immigration and Exogamous Marriages in Hong Kong

This article uses micro‐data from the Hong Kong census since 1991 to report trends in the integration of Chinese residents who were born either in Colonial Hong Kong or in Mainland China. We focus on marital exogamy by nativity for women aged 25–34. From 1991 to 2011, we found an increasing likelihood for Hong Kong native men and Mainland women to be married to one another. This increase reflects cross‐border marriages. Such exogamous marriages were associated with a lower degree of educational homogamy, since Hong Kong‐born men tend to be more educated than their Mainland spouses. They are also older than their immigrant wives. Implications for social distance between natives and immigrants in this context of exogamous marriages are discussed.     

The links between women’s employment and children at home: Variations in low- and middle-income countries by world region

As fertility declines in low- and middle-income countries, the time women devote to childbearing and rearing may also be reduced. This shift has been described as one of the positive consequences of the demographic transition, as it opens opportunities for women to pursue educational and employment opportunities that were previously constrained by the demands of bearing and raising children. We estimate the numbers of children residing at home (with their mother) for women in 58 countries in Asia, Latin America, the Middle East and North Africa, and sub-Saharan Africa. We then examine the association between women’s employment and having children at home. Finally, we assess trends over recent decades in the relationship between employment and childbearing, and differences in this relationship by mother’s occupation. We find a negative association between women’s employment and having children at home; this association varies substantially by world region, age of child, and mother’s occupation.