Does Culture Make a Better Citizen? Exploring the Relationship Between Cultural and Civic Participation in Italy

In the last decades, policy discussions have increasingly considered participation in arts and cultural activities as a vehicle to reach broader social policy goals, such as social inclusion or active citizenship. However, convincing empirical evidence on the social impacts of arts and culture is still scarce. In particular, little attention has been given to the impact that cultural participation may have on individuals’ engagement in civil society, especially in Europe. In order to address this lack of evidence, this paper explores the connection between cultural participation and civic participation in Italy using Likert-scale data collected in the ISTAT “Aspetti della Vita Quotidiana” Survey (2014). To do so, two composite indicators—the participation in cultural life indicator and the participation in civic life indicator—have been built using an approach based on partial order theory and the concept of Average Rank. The effect of cultural participation on civic engagement has been estimated using a quantile regression model which controls for potentially cofounding factors such as education, income, age and gender. Results do confirm that participation in arts and cultural activities is highly correlated with participation in civic life. It is particularly worth noticing that at higher levels of civic participation, cultural participation has a positive and strong effect on civic engagement of people having a low educational level.

     

Donating Time or Money? The Effects of Religiosity and Social Capital on Civic Engagement in Qatar

Few studies have examined the role of religiosity and social capital on civic engagement in the context of a Muslim country. In this paper, we explore the impact of religiosity and social capital on charitable donations and volunteerism in Qatar. Drawing on a nationally representative survey from Qatar, we consider various attitudinal and behavioral measures for capturing religiosity and social capital. The results indicate that, even after controlling for a wide range of demographic variables, behavioral measures have a stronger effect than attitudes. Individuals who regularly perform daily prayers are more likely to donate than those individuals who simply describe themselves as religious. Similarly, individuals who are more active in their neighborhood engagement are more likely to volunteer than those who merely report high levels of social trust. These results suggest that when it comes to the relationship between religiosity, social capital and civic engagement, individual behavior is much more predictive than attitudes alone. We also find that even in the case of Qatar, where citizen wealth has rapidly increased in the last few decades, there is little evidence of substitution effects: citizens do not appear to trade-off or substitute between time and money. Instead, more religious and active citizens are likely to do both.     

The Effect of Cultural Capital on High School Dropout: An Investigation in the Italian Provinces

This article studies at a detailed geographical level the relation between cultural capital and high school dropout. Bronfenbrenner’s systemic theory and Heckman’s perspective on cognitive/non-cognitive skills are considered as theoretical framework. We analyzed data from 103 Italian provinces employing Covariance Structure Analysis and spatial indices of autocorrelation. We found a consistent protective effect of cultural capital on dropout, independently of economic performance, in Central and Southern provinces, but not in Northern provinces. Spatial analyses showed very heterogeneous patterns of autocorrelation for dropout (especially across Southern provinces) even between neighboring areas, in spite of a more compact clustering when considering cultural and economic indicators. These results indicate that living in an environment with animated cultural life might enhance students’ non-cognitive skills, thus fostering their involvement in formative activities and the development of their human capital.     

The intergenerational transmission of human capital: the role of skills and health

We provide new evidence on some of the mechanisms reflected in the intergenerational transmission of human capital. Applying both an adoption and a twin design to rich data from the Swedish military enlistment, we show that greater parental education increases sons’ cognitive and non-cognitive skills, as well as their health. The estimates are in many cases similar across research designs and suggest that a substantial part of the effect of parental education on their young adult children’s human capital works through improving their skills and health.     

Household skills and low wages

Household skills provide job skills when tasks in jobs and household production are similar and jobs produce substitutes for home-made services. Opportunity costs of higher education are foregone earnings during schooling and foregone household production while studying and later in life. I show that individuals in jobs requiring household skills accept lower wage rates than traditional human capital theory predicts, and that individuals with low household skills tend to enter higher education. According to these results, declining household skills may have contributed to the observed increasing demand for higher education by women.

The effects of teenage childbearing on adult soft skills development

Research examining impacts of teenage childbearing on economic and social outcomes have focused on completed schooling and labor force outcomes. In this paper, we examine outcomes that have remained largely unexplored, soft skills and personality. We use Add Health data to construct relevant controls for teenage mothers and explore a set of measures that proxy for what is usually deemed in economics as “non-cognitive” or “soft skill” traits. We find that teenage childbearing increases impulsivity, a trait that has been found to have negative effects on a large set of outcomes and has a negative effect on other personality traits perceived as positive, such as openness to experiences. Our results remain consistent through a set of robustness checks, and we interpret our findings to suggest that adolescence may be a sensitive period for the development of soft skills and that childbearing may interrupt this process.     

Can Increased Educational Attainment Among Lower-Educated Mothers Reduce Inequalities in Children’s Skill Development?

A rich tradition of stratification research has established a robust link between mothers’ education and the skills in children that forecast children’s own mobility. Yet, this research has failed to consider that many U.S. women are now completing their education after having children. Such a trend raises questions about whether increases in mothers’ educational attainment can improve their children’s skill development and whether these gains are enough to reduce inequalities in skills compared with children whose mothers completed the same degree before they were born. To answer these questions, we draw on a nationally representative sample of mothers and children participating in the National Longitudinal Surveys (NLSY79 and CNLY), random- and fixed-effects techniques, and repeated measures of children’s cognitive and noncognitive skills. Contrary to existing research and theory, our results reveal that educational attainment obtained after children’s births is not associated with an improvement in children’s skills. Such findings offer substantial refinement to a long-standing model of intergenerational mobility by suggesting that the intergenerational returns to mother’s education are weaker when education is acquired after children are born. Results also highlight the limits of two-generation policy approaches to reducing inequality in future generations.     

Making it in America: High school completion by immigrant and native youth

Using data from the National Longitudinal Study of Adolescent Health (Add Health), we find that first-generation youth of Hispanic, Asian, and African heritage obtain more education than their parents, but the second generation and third or higher generations lose ground. Differences in dropout rates by race-ethnicity and immigrant generation are driven by differences in human, cultural, and social capital. Low levels of family human capital, school social capital, and community social capital place the children of immigrants at risk of dropping out. However, cultural capital and immigrant optimism buffer first-generation Hispanic youth and the children of Asian immigrants from the risk of dropping out of high school. While human and social capital resources improve with immigrant generation, cultural capital diminishes.     

Cultural Capital and Attitudes Toward Homosexuals: Exploring the Relation Between Lifestyles and Homonegativity

This article explores the potential of cultural capital as explanatory factor in understanding homonegativity. Building on recent findings suggesting the need for a cultural component in understanding homonegativity, this article explores the relation between lifestyles (the measurable expression of cultural capital) and homonegativity. Using the “Social-Cultural Changes in Flanders 2006” survey (a population-wide survey in Flanders, the northern part of Belgium), we observed that homonegativity is lowest in lifestyle clusters where cultural capital is higher. This effect, furthermore, is maintained even after controlling for other homonegativity correlates. These results suggest that cultural capital, expressed by lifestyles, is a valuable addition to the understanding of homonegativity.     

Parental investment responses to a low birth weight outcome: who compensates and who reinforces?

This study analyzes how parental investment responds to a low birth weight (LBW) outcome and finds important differences in investment responses by maternal education. High school dropouts reinforce a LBW outcome by providing less investment in the human capital of their LBW children relative to their normal birth weight children whereas higher educated mothers compensate by investing more in their LBW children. In addition, an increase in the number of LBW siblings present in the home raises investment in a child, which is consistent with reinforcement, but this positive effect tends to be concentrated among high school dropouts. These results suggest that studies analyzing the effects of LBW on child outcomes that do not account for heterogeneity in investment responses to a LBW outcome by maternal education may overestimate effects of LBW on child outcomes for those born to low-educated mothers and underestimate such effects for those born to high-educated mothers.     

Body Size,Skills, and Income: Evidence From 150,000 Teenage Siblings

We provide new evidence on the long-run labor market penalty of teenage overweight and obesity using unique and large-scale data on 150,000 male siblings from the Swedish military enlistment. Our empirical analysis provides four important results. First, we provide the first evidence of a large adult male labor market penalty for being overweight or obese as a teenager. Second, we replicate this result using data from the United States and the United Kingdom. Third, we note a strikingly strong within-family relationship between body size and cognitive skills/noncognitive skills. Fourth, a large part of the estimated body-size penalty reflects lower skill acquisition among overweight and obese teenagers. Taken together, these results reinforce the importance of policy combating early-life obesity in order to reduce healthcare expenditures as well as poverty and inequalities later in life.     

Disparities in Academic Achievement: Assessing the Role of Habitus and Practice

Bourdieu’s theory of cultural and social reproduction—with its core concepts cultural capital, habitus, practice and field—is a leading account of the intergenerational persistence of educational inequality. Although numerous studies examine the relationship between class, cultural capital and academic outcomes, and some focus on gender differences in cultural capital, few attempt to operationalize Bourdieu’s accompanying concepts of habitus and practice, and to consider gender differences along these dimensions. The present study addresses these gaps by examining a “structure-disposition-practice” model of the relationships between family socioeconomic status (SES), sex, habitus, academic practices, and academic achievement using multilevel Canadian data. Findings of SES and gender differences in the model offer qualified support for the potential of Bourdieu’s framework to help increase our understanding of class and gender disparities in educational outcomes. Results suggest that habitus, practice and the “structure-disposition-practice” model are not only theoretically sophisticated, but also empirically sustainable and that future efforts to more precisely measure the model’s concepts and relationships are warranted.     

The Internet,Social Capital,and Civic Engagement in Asia

In this paper, we seek to explain (1) how the rise of Internet communication is related to the level of social capital and (2) the role of internet and social capital in shaping civic engagement in Asia. We use cross-national public opinion data of thirteen Asian countries from 2010 to 2012 to investigate these questions. Our results show that social capital is still measured best by traditional membership in social organizations. While the Internet increases social contacts, we could not find evidence that social capital is directly increased by the Internet. We also find that social capital developed through voluntary participation in social organizations most effectively promotes civic engagement activities, except for non-electoral actions that involve joining a demonstration or using violence. Internet usage turns out to be the most effective means of civic engagement for these cases.     

Body Weight,Eating Patterns,and Physical Activity: The Role of Education

In this article, we empirically study the role of education attainment on individual body mass index (BMI), eating patterns, and physical activity. We allow for endogeneity of schooling choices for females and males in a mean and quantile instrumental variables framework. We find that completion of lower secondary education has a significant positive impact on reduction of individual BMI, containment of calorie consumption, and promotion of physical activity. Interestingly, these effects are heterogeneous across genders and distributions. In particular, for BMI and calorie expenditure, the effect of education is significant for females and is more pronounced for women with high body mass and low physical activity. On the other hand, the effect of education on eating patterns is significant mainly for males, being more beneficial for men with elevated calorie consumption. We also show that education attainment is likely to foster productive and allocative efficiency of individuals in the context of BMI formation. Given that the literature suggests that education fosters development of cognition, self-control, and a variety of skills and abilities, in our context it is thus likely to promote lifetime preferences and means of individuals, which in turn enable them to achieve better health outcomes. Education also provides exposure to physical education and to school subjects enhancing individual deliberative skills, which are important factors shaping calorie expenditure and intake. Finally, we show that in the presence of strong socioeconomic inequalities in BMI, education is likely to have a pronounced impact on healthy BMI for the disadvantaged groups, represented in our framework by females.     

Parental income and the fruits of labor: Variability in homework efficacy in secondary school

Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th–10th, but not 10th–12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school.     

(Home-)Schools of Democracy? On the Intergenerational Transmission of Civic Engagement

Where do individuals learn civic engagement? While voluntary associations are often seen as the breeding grounds for democratic skills and virtues, many preferences are learned by children in their family and thus passed on between generations. The present paper uses data from the British Household Panel Survey (1991–2008) for the UK to analyze the intergenerational transmission of civic engagement and political participation preferences. It finds that both voluntary associational count variables as well as frequency and strength measures of doing volunteer work and political party support are correlated between parents and their grown up children (i.e. after leaving the parental household), even when controlling for resources like socio-economic background. The intergenerational transmission is more pronounced with regard to triggering filial civic engagement, but frequency of parental engagement is less strongly transmitted. A robustness analysis suggests that peer influences (as measured by regional levels of civic engagement) do not drive the intergenerational transmission of civic engagement.

     

Overeducation,Skills and Wage Penalty: Evidence for Spain Using PIAAC Data

Despite well documented high levels of socioeconomic inequalities, health gradients by socioeconomic status (SES) in contemporary China have been reported to be limited. Using data from the 2010–2012 China Family Panel Studies, we reexamine associations between three sets of SES—human capital, material conditions, and political capital—and self-rated health among Chinese adults 18–70 years old, capitalizing on anchoring vignette data to adjust for reporting heterogeneity. We find strong evidence of substantial variations in reporting behaviors by education, cognition, and family wealth but not by family income or political capital. Failing to correct for reporting heterogeneity can bias the estimates of SES gradients in self-rated health as much as nearly 40 %. After vignette adjustment, we find significantly positive associations of education, family income, wealth, and political capital with self-rated health. Individuals’ cognitive capacity, however, does not predict self-rated health.     

人力资本与教授收入

自从建国以来 ,教授收入一直是下降的。改革后 ,教授收入总体上低于其人力资本价值的状况仍未得到扭转。造成这种状况的原因是多方面的 ,但根本原因在于传统的高等教育体制不合理与无效率 ;在于高教领域里缺少激励—约束机制 ;冗员过多 ,而在分配上又向非教学人员倾斜 ;在于高校间缺少竞争与淘汰机制 ,使教育家兼企业家型的校长无法形成 ,也无人对教授的人力资本进行负责的评价。现行职称评定体系存在着严重的弊端 ,导致教授“市场”出现“柠檬市场”。在短期内因退出障碍虽不会出现“劣币逐良币” ,但在长期内 ,教授学术水平下降则是必然的。     

Social Capital and Migration: How do Similar Resources Lead to Divergent Outcomes?

This article investigates how migrant social capital differentially influences individuals 'migration and cumulatively generates divergent outcomes for communities. To combine the fragmented findings in the literature, the article proposes a framework that decomposes migrant social capital into resources (information about or assistance with migration), sources (prior migrants), and recipients (potential migrants). Analysis of multilevel and longitudinal data from 22 rural villages in Thailand shows that the probability of internal migration increases with the available resources, yet the magnitude of increase depends on recipients' characteristics and the strength of their ties to sources. Specifically, individuals become more likely to migrate if migrant social capital resources are greater and more accessible. The diversity of resources by occupation increases the likelihood of migration, while diversity by destination inhibits it. Resources from weakly tied sources, such as village members, have a higher effect on migration than resources from strongly tied sources in the household. Finally, the importance of resources for migration declines with recipients' own migration experience. These findings challenge the mainstream account of migrant social capital as a uniform resource that generates similar migration outcomes for different groups of individuals or in different settings. In Nang Rong villages, depending on the configuration of resources, sources, and recipients, migrant social capital leads to differential migration outcomes for individuals and divergent cumulative migration patterns in communities.