Serving the New Class: The Dynamics of Educational Transitions for Romanian Adults Born Before 1985 During Communism and Afterwards

The present article aims to investigate the dynamics of access to the upper secondary and tertiary levels of the educational career of several cohorts of Romanian adults born before 1985 by analyzing the expansion of educational levels and the dynamics of the inequalities in probabilities of access to these levels in Romania by applying the logistic response model to explain the variations in probabilities of realizing the transition to the vocational and the baccalaureate level in the upper secondary and to the higher education in the case of almost 5,000 Romanian citizens surveyed in 2010. The main result of the study is that, contrary to what is suggested by gross enrollment figures, throughout de decades of communism net access to education improved only in case of the vocational upper secondary school while the academic track just kept in pace with the evolution of the distribution of instruction of parents. In other words, the data provides strong support for the thesis of the ‘new class’, that states that the class of persons holding secondary level degrees, not Communist Party members especially, demanded a dramatic expansion of the academic high schools in order to preserve their educational status throughout the generation of their children and explain thus the expansion of academic track of the upper secondary in absolute figures although without improvements of access opportunities.     

The Changing Pattern of Educational Differentials in Divorce in the Context of Gender Egalitarianization: The Case of Taiwan

Regarding educational differentials in divorce, similar trends have been reported across countries. Some report increasing educational differentials, while others identify an educational crossover pattern. The commonality is that education seems to play a role of stabilizing marriage more than ever before. Using data from the Women??s Marriage, Fertility, and Employment Survey, this study investigates the case of Taiwan by portraying the changing pattern of women??s educational differentials in divorce. There are three major findings. First, among previous marriage cohorts, women with relatively higher levels of formal education are significantly more likely to divorce. Second, the marital-dissolution rates for less educated women are rising faster than the corresponding rates for women with more education. Third, this trend does not stop at the catch-up point and eventually leads to a reversal in the association between education and divorce from positive to negative. In short, such educational differentials in divorce vary dramatically across marriage cohorts. A pattern of educational crossover in divorce has been displayed during the rapid social change in Taiwan. Other than William Goode??s argument raised a half-century ago, the marriage model transformation from specialization toward symmetry in the context of gender egalitarianization has to be taken into consideration in order to obtain a full understanding of the phenomenon.     

Educational expansion and changes in occupational returns to education in Korea

We use data from the Korean Labor and Income Panel Study (KLIPS) conducted in 1998 by the Korean Labor Institute to examine the school-to-work transition across three labor market entry cohorts of Korean men and women. Taking into account the dramatic expansion of educational system and economic changes Korean society has experienced during the last few decades, we develop hypotheses about possible changes in the effects of educational qualifications on first occupational attainment. We first conduct an OLS regression of first occupational prestige scores on education. We then look at the effects of education on the odds of entering an occupational class using multinomial logit models. The results of the two analyses indicate that educational qualifications strongly affect occupational attainment for both men and women. The effects of education, particularly junior college and university, on first occupation have declined across three labor market cohorts for women but not for men.     

How institutional context alters social reproduction dynamics: Ethnic track placement patterns in the U.S. and Germany

How does institutional context shape the way family dynamics, especially ethnic background and parental resources, affect track placement? We contrast the track placement patterns of immigrants and ethnic majority students in two countries marked by drastic differences in the social organization of schooling. Drawing on German (GSOEP) and U.S. (NELS) data, we find that, in general, more family resources pull students from lower to higher tracks, but ethnic inequalities in these resources favor the ethnic majority groups in both countries. In addition, institutional context conditions which parental resources shape educational outcomes, and how they do so. We find that the effects of parental ties exacerbate ethnic inequalities between whites and Latinos in the U.S.; whereas in Germany, parents’ community ties play a compensatory role for immigrants, who benefit from interactions with secular and ethno-religious groups. Our findings confirm previous cross-national research, but they also highlight the need to elaborate the relationship between institutional context and ethnically specific reproduction mechanisms within countries.     

Growing Wealth Gaps in Education

Prior research on trends in educational inequality has focused chiefly on changing gaps in educational attainment by family income or parental occupation. In contrast, this contribution provides the first assessment of trends in educational attainment by family wealth and suggests that we should be at least as concerned about growing wealth gaps in education. Despite overall growth in educational attainment and some signs of decreasing wealth gaps in high school attainment and college access, I find a large and rapidly increasing wealth gap in college attainment between cohorts born in the 1970s and 1980s, respectively. This growing wealth gap in higher educational attainment co-occurred with a rise in inequality in children’s wealth backgrounds, although the analyses also suggest that the latter does not fully account for the former. Nevertheless, the results reported here raise concerns about the distribution of educational opportunity among today’s children who grow up in a context of particularly extreme wealth inequality.     

Parental media socialization and educational attainment: Resource or disadvantage?

This article analyzes the long-term effects of parental media socialization on children's educational attainment. Data on 8316 individuals from 3257 families in the Netherlands is used to estimate hierarchical models that distinguish between family-specific (socialization) and individual-level effects. The study reveals that parental reading and television socialization plays a meaningful role in predicting children's success in education. Whereas parental time spent viewing television is disadvantageous for a child's educational career, parental reading intensity enhances educational success. Moreover, not only does media exposure play a relevant role, the content of parental media consumption also matters. Parents who prefer highbrow literature benefit their children's educational career, whereas a preference for watching popular TV programs is disadvantageous for a child's educational success. Next to the parental example of media consumption, media guidance provided by parents is scrutinized. Results indicate that parent-child interactions on reading positively affect children's educational attainment.     

Credential inflation and educational strategies: A comparison of the United States and the Netherlands

This paper analyzes the trend in the effect of education on social class attainment, and uses this information to test hypotheses on the impact of credential inflation on educational decision making in the United States and the Netherlands. After having shown evidence for credential inflation of three educational transitions, it was shown that credential inflation between two generations increased the likelihood of making a transition into tertiary education in the Netherlands, and into high school completion and into 4-year university degrees in the United States. This supports the theory that education functions as a positional good, and if education loses value people need more of it in order to reach the same social class as their parents. Cross-national variation is explained with the theory that education in the United States functions more as a positional good than it does in the Netherlands.     

The association between husbands’ and wives’ labor market positions in the Netherlands

This study describes (1) the association between husbands’ and wives’ employment statuses and occupations in the Netherlands, (2) establishes possible trends in the association, and (3) explores to what extent the association can be attributed to educational homogamy. We use 12 waves of the Dutch Labor Force Survey (1994–2006), and use log-linear models to analyze the associations between the labor market positions of spouses. Overall, we find positive associations, implying that favorable positions are accumulated within households. For couples with children, the association between spouses’ employment status is negative, which means that they divide paid labor. Over birth cohorts, the association between spouses’ employment statuses becomes stronger, and between spouses’ occupational success remains stable. Education is an important contributor to the occupational association, but still half of the association between spouses’ success cannot be attributed to spouses’ education.     

The Changing Context of Fatherhood in Canada: A life Course Analysis

Arabs in Israel are a heterogeneous but largely underprivileged minority with a history of disadvantage in several domains, including education and employment. In this paper, we document changes in their attainment of various educational levels across cohorts born from the mid-1920s to the 1970s. We make comparisons among different Arab religious groups, between men and women, and between Arabs and the majority Jewish populations in Israel. We find that over consecutive birth cohorts, substantial ethnic differences in educational attainment have narrowed at the lower levels of schooling, but have increased at higher levels. Moreover, the results indicate that the disadvantage of Muslim Arabs in terms of entry into and completion of high school can be accounted for only partially by differences in the social status of their parents and characteristics of their neighbourhoods. The findings suggest that long-term historical differences among groups and discriminatory practices towards Arabs are important factors in explanations of disparities in educational attainment.     

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.     

Migration background and educational tracking

Research on immigrants’ educational disadvantages documents substantial immigrant–native achievement gaps in standardized student assessments. Exploiting data from the German PIRLS extension, we find that second-generation immigrants also receive worse grades and teacher recommendations for secondary school tracks than natives, which cannot be explained by differences in student achievement tests and general intelligence. Second-generation immigrants’ less favorable socioeconomic background largely accounts for this additional disadvantage, suggesting that immigrants are disproportionately affected by prevailing social inequalities at the transition to secondary school. We additionally show that differences in track attendance account for a substantial part of the immigrant–native wage gap in Germany.     

Educational stratification among Arabs and Jews in Israel: historical disadvantage, discrimination, and opportunity

Arabs in Israel are a heterogeneous but largely underprivileged minority with a history of disadvantage in several domains, including education and employment. In this paper, we document changes in their attainment of various educational levels across cohorts born from the mid-1920s to the 1970s. We make comparisons among different Arab religious groups, between men and women, and between Arabs and the majority Jewish populations in Israel. We find that over consecutive birth cohorts, substantial ethnic differences in educational attainment have narrowed at the lower levels of schooling, but have increased at higher levels. Moreover, the results indicate that the disadvantage of Muslim Arabs in terms of entry into and completion of high school can be accounted for only partially by differences in the social status of their parents and characteristics of their neighbourhoods. The findings suggest that long-term historical differences among groups and discriminatory practices towards Arabs are important factors in explanations of disparities in educational attainment.     

A polemic on education reform in the American states

Building upon previous research on educational reforms in the states after A Nation at Risk, we attempt to evaluate the effect of reforms on the improvement of both schooling and learning in secondary schools. Only meager data are available to evaluate the question and they yield ambiguous results. Our argument is that the absence of good measures of educational outcomes prevent intelligent reform constituting a cause for alarm in the education community as well as the society at large.     

The consequences of unobserved heterogeneity in a sequential logit model

Cameron and Heckman (1998) established that a sequential logit model is more sensitive than many other models to the possible biasing influence of unobserved heterogeneity. This article proposes a method which allows researchers to find out how large this potential problem is for their data, their model, and their hypothesis of interest. This is done by proposing a set of scenarios for this unobserved heterogeneity, and showing how to estimate the effects of interest given these scenarios. The set of results from these scenarios give an indication of how sensitive the results are to assumptions regarding unobserved heterogeneity. This sensitivity analysis has been applied to a study of educational attainment in the Netherlands, and it showed that that the finding that the effect of father's education declined over transitions is quite sensitive to the assumptions made about unobserved heterogeneity, but that the finding that the effect of father's education declined over birth cohorts is more robust than is often feared.     

Forecasting differences in life expectancy by education

Forecasts of life expectancy (LE) have fuelled debates about the sustainability and dependability of pension and healthcare systems. Of relevance to these debates are inequalities in LE by education. In this paper, we present a method of forecasting LE for different educational groups within a population. As a basic framework we use the Li–Lee model that was developed to forecast mortality coherently for different groups. We adapted this model to distinguish between overall, sex-specific, and education-specific trends in mortality, and extrapolated these time trends in a flexible manner. We illustrate our method for the population aged 65 and over in the Netherlands, using several data sources and spanning different periods. The results suggest that LE is likely to increase for all educational groups, but that differences in LE between educational groups will widen. Sensitivity analyses illustrate the advantages of our proposed method.     

Multistate projections by level of education for Portugal, 2011–2031

Educational attainment is an attribute that leads to a great distinction between the members of a population, including when considering their health and well-being, which are features to pursue within an aging society. The aim of this work was to produce demographic projections for the Portuguese population by sex, age group and level of educational attainment, for the period 2011–2031. Considering fertility, mortality and migration differentials by level of education, the population was projected using the multistate cohort-component method with a block Leslie matrix. Two scenarios were considered, one where educational attainment before 2011 remains constant and another in which educational attainment will follow the trend observed over the last decade, being the trend in the state proportion modelled using continuation ratio models. The results show an increase in the proportion of individuals who complete higher educational levels in almost all age groups of both sexes. Among women, only 13.6 % had completed some level of higher education in 2011, a figure that will rise to approximately 23.4 % in 2031, whereas among men this value was only 9.7 % and will also rise by 2031, reaching 15.5 %. We can expect the proportion of people with higher educational levels to continue to rise as the education of younger cohorts seems to evolve positively. This work will be particularly useful to study how the aging population and the rising levels of education can contribute to the planning and monitoring of public policies, although these findings can also be used in other research contexts.     

How Do Education and Family Planning Accelerate Fertility Decline?

Education and family planning can both be influenced by policy and are thought to accelerate fertility decline. However, questions remain about the nature of these effects. Does the effect of education operate through increasing educational attainment of women or educational enrollment of children? At which educational level is the effect strongest? Does the effect of family planning operate through increasing contraceptive prevalence or reducing unmet need? Is education or family planning more important? We assessed the quantitative impact of education and family planning in high-fertility settings using a regression framework inspired by Granger causality. We found that women's attainment of lower secondary education is key to accelerating fertility decline and found an accelerating effect of contraceptive prevalence for modern methods. We found the impact of contraceptive prevalence to be substantially larger than that of education. These accelerating effects hold in sub-Saharan Africa, but with smaller effect sizes there than elsewhere.     

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.     

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.     

Educational reversals and first-birth timing in sub-saharan africa: A dynamic multilevel approach

In many areas throughout sub-Saharan Africa, young adult cohorts are less educated than their predecessors because of declines in school enrollments during the 1980s and 1990s. Because a woman with little education typically becomes a mother earlier and has more children than one with better education, and because of a similar well-established relationship between current education and current fertility at the societal level, one might expect such education reversals to raise fertility. However, if there is an additional negative effect of low educational level among currently young women compared with that in the past, which would accord with ideas about the impact of relative deprivation, the total effect of an education reversal may run in either direction. This possibility has not been explored in earlier studies, which have taken a more static approach. We focus on the initiation of childbearing. Using Demographic and Health Survey data from 16 sub-Saharan African countries with multiple surveys, we estimate a fixed-effects multilevel model for first births that includes the woman's own education, community education, and community education relative to the past. There are negative effects of individual and community education, but no effect of relative education. Thus we conclude that education reversals do seem to speed up entry into parenthood.