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Article
Publication date: 15 March 2024

Francesco Salomone Marino and Maria Berrittella

The main aim of this study is to investigate the role of fathers and mothers in the intergenerational educational persistence for sons and daughters under two dimensions that…

Abstract

Purpose

The main aim of this study is to investigate the role of fathers and mothers in the intergenerational educational persistence for sons and daughters under two dimensions that characterize the clusters of countries: redistributive policy and governance.

Design/methodology/approach

Data from the Global Database of Intergenerational Mobility (GDIM), hierarchical cluster analysis on principal components and panel regression are used in this study to estimate intergenerational educational correlation and to investigate its determinants related to the parents’ and descendants’ education variables in 93 countries grouped in four clusters. The empirical analysis is differentiated by gender combinations of parents and descendants.

Findings

In the clusters of countries characterized by high inequalities and poor governance, our findings show that the role of the fathers is stronger than that of the mothers in educational transmission; fathers and mothers are more influential for the daughters rather than for the sons; parental educational privilege is the main driver of intergenerational educational persistence; there is an inverse U-curve in the association between educational inequality of the parents and educational correlation for the sons. Differently, in the countries characterized by high income, low redistributive conflict and better governance, the role of the mothers is stronger and education mobility for the daughters is higher than that for the sons.

Social implications

The authors’ results remark on the importance of social welfare policies aimed to expand a meritocratic public education system including schooling transfers for lower social class students and narrowing the gender gap in educational mobility between daughters and sons. Social welfare policies should also be oriented to spread high quality child care systems that help to foster greater women equality in the labor market, because the strength of educational persistence depends on the position of the mother in the economic hierarchy.

Originality/value

The distinctiveness of the paper can be found in the fact that this study investigates the parental role differentiating by gender and coupling hierarchical cluster analysis on principal components with panel regression models. This allows us to have a sample of 93 countries aggregated in four groups defined in two dimensions: redistributive policy and governance. Amongst the determinants of educational transmission, we consider not only education’s years of the parents but also other determinants, such as educational inequality and privilege of the parents. We also identify the effects of investment in human capital and educational inequalities for the descendants on education mobility.

Article
Publication date: 4 February 2021

Ehsan Latif

This study used data from the General Social Survey (2011) to examine the trends in intergenerational educational mobility in Canada for the 1940–1989 birth cohorts. To this end…

Abstract

Purpose

This study used data from the General Social Survey (2011) to examine the trends in intergenerational educational mobility in Canada for the 1940–1989 birth cohorts. To this end, the purpose of this study is to focus on the relationship between mothers' education and children's education.

Design/methodology/approach

The study estimated intergenerational regression and correlation coefficients and several mobility indices, namely, the Prais–Shorrocks index, immobility index, upward mobility index and downward mobility index.

Findings

The study found considerable gender differences with respect to the trends in these coefficients and indices. The study found that, over the period of study, the correlation coefficient slightly increased for sons while it decreased for daughters. The Prais–Shorrocks index, immobility index, upward mobility index and downward mobility index show that educational mobility has increased for daughters while that of sons has decreased over time. Finally, the relative educational opportunities indicators also suggest a similar result that educational mobility has increased for the daughters while it fell for the sons.

Originality/value

A number of studies used Canadian data to examine intergenerational educational mobility. However, no study particularly focused on the relationship between mothers' education and children's education. In recent years, women's labor force participation rate and employment rate increased significantly. Thus, it will be interesting to see how mothers' education is related to children's education in Canada.

Details

International Journal of Social Economics, vol. 48 no. 4
Type: Research Article
ISSN: 0306-8293

Keywords

Article
Publication date: 24 May 2013

Matthew A. Witenstein and Betsy Palmer

The purpose of this paper is to develop a conceptual model for examining the unique factors contributing to the gendered inequality of post‐secondary educational participation in…

1311

Abstract

Purpose

The purpose of this paper is to develop a conceptual model for examining the unique factors contributing to the gendered inequality of post‐secondary educational participation in Nepal.

Design/methodology/approach

This conceptual/theoretical paper aims to apply and potentially critique the dynamic model of educational inequality offered by Lynch and O’Riordan to the context of Nepalese post‐secondary educational inequality. The authors hope to use the current model, developed through an exploration of data from a developed country, to further understanding of the forces maintaining educational inequality in the developing world.

Findings

The constraints from Lynch and O’Riordan's model are all important forces that impact educational persistence for girls and women in Nepal. However in order to fully examine the complexity of barriers imposed on girls in persisting through the Nepali educational system, the case has been made to add both geographic and political facilitators/constraints to the model. By creating a model that includes these forces, researchers and policy makers can proscribe change that is more holistic.

Research limitations/implications

By constructing models that accurately reflect the real conditions present in developing countries, we can truly begin to find solutions to disparities in educational access and attainment.

Originality/value

This paper contributes both an examination of barriers and stratification in Nepal's higher education system while also developing a model for examining post‐secondary education systems in developing nations. It also provides some understanding of why Nepal has fallen behind its peers.

Details

Asian Education and Development Studies, vol. 2 no. 2
Type: Research Article
ISSN: 2046-3162

Keywords

Book part
Publication date: 23 August 2012

Veronika V. Eberharter

This paper analyzes the impact of family background characteristics and social exclusion features on the intergenerational transmission of educational attainment and income…

Abstract

This paper analyzes the impact of family background characteristics and social exclusion features on the intergenerational transmission of educational attainment and income positions, and the relative poverty risk in Germany and the United States. These countries vary widely by welfare regime, family role patterns, and labor market settings. From these differences we predict higher intergenerational income elasticities in the United States and higher intergenerational educational elasticities in Germany. Using longitudinal data from the Cross-National Equivalent File (CNEF) 1980–2008, we find some empirical support for these hypotheses. In both countries, parental educational attainment stimulates intergenerational economic and social mobility, which accentuates the importance of promoting human capital accumulation.

Details

Inequality, Mobility and Segregation: Essays in Honor of Jacques Silber
Type: Book
ISBN: 978-1-78190-171-7

Keywords

Book part
Publication date: 24 October 2023

Erin A. Singer, Natasha Epps and Margaret DeJesus

Education, and especially the life of a teacher, is constantly evolving. Teachers' roles and responsibilities have become more complicated and multifaceted over time. Therefore…

Abstract

Education, and especially the life of a teacher, is constantly evolving. Teachers' roles and responsibilities have become more complicated and multifaceted over time. Therefore, they have to invest a great deal of time, energy, and effort to navigate the demands and complexities of their role. In the last 20 years, education has changed in response to increased workload, the rise of high-stakes testing and accountability, social-emotional and behavioral challenges among students, school safety concerns, equity concerns, and now the coronavirus pandemic. These factors have been linked to high stress and teacher burnout, which leads to more teachers leaving their jobs (Arvidsson et al., 2019). Nonetheless, those who endure the flames of burnout do so because they are resilient in the face of adversity and persistent in their commitment to the call of teaching and learning. This chapter examines the effects of stress and burnout among three alternatively certified teachers and the behaviors and strategies these educational first responders employ to build resilience and persistence in their service to the students who shape our future.

Book part
Publication date: 26 August 2010

Ana Inés Navarro

This chapter estimates the degree of intergenerational educational mobility in Argentina, focusing on the mobility differences between teenagers and young adults. Based on a new…

Abstract

This chapter estimates the degree of intergenerational educational mobility in Argentina, focusing on the mobility differences between teenagers and young adults. Based on a new database, the Survey of Employment and Education of Youth (CEDLAS-INDEC) nonbiased mobility estimators for children older than teenagers is obtained. Our robust estimations reveal a lower degree of intergenerational mobility for young adults than for teenagers. Furthermore, young adult immobility is not uniform across parents’ education level. Finally, gender differences also affect mobility.

Details

Studies in Applied Welfare Analysis: Papers from the Third ECINEQ Meeting
Type: Book
ISBN: 978-0-85724-146-7

Article
Publication date: 6 April 2018

Jiahong Zhang, Mantak Yuen and Gaowei Chen

The purpose of this paper is to review identified key features of teacher support and its influence on students’ career decision making and development. It also examines the types…

1841

Abstract

Purpose

The purpose of this paper is to review identified key features of teacher support and its influence on students’ career decision making and development. It also examines the types of research approaches to data collection and analysis in order to provide a more in-depth evaluation of this field of study.

Design/methodology/approach

The review examined 18 studies, the majority being quantitative in design. Cross-sectional and longitudinal effects of teacher support were investigated, and differences in teacher support relative to grade level and gender were considered.

Findings

Results indicated that since 2000, there has been an increase in the number of empirical studies of teacher support in the career development field, the majority involving middle and high school students. The most commonly cited frameworks that underpin the studies are the social cognitive career theory, the career construction theory and Super’s career development theory. The most frequently used instrument for data collection was the teacher support scale (Metheny et al., 2008).

Originality/value

The review will be beneficial to researchers, teachers and policy makers seeking to optimize support systems for students’ career development. The findings contribute to further theory development and have practical implications for the career guidance field. Recommendations for future research and practice are suggested.

Details

Career Development International, vol. 23 no. 2
Type: Research Article
ISSN: 1362-0436

Keywords

Article
Publication date: 18 January 2008

Wei‐Cheng J. Mau, Randy Ellsworth and Donna Hawley

The purpose of this research is to examine career persistence and job satisfaction of beginning teachers. Design/methodology/approach – Four hundred and fifty‐one tenth grade…

6226

Abstract

Purpose

The purpose of this research is to examine career persistence and job satisfaction of beginning teachers. Design/methodology/approach – Four hundred and fifty‐one tenth grade students from a nationally representative sample, who aspired to be teachers, were examined over a ten year period regarding their career choices. Students who persisted in teaching were compared to students who did not persist with regard to job satisfaction. A job satisfaction model was tested using clusters of variables as guided by Social Cognitive Career Theory (SCCT).

Findings

Students who persisted in teaching were significantly more satisfied than both those who did not persist and those with non‐teaching careers. Beginning teachers were more satisfied with their jobs than those in other occupations. Teachers who had teaching licenses also reported being more satisfied than those who did not have licenses. The social‐contextual factors, i.e. race, socioeconomic status, teaching license, parents' education, and occupation were among the best predictors of job satisfaction. Research limitations/implications – We did not measure self‐efficacy directly. Instead, we used the separate yet highly correlated constructs, self‐concept and locus of control, to represent the self‐efficacy. For improvement, further research may use a more direct measure of self‐efficacy. Practical implications – Awareness of key factors influencing persistence in teaching career and job satisfaction identified in this study would provide school administrators with a sound basis for identifying students who are likely to persist in becoming teachers, and in retaining satisfied teachers. Originality/value – Findings of this study should assist educational administrators to better understand factors related to selection and retention of beginning teachers.

Details

International Journal of Educational Management, vol. 22 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 15 October 2008

Veronika V. Eberharter

Purpose: Using GSOEP-PSID the study analyzes the effects of redistribution policy on intergenerational income inequality, poverty intensity, intergenerational income mobility, and…

Abstract

Purpose: Using GSOEP-PSID the study analyzes the effects of redistribution policy on intergenerational income inequality, poverty intensity, intergenerational income mobility, and dynastic poverty persistence in Germany and the United States.

Methodology: To evaluate the extent and the intensity of dynastic inequality and poverty the paper employs inequality measures and poverty indices. The contribution of a set of human capital and labor market variables on intergenerational income mobility and the risk of dynastic poverty persistence is analyzed with linear and nonlinear regression approaches and a binomial logit model.

Findings: The empirical results partly corroborate that countries with a forced redistribution scheme succeed in reducing income inequality and poverty intensity, but at the expense of intergenerational income persistence and the relative risk of dynastic poverty persistence. In Germany, redistribution policy reduces income inequality and poverty intensity to a greater extent than in the United States, and the equalizing effect of public transfers increases with age. In the United States intergenerational income persistence and the relative risk of dynastic poverty persistence are more pronounced than in Germany. The contribution of gender, educational attainment, and labor market engagement to the intergenerational income mobility and the relative risk of dynastic poverty persistence is country specific and differ by age group.

Research implications: The results call for further research of the interaction of family-life, labor market settings, and social policy in determining the degree of intergenerational income mobility and dynastic poverty persistence.

Details

Inequality and Opportunity: Papers from the Second ECINEQ Society Meeting
Type: Book
ISBN: 978-1-84855-135-0

Book part
Publication date: 28 June 2016

Yuping Zhang

This study explores the impact of parents’ and children’s early expectations on children’s later school persistence and completion of compulsory and secondary education, paying…

Abstract

This study explores the impact of parents’ and children’s early expectations on children’s later school persistence and completion of compulsory and secondary education, paying special attention to the parent-child agreement in early educational expectations. Results from analyzing longitudinal data from the Gansu Survey of Children and Families (GSCF) show that children often carry educational expectations quite different from their parents’. Consistent with previous research, children’s and their parents’ early expectations are strong predictors of children’s later educational attainment. More importantly, the analysis reveals that children benefit greatly when they share with their parents’ high expectations. Those children whose high expectations aligned with their parents fair best in later educational outcomes: They are more likely to complete compulsory education and secondary education. The combined determination of parents and children can help moderate the negative impact of poverty and facilitate children’s continued efforts in fulfilling their expectations. This positive impact holds even for children from the most impoverished families. This study points to the importance to recognize that there are non-material resources that family could provide to advance children’s education.

Details

Family Environments, School Resources, and Educational Outcomes
Type: Book
ISBN: 978-1-78441-627-0

Keywords

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