Search results

To identify the trajectories of occupational mobility among non-EU immigrant workers in Europe and to test empirical data against neoclassical human capital theory that predicts upward occupational mobility and labor market segmentation theories proposing immigrant confinement to secondary segments.

Data from survey and semi-structured interviews (2,859 and 357, respectively) with immigrants from Brazil, Ukraine, and Morocco in the Netherlands, the United Kingdom, Portugal, and Norway. Multinomial regression analysis to test the likelihood of moving downward, upward, or stability and identify explanatory factors, complemented with qualitative evidence.

We found support for the thesis of segmented labor market theories of limited upward occupational mobility following migration. However, immigrants with longer residence in the destination country have higher chances of upward mobility compared to stability and downward mobility, giving also support for the neoclassical human capital theory. Frail legal status impacts negatively on upward mobility chances and men more often experience upward mobility after migration than women.

Findings reflect the specific situation of immigrants from three origin countries in four destination areas and cannot be taken as representative. In the multinomial regression we cannot distinguish between cohort effects and duration of stay.

Education obtained in the destination country is very important for migrants’ upward occupational mobility, bearing important policy implications with regards to migrants’ integration.

Its focus on trajectories of mobility through migration looking at two important transitions: (1) from last occupation in the origin country to first occupation at destination and (2) from first occupation to current occupation and offers a wide cross-country comparison both in terms of origin and destination countries in Europe.

This study analyzes the effects of gender and occupational status differences on parents’ work-to-family conflicts, comparing COVID-19 pandemic and pre-pandemic periods. It is examined whether this association is mediated by parents’ telework. Theoretically, we use the work/family border theory and flexible resource versus greedy role perspectives to shed light on the gender- and status-related use of telework and illustrate the influence of flexible working practices on parents’ work-to-family conflicts. Using moderated mediation analysis combined with bootstrapping, we analyze data from two waves of the German Family Panel (pairfam), covering pre-pandemic (2017/18, 2019/2020) and pandemic periods (2020) (N = 3,315). Our results show higher work-to-family conflicts for parents with higher occupational status as well as teleworking parents. Furthermore, we find supporting evidence for the mediation from occupational status to work-to-family conflicts via telework, with a slightly stronger relationship among mothers than fathers. Under the consideration of the pandemic, the mediating effect was only provable for mothers but not for fathers. However, the mediating effect of telework does not strengthen under the pandemic conditions. Our findings support the greedy role perspective, in particular for employees with higher-status occupations, and the assumption of a negative influence of work–family integration through telework for work-to-family conflicts.

This study examines the educational aspirations of immigrant students, who are descendants of eight different immigrant communities in Germany. First, the article shows that compared to native German students, the educational aspirations of students with migration origin vary substantially. Challenging previous narratives of immigrant optimism and information deficit, the article suggests that the students of Turkish origin develop a conscious appraisal of obtaining an academic high-school qualification (AHSQ), even if they realize they will not be able to receive one by the end of the high-school. The study also shows that the duration of their stay in Germany plays a significant role in attenuating the high educational aspirations of most immigrant communities. However, Turkish students constitute an exception to this finding as they maintain high idealistic aspirations from first- to third-generation. The return migrant students from the former Soviet Union are the only group who report high educational aspirations, when asked about both their idealistic and realistic aspirations. Finally, the findings indicate that the position of the particular immigrant groups within the German social status hierarchy is a strong determinant of the educational aspirations of immigrant students and their parents.

Currently, a much-debated issue concerns the social and political significance of the emergence of the precariat, a social class consisting of people for whom uncertainty and unpredictability of life circumstances and employment relations make it impossible to plan for the future, forcing them to live on a day-to-day basis (Standing, 2011). However, it remains unclear how the precariat may be defined and operationalized. On the one hand, treating non-standard employment arrangements (fixed-term contracts, temporary agency work, etc.) as a basis for identifying precarious jobs is likely to be misleading, as research has shown non-standard employment to be heterogeneous with respect to working conditions and chances for achieving stabilization. On the other hand, subjective perceptions of security may also be misleading as indicators of precarity, as they are compounded by psychological coping mechanisms and perceptions of reference group status. This analysis attempts to disentangle the complex relationships between non-standard employment and perceived insecurity in order to provide grounds for a more adequate conceptualization and measurement of job precarity. Specifically, I assess the extent to which the relationship between worker contractual status and perceived job, labor market, and employment insecurity is conditional on various characteristics of workers, their jobs, and their households, taking into account the country-level economic and institutional context. The analysis is based on multi-level regression models using data from the 2010 European Working Conditions Survey.

In recent times the relationship between social stratification and internet use has become more complex. In order to understand the new configuration of the digital divide, this paper examines the relationship between socioeconomic background and digital engagement among youths.

This study explores digital inequalities among Italian teenagers from a holistic perspective. It draws on primary data obtained with a triangulation of methods: a survey on a representative sample of 2,025 high school students and 56 semi-structured interviews with teenagers from different social classes.

The statistical models indicate that cultural capital and parents’ occupational status do not associate with broader social media use but are positively related with online information-seeking. The interpretative analysis suggests that teenagers from the upper-middle class make sense of the internet “vertically,” in affiliation with parental socialization, and are more concerned with capital enhancing activities. Instead, teenagers from less advantageous social contexts appropriate the internet “horizontally,” jointly with peers, and are mostly interested in social-networking and UGC production.

School track, along with parents’ socioeconomic status and cultural capital, influences teenagers’ internet use. Further studies could explore whether school tracking contributes to digital inequalities.

The study extends Annette Lareau’s theory of parenting styles and social reproduction, but also obtains innovative results related to digital inequalities among youth. Contrary to expectations, teenagers from less advantageous social backgrounds enrolled in vocational schools have better chances to actively participate in social media than teens from the upper-middle class in academic-oriented high schools.

Human beings are dependent upon social approval to strengthen their identities. Therefore, they practice impression management: They anticipate which behaviour provokes which reactions in their social environment, and they tend to exhibit the kind of behaviour that promises positive feedback. Based on the assumption that human beings also show this behaviour in their choice of vocation, we hypothesise that young people are more likely to expect negative reactions from their social environment when choosing a gender-atypical occupation. Furthermore, we assume that the expected reaction of the social environment influences vocational orientation: The anticipation of negative reactions to gender-atypical vocational choice might contribute to explain why young people ignore this occupation. We tested both hypotheses with the help of data retrieved from a survey of young people in Germany who are interested in vocational education and training (VET). The results support our hypotheses; however, they also show that the relevance of a gender-typed vocational choice is weaker if adolescents have a higher educational background. In this case, the choice of an occupation that expresses a high educational status becomes more important. It may lead to an exclusive kind of social approval that is denied to people with a lower educational background.

Every employee embodies manifestations of every demographic that attach to him or her different minority and majority statuses at the same time. As these statuses are often related to organizational hierarchies, employees frequently hold positions of dominance and subordination at the same time. Thus, a given individual’s coping strategies (or coping behavior) in terms of minority stress due to organizational processes of hierarchization, marginalization, and discrimination, are very often a simultaneous coping in terms of more than one demographic. Research on minority stress mostly focuses on single demographics representing only single facets of workforce diversity. By integrating the demographics of age, disability status, nationality, ethnicity, race, sexual orientation, and religion into one framework, the intersectional model proposed in this chapter broadens the perspective on minorities and related minority stress in the workplace. It is shown that coping with minority stress because of one demographic must always be interpreted in relation to the other demographics. The manifestation of one demographic can limit or broaden one’s coping resources for coping with minority stress because of another dimension. Thus, the manifestation of one demographic can determine the coping opportunities and coping behavior one applies to situations because of the minority status of another demographic. This coping behavior can include disclosure decisions about invisible demographics. Therefore, organizational interventions aiming to create a supportive workplace environment and equal opportunities for every employee (e.g., diversity management approaches) should include more demographics instead of focusing only on few.

Racialized class formation is a process in which both racial formation and class formation shape the experiences of African Americans in the stratification system. This occurs for blacks in differing social classes. However, this chapter focuses on African Americans in the professional middle class. The professional middle class as a whole has grown substantially under postindustrialism. Racialized class formation has been greatly shaped by the nature of state policy regarding citizenship rights and has varied in the transition from the pre-civil rights era to the post-civil rights era. This chapter utilizes historical, interview, and secondary data to analyze experiences of the “first generation” of black professionals to integrate employment in mainstream institutions after the Civil Rights Act of 1964. The focus is on the processes of recruitment, hiring, and promotion, as well as relations with clientele among those black professionals and how their middle class employment experiences are racialized.

This research examines how labor union involvement shapes the civic participation of low-wage Latino immigrant workers.

Drawing on survey and semi-structured interview data gathered from a Los Angeles janitors’ labor union, I examine whether or not and how Latino immigrants apply their union experience to involvement in their children’s schools.

Results indicate that the union’s targeted member mobilization efforts produce unequal participation in union activities among immigrant workers, fostering civic and leadership skills among some and not others. At the same time, immigrant workers who do become involved in their union are then able to draw on their labor organizing and advocacy experience to address issues and concerns at their children’s schools. For some, worksite activism functions as a catalyst for newfound civic engagement; for other immigrant workers with prior civic experience in their country origin or in the United States, union involvement enhances their leadership capacity.

This empirical investigation shows how the experience of mobilizing for protests and participating in worksite campaigns allows Latino immigrant union members to overcome what are typically considered barriers to civic participation – that is, limited formal education, low occupational status, and limited English language skills. This study therefore suggests that labor union participation can have long-term effects on immigrants well beyond the benefits of a union contract.