Academic literature on the topic 'Disuguaglianze sociali'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Disuguaglianze sociali.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Disuguaglianze sociali"
1
Dubet, François, Marie Duru-Bellat, and Antoine Vérétout. "Le diseguaglianze scolastiche a monte e a valle. Organizzazione scolastica e influenza dei titoli di studio." SOCIOLOGIA DEL LAVORO, no. 120 (February 2011): 50–79. http://dx.doi.org/10.3280/sl2010-120004.
Full textAbstract:
Ovunque la scuola riproduce la disuguaglianza sociale risultando piů favorevole per gli studenti socialmente e culturalmente avvantaggiati. Tuttavia questa "legge" č troppo generica per spiegare le forti variazioni del livello di riproduzione sociale rilevata tramite confronti internazionali. Sulla base di tali indagini, il saggio illustra innanzitutto che tali variazioni non sono spiegate direttamente dalla portata delle disuguaglianze sociali, ma occorre fare riferimento ad altri due fattori. Il primo ha a che fare con l'organizzazione dei sistemi scolastici, la quale incrementa o attenua gli effetti della disuguaglianza sociale sulle disuguaglianze scolastiche. Il secondo si colloca a valle della scuola ed ha a che fare con l'intensitŕ dell'influenza dei titoli di studio sull'accesso alle diverse posizioni sociali; in tal senso si mostra che tanto piů tale influenza č forte, tanto piů sono marcate le diseguaglianze di istruzione e rigida la riproduzione delle diseguaglianze sociali. In definitiva č il ruolo assegnato alla scuola dalle varie societŕ che determina il livello della riproduzione sociale. A partire dalle risultanze dello studio illustrato, condotto su un campione di paesi, che analizza dati a livello aggregato sarebbe molto utile effettuare approfondimenti qualitativi complementari per comprendere come opera la riproduzione sociale.
2
Volturo, Stella. "Lotta alla povertà minorile. Il ruolo delle politiche di supporto all'infanzia." SICUREZZA E SCIENZE SOCIALI, no. 2 (September 2022): 204–23. http://dx.doi.org/10.3280/siss2022-002014.
Full textAbstract:
L'articolo analizza il fenomeno della povertà minorile nella sua multidimensionalità, presentando dati sulla situazione italiana in prospettiva comparata europea. La prospettiva analitica adottata concepisce la povertà minorile come una forma estrema di disuguaglianza e riflette sul ruolo delle politiche sociali in ambito minorile nel contrasto alle disuguaglianze.
3
Vineis, Paolo. "Infiammazione e disuguaglianze sociali." PNEI REVIEW, no. 1 (June 2020): 49–53. http://dx.doi.org/10.3280/pnei2020-001006.
Full text
4
Amaturo, Enrica, and Antonio de Lillo. "Disuguaglianze sociali e stratificazione occupazionale." SOCIOLOGIA DEL LAVORO, no. 112 (April 2009): 17–28. http://dx.doi.org/10.3280/sl2008-112002.
Full textAbstract:
- The article intends to supply a general theoretical picture within which the meanings of the concepts of social inequality and social stratification are explained, and the dimensions through which is possible to analyze such concepts are specified. A critical treatment is then devoted to the use of the Social evaluation of the occupations scale.Key words: Social Stratification, Social inequality, Stratification Scale, Social evaluation of the occupational scale, Prestige, Power
5
Giarelli, Guido. "Modelli esplicativi delle disuguaglianze di salute: una riflessione sociologica." SALUTE E SOCIETÀ, no. 1 (March 2009): 19–30. http://dx.doi.org/10.3280/ses2009-001003.
Full textAbstract:
- This essay offers a sociological reading of the different explanatory models of social inequalities in health, through Ardigň's "quadrilateral" scheme, which identifies four types of causal factors of inequalities. Failure to remove such causes generates the so-called paradox of health inequalities, that persist even in the face of overall improvement of health status in post-industrial societies. Keywords: health inequalities, social inequalities, explanatory models, aetiological pathways, social stratification, sociology of health. Parole chiave: disuguaglianze di salute, disuguaglianze sociali, modelli esplicativi, percorsi eziologici, stratificazione sociale, sociologia della salute.
6
Nicoletta, Vincenzo. "Crisi e stratificazione sociale. Come cambiano le disuguaglianze sociali in Italia." SOCIOLOGIA DEL LAVORO, no. 131 (July 2013): 171–89. http://dx.doi.org/10.3280/sl2013-131011.
Full text
7
Iseppato, Ilaria. "Disuguaglianze sociali, digital divide ed accesso ai servizi sanitari." SALUTE E SOCIETÀ, no. 1 (May 2009): 103–17. http://dx.doi.org/10.3280/ses2009-su1009.
Full textAbstract:
- After a short description of the main sociological approaches to social inequalities, the article proposes a co-relational reading of social inequalities in access to health services. Even if Italian healthcare system ensures universalistic and public access to care, social and regional disparities persist. The application of digital technologies to healthcare, if embedded in social complexity, can help in tackling obstacles to access.Keywords: social inequalities; health divide; Italian healthcare system; access to care; digital divide; health literacy.
8
Argentin, Gianluca, Gabriele Ballarino, and Sabrina Colombo. "Accesso ed esiti occupazionali a breve del dottorato di ricerca in Italia. Un'analisi dei dati Istat e Stella." SOCIOLOGIA DEL LAVORO, no. 126 (May 2012): 165–81. http://dx.doi.org/10.3280/sl2012-126011.
Full textAbstract:
Negli anni recenti il numero di dottori di ricerca č cresciuto molto. Si mostra che tale processo non ha ridotto le disuguaglianze sociali e di genere nell'accesso al dottorato; le evidenze empiriche portate supportano poi l'ipotesi di un eccesso di offerta di dottori di ricerca nel mercato accademico.
9
Colombo, Maddalena. "I giovani migranti nelle scuole italiane: percorsi formativi, disuguaglianze, risorse." REMHU : Revista Interdisciplinar da Mobilidade Humana 22, no. 42 (June 2014): 159–70. http://dx.doi.org/10.1590/s1980-85852014000100010.
Full textAbstract:
Nel 2013 la presenza di minori stranieri in Italia ha raggiunto quote numeriche importanti, soprattutto per la presenza di seconde generazioni (44%). Famiglie e giovani stranieri puntano sull'istruzione anche a compensazione di diritti sociali che sentono negati (ius sanguinis); i livelli formativi degli immigrati stanno aumentando gradatamente, ma si segnalano alcune criticità: a) la persistenza di un gap negativo tra i risultati scolastici degli alunni di nazionalità italiana e straniera; b) in certi istituti la maggiore visibilità delle diverse provenienze etniche in alcune aree sembra provocare disagi nelle interazioni tra autoctoni e immigrati; c) in alcune sezioni scolastiche ad elevata incidenza di stranieri, la concentrazione di problematiche sociali mette in allarme la concezione anti-discriminatoria e liberale della scuola. Tuttavia anche in tali sezioni ci sono risorse educative che non vanno sottovalutate.
10
Arace, Angelica. "Stereotipi e disuguaglianze di genere nell'istruzione scolastica." MINORIGIUSTIZIA, no. 3 (January 2021): 23–32. http://dx.doi.org/10.3280/mg2020-003003.
Full textAbstract:
Gli stereotipi di genere condizionano, sin dalla scolarizzazione di base, atteggiamenti, preferenze e impegno nei confronti delle diverse materie scolastiche: quelle scientifiche e tecnologiche vengono etichettate come più confacenti ai maschi, mentre le materie umanistiche sono considerate più "da femmine". Numerosi studi dimostrano che tali stereotipi influenzano le scelte formative e gli esiti scolastici dei ragazzi e delle ragazze e sono responsabili di meccanismi di segregazione formativa e professionale che distinguono nettamente tra percorsi di studio e mestieri adatti agli uomini e alle donne. La letteratura evidenzia inoltre come sia di primaria importanza attuare programmi sociali ed educativi di contrasto alle disuguaglianze di genere nelle opportunità formative e di successo scolastico, sia per i maschi sia per le femmine, come dimostrato dai dati sull'abbandono scolastico e sui giovani Neet.
Dissertations / Theses on the topic "Disuguaglianze sociali"
1
Turchetto, Lisa <1995>. "POLITICHE SOCIALI E DISUGUAGLIANZE DI GENERE." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17427.
Full textAbstract:
Nella presente ricerca verrà approfondito il tema delle disuguaglianze di genere, in particolare la relazione tra le disparità e i sistemi di welfare di diversi Paesi europei.
Nella prima parte dell'elaborato verranno descritte le principali tappe storiche con le diverse traiettorie che hanno portato allo sviluppo dello stato di benessere, a cui seguirà la classificazione in modelli di welfare elaborati dal sociologo Esping-Andersen. Una particolare attenzione viene posta sulla relazione tra le politiche sociali e la famiglia, in base a questa si possono definire infatti sistemi "familizzati" o "de-familizzati".
Nella seconda parte invece verranno presi in considerazione alcuni Paesi europei appartenenti a diversi sistemi di welfare (e con diversi gradi di familizzazione e de-familizzazione) per analizzare come e in che misura le politiche sociali incidono sulle disuguaglianze di genere, l’analisi partirà quindi dalla situazione nel mondo del lavoro retribuito, attraverso un confronto dei dati sull’occupazione maschile e femminile, integrata da quelli sul lavoro part-time e sulla composizione familiare. Seguirà l'analisi sulle politiche di conciliazione (con un focus sulle politiche per l'infanzia) e la parità di genere, anche in questo caso per verificare come le politiche emanate in diversi Paesi, e quindi sistemi di welfare, incidono sui rapporti di genere. Tra i dati considerati vi sono quelli relativi al tempo impiegato da uomini e donne per la cura, approfondendo anche quelli relativi al lavoro domestico.
Infine, sulla base di quanto descritto, i modelli analizzati e le esperienze degli altri stati, verranno formulate delle possibili proposte per l'Italia al fine di ridurre le ancora persistenti disuguaglianze di genere, soprattutto per quel che riguarda le responsabilità nella cura e domestiche.
2
BUTTICCI, ANNALISA. "GENERE, ETNIA E DISUGUAGLIANZE SOCIALI NELLA RICERCA BIOGRAFICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/328.
Full text
3
BUTTICCI, ANNALISA. "GENERE, ETNIA E DISUGUAGLIANZE SOCIALI NELLA RICERCA BIOGRAFICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/328.
Full text
4
Xotta, Federica <1995>. "Meccanismi di riproduzione delle disuguaglianze sociali nei tirocini universitari." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/16152.
Full textAbstract:
L'elaborato si occuperà di esplorare i meccanismi di riproduzione o riduzione delle disuguaglianze sociali tramite i tirocini, con particolare attenzione alla condizione socioeconomica e al genere. In una prima parte si ripercorrerà l'emergere dei tirocini negli ultimi anni, le loro caratteristiche fondamentali e la letteratura che analizza il legame di questi con le disuguaglianze. Successivamente verranno riportate le teorie riguardanti le disuguaglianze nell'educazione e nell'accesso al lavoro. Un'ultima parte cercherà di dimostrare tramite dati empirici il legame dei tirocini con la riproduzione di disuguaglianze; i dati saranno ottenuti attraverso interviste a studenti iscritti al corso di Relazioni Internazionali Comparate a Ca' Foscari.
5
TRIVENTI, MORIS. "L'istruzione terziaria in prospettiva comparata. Assetti istituzionali, partecipazione e disuguaglianze sociali." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/11954.
Full textAbstract:
Access to tertiary education expanded dramatically in the last century and higher education became an institution with a «mass» participation. The rapid increase in the number of enrolments has been followed by a raise in the heterogeneity of undergraduate population, because higher percentages of students from lower social classes and with a weaker scholastic background entered university. In this context one of the aims of higher education institutions (HEIs) is to promote participation and to guarantee students from disadvantaged families the opportunity to enter and complete higher education, if they are sufficiently motivated and able. Literature review on this topic shows that higher education systems (HES) widely differ in the way they are able to achieve this goal. In fact, the level of social inequality in access and degree completion according to social origins varies across countries. My work hypothesizes that they way in which HES are structured reduce or enhance the overall level of access and differences among social groups in the probability to successfully complete a tertiary degree. To test this hypothesis I analyze macro and micro data from 15 industrialized countries, with different institutional profiles and level of inequality (Australia, New Zealand, United States, Canada, Sweden, Norway, Ireland, Great Britain, the Netherlands, Germany, Austria, Belgium, France, Italy, and Japan).
The first chapter of the thesis is devoted to an overview of the main developments of HES in a number of industrialized countries and to answer this question: is it possible to observe a convergence in the institutional arrangements of HES over time? I show that several processes have pushed towards a convergence in some aspects of institutional configurations: a) the common expansion of student access; b) the role of international organizations like OECD, UNESCO, World Bank and Eurydice in setting a common «agenda» of issues and objectives; c) the hegemonic role of US higher education, often seen as an example of advanced system to be imitated; d) the «Bologna process», which promoted a structural transformation of degree courses and other aspects in European tertiary education systems. Nonetheless, these macro-processes are counterbalanced by the actual reforms’ implementation, which is strongly affected by the existent institutional arrangements, political forces, predominant ideological views, socioeconomic and cultural conditions in each nation. This means that even if HES face a set of common problems in different historical periods, they maintain rather different institutional profiles. These institutional configurations can be seen as diverse ways to solve problems derived from the expansion and diversification of student population and from growing financial constraints.
In the second chapter I show that also change of social inequality followed different trends across countries. Moreover, the enlargment of rooms in higher education is not an effective way to promote a reduction of relative inequalities, because students from upper classes are often the first who take advantage of educational expansion. On the contrary, expansion could help to reduce absolute inequalities among social groups, because it improves the overall educational attainment of lower class students.
The second part of this work is dedicated to a) identify the main characteristics which define the institutional profile of HES; b) determine the position of each country using several indicators; c) create an empirical typology of HES on the basis of similarities and differences among their institutional configurations. I show that HES can be conceived as an institution in a complex set of relations with other institutions: school system, State, family and market. School system has the main task to educate and train young people, transmitting them knowledge and skills. A large part of these students decide to enter higher education and their probability of success is strictly connected to their previous school career. State finances HEIs, defines the basic rules of system functioning and sets universities’ degree of autonomy. Families provide students with financial assistance, along with various kinds of public support (grants, loans, etc.). Lastly, HES are characterized by different levels of stratification and professionalization, which affect graduates’ characteristics and their degree of success in the labour market (employability, wage, etc.). Furthermore, according to the economics of education, occupational returns can be viewed as an incentive or disincentive for enrolment in higher education among high school leavers.
In the fourth chapter I elaborate an empirical classification of HES, based on a multidimensional view of their institutional configurations, which are defined by 15 indicators related to investment, autonomy, accountability, economic affordability, stratification and privatization. The empirical typology suggests the existence of fourth clusters of countries, which resemble the typology of welfare regimes. Australia, New Zealand, Great Britain and Japan constitute the Liberal regime, United States and Canada the North-American one; Belgium, Austria, the Netherlands, Germany, France, Italy and Ireland the Continental regime, while Sweden and Finland the Nordic regime.
The fifth chapter is devoted to an investigation of the outcomes of HES: participation and social inequality. Firstly, I show the way to operationalize the concepts of participation and inequality; secondly I discuss the limits of a comparative analysis of these phenomena. I rely on macro data to measure student participation in higher education, using indicators on access, participation, drop-out and degree attainment. Micro data are instead used to derive indexes of inequality. The degree of inequality is measured by the partial association of parents’ education and the probability of tertiary education attainment estimated with binary logistic regression models. I elaborate both relative and absolute measures of the «effect» of social origins.
In the sixth chapter these indicators are related to the empirical typology and to HES specific institutional configurations, in order to answer this basic research question: is there a relation between the institutional profiles of HES and their degree of openness to students? The analysis suggests an affirmative answer, within the limits of available data. First of all, participation and inequality vary according to the typology of HES. The level of tertiary education attainment is higher in the Nordic and North-American regimes, followed by the Liberal and the Continental ones. A similar order emerges looking at inequality indicators: the Nordic countries are the most equal, followed by the Anglo-American systems. The Continental regime is instead characterized by a relatively high level of inequality, compared to the other systems.
In the last part, a fuzzy-set analysis is used to discover whether particular combinations of institutional traits are systematically associated with a higher degree of participation and equality in tertiary education attainment. Results corroborate hypotheses derived from the economics of education and the social stratification studies. The combination of a low tracked school system with a high level of investment, privatization and occupational returns of higher education constitutes a sufficient condition for a large participation. A low level of tracking in the school system combined with a good financial affordability and a low privatization is related to a low degree of social inequality, whereas privatization and stratification seem not to amplify inequality.
6
MICHELI, MARINA. "Distinzioni digitali. L'appropriazione di internet tra gli adolescenti e le disuguaglianze sociali." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/46085.
Full textAbstract:
The research explores how teenagers from different social classes use and give meaning to the internet in their everyday life. The most common representations of youth’s relationship with information and communication technologies focus on the generational distinctiveness (for instance the expression “digital native”) and hide the relevance of social stratification. On the contrary socio-economic and cultural conditions contribute to differentiate teenagers’ relationship with internet and digital media. For such a reason the present work investigates how social background shapes teenagers’ internet use, attitudes and meaning-making practices. It also explores in which circumstances it is possible to identify digital inequalities.
The first chapter presents a review of the literature on digital inequalities among teenagers. A particular emphasis is placed on research using qualitative approaches and investigating how dispositions and meanings are constructed within particular socio-cultural contexts. The second chapter illustrates the theoretical perspective. Given that parents’ key role is mostly overlooked in digital inequalities research, this chapter discusses the relevance of the theory of socialization and parental mediation. The third chapter describes the main references used for developing the methodology of the thesis. It presents a brief overview of the methodological underpinnings of audiences studies, domestication theory and science and technology studies in order to outline the notion of “appropriation”: the latter concept proved to be a helpful tool in order to overcome a solely descriptive analysis and to produce a contextualized account of digital inequalities. The fourth chapter gives an account of the research design, methods, samples and procedure of the analysis.
The chapters that go from fifth to nine discuss the outcomes of the analysis. The fifth chapter illustrates the analysis of a survey administrated in spring 2012 to a representative sample of Lombardy second year secondary students (n. 2327) designed and implemented with other colleagues at the Department of Sociology and Social Research with the support of Lombardy Region and the Lombardy Office of Education. Chapters six to nine are dedicated to the qualitative results. They give an account of the four patterns of internet appropriation obtained through the analysis of 53 semi-structures interviews conducted with teenagers of different social classes (organized by parents’ professional occupation in: upper middle class, lower middle class, working class). Even if extremely diverse, the patterns present a coherent logic according to parents role as social agents. Teenagers from upper class families draw heavily from their parents discourses and examples to define their relationship with digital media. On the other side, adolescents with a working class background draw only but vastly on their peers. Overall the results show that socio-economic status and cultural background contribute to define teenagers’ internet appropriation through parental socialization. However, there is not a linear causality between social inequalities and internet use. Processes of reproduction, based on the possession of cultural capital coexist with tendencies of “disalignment” in the expected relationship between social status and media use. The relevance of these findings for the debate on digital inequalities among youth is discussed in the final chapter.
7
CHIATTI, CARLOS JUAN. "Le disuguaglianze sociali di salute in Italia: analisi dei dati della Multiscopo Istat." Doctoral thesis, Università Politecnica delle Marche, 2010. http://hdl.handle.net/11566/241990.
Full text
8
Iseppato, Ilaria <1981>. "Disuguaglianze sociali in oncologia: accesso ai servizi, esperienze di cura e vissuto di malattia." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/2354/1/ISEPPATO_ILARIA_TESI.pdf.
Full text
9
Iseppato, Ilaria <1981>. "Disuguaglianze sociali in oncologia: accesso ai servizi, esperienze di cura e vissuto di malattia." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/2354/.
Full text
10
BREUKER, VALERIA. "L'EFFETTO DIRETTO DELLE ORIGINI SOCIALI SULLA DESTINAZIONE OCCUPAZIONALE IN PROSPETTIVA COMPARATA." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/635953.
Full textAbstract:
The direct effect of social origin on occupational destination in comparative perspective
Research on social stratification has extensively studied the association between parental status and children’s occupational achievement (intergenerational mobility), as well as the association between parental status and children’s educational achievement (inequality of educational opportunities), which appears to be a substantial part of the former association. In comparison, less work has been devoted to the study the direct effect of social origin (DESO) on occupational outcomes, that is the association between family background and occupational attainment which remains to be observed when education is controlled for (OD|E).
This dissertation includes 4 main sections. First of all, it outlines with an historical approach the main contributions of the literature and the main methodological paradigms concerning the relationship between social origin, education and destination. This chapter reports the major contributions in social mobility, social stratification studies and recent developments in the fields.
Secondly, this work investigates the existence of the DESO using fully comparable data including all European countries (EU-Silc 2005 and 2011 and ESS 2002-2014). It also looks at the variation of the DESO depending on individual’s education. A relevant feature of the study is that it explores whether the effect of social origin on social destination changes when different measures of occupational achievement are considered. The use of different measures of occupational outcomes is not just a robustness check, but has also a theoretical relevance, enabling us to explore the different patterns of the intergenerational transmission of different dimensions of inequality. The study compares the empirical evidence between females and males, in order to observe the gender variation of the DESO in the European context and to compare country clusters.
The third and the fourth sections deal with one of the mechanisms by which the DESO works, that is the differences in productivity related to the family of origin. It looks in two different ways to the competences required for an occupational career, including both cognitive and non-cognitive competences. The third chapter shows a common competence structure in 21 countries, and its relationships with the different dimensions of the DESO. The fourth chapter analyzes the direct effect of social origin on cognitive competences, showing how it varies as a function of changing educational institutions in Western countries.
The third chapter considers the literature which has shown that competencies are positively associated with social origin, education and occupational status (Bowles & Gintis, 1979; Heckman et.al. 2006; 2013; Brunello & Schlotter, 2011; Barone & Van de Werfhorst, 2011). Moreover, the modernization process, after three industrial revolutions and the increase of technology, changes the set of competences needed in education and in the labor market, similarly in all the western industrial economies. The aim of this work is threefold. First, it studies the factor analytic structure of 43 competencies, in three domains: literacy, numeracy and non-scholastic skills, which are homogeneous in 21 countries using PIAAC data (2013). Second, it studies the effect of parental education, education, occupation, income, age and gender on 11 skill factors. Third, it shows the variation in these relationships with competencies used at work and in daily life. A configurational and congeneric structural model of competencies is estimated for all countries with three correlated errors. There is a convergence of the competences structure across countries, related to the technological and industrial development in Western countries, but there are also country-specific characteristics due to national development paths. There are positive correlations among all the competences and the exogenous variables, except for age, which has a negative path coefficient. In the model the correlations of education and parental education (background) with most competences, but some cognitive skills, are weak in all countries. However, both cognitive and non-scholastic skills show a strong association with occupation and income (destination), confirming previous literature (Heckman, 2016; 2013). Moreover, there are higher correlations among non-scholastic skills and income and cognitive skills and occupation in all countries. In all the countries, there are differences in the magnitude of the relationship among competences’ factors and exogenous variables, holding separate work and daily life dimensions. Separating the sample by age (under 35, above 35; threshold chosen to have sufficient cases for all countries), we argue that older respondents, having had their education earlier, might show weaker correlations of education with the skill factors than younger correspondents. We could not confirm this hypothesis because in most of the countries the oldest age group shows highest correlations among education and competencies.
Finally, the fourth chapter analyzes the difference in productivity from another perspective, studying the direct effect of social origin on cognitive competences, controlling for the change of different educational institutions over time. One of the main reasons why education should matter for intergenerational attainment is its importance in the development of skills and competences, but the literature has rarely considered their links to family background. Moreover, it is well established that intelligence and cognitive competences of younger generations have been improving over time (Flynn, 2013). Researchers have identified changes in educational institutions as one of the key factors behind both trends of weakening importance of family background for education and improving cognitive skills (e.g. Williams, 2013; Baker, 2015; Pöyliö et al. 2018). The modernization process has favoured the implementation of a set of reforms aiming at opening educational institutions to children with more diverse family backgrounds: educational expansion, the removal of dead-ends in higher education pathways, rising of compulsory school age, and, as a consequence, increasing equal opportunities. The chapter studies the associations between social origin, changes in educational institutions and cognitive competences. It is argued that there is a direct effect of social origin on cognitive competences, controlling for the tertiary education, parental tertiary education and differences between educational institutions. The study uses again PIAAC (2013) data for 21 western countries, matched with cohort-specific information on educational policies concerning the removal of dead-end of secondary and tertiary education. Data are analyzed through OLS estimates for the sample, applying population weights and country fixed effects, as well as a set of country-specific estimations for the comparative purposes. The chapter shows that the competences are higher in younger age than in older age. Parental tertiary education contributes to skills over and above children’s own education or institutional changes. Educational institutional changes reduce the importance of direct and indirect effect of parental tertiary education, with the exception of reforms. On average, reforms increase the importance of family background. It has been showed that children of advantaged families are better able to exploit the possibilities of institutional change to further improve their abilities.
Books on the topic "Disuguaglianze sociali"
1
Cipolla, Costantino. Disuguaglianze sociali in sanità. Milano, Italy: FrancoAngeli, 2013.
Find full text
2
Il divario digitale: Internet e le nuove disuguaglianze sociali. Bologna: Il mulino, 2006.
Find full text
3
Italy) Convegno Disuguaglianze e Classi Sociali La Ricerca in Italia e Nelle Democrazie Avanzate (Convegno) (2018 Roma. Convegno disuguaglianze e classi sociali la ricerca in Italia e nelle democrazie avanzate: (Roma, 12 dicembre 2018). Roma: Bardi Edizioni, 2020.
Find full text
4
Corsi, Cecilia, and Annick Magnier, eds. L’Università allo specchio. Florence: Firenze University Press, 2016. http://dx.doi.org/10.36253/978-88-6453-389-6.
Full textAbstract:
Questo secondo volume dei Quaderni “Cesare Alfieri” intende offrire una riflessione su alcuni aspetti di fondo inerenti il nostro sistema universitario. E fra i tanti profili meritevoli di attenzione, il Comitato scientifico ha deciso di privilegiare il tema del rapporto tra università e sviluppo economico e sociale. Di fronte alle trasformazioni e al drammatico ridimensionamento del sistema di educazione superiore, come poter ribadire la centralità della formazione del ‘capitale umano’ per la crescita e la coesione di una società? I saggi contenuti nel volume, ciascuno dal proprio punto di vista, propongono interessanti spunti di approfondimento e di dibattito per cercare di comprendere come meglio possono, oggi, le università, con le risorse pubbliche ridotte, il grado di autonomia limitato, le incerte relazioni con gli altri attori, nazionali e locali, di cui dispongono, contribuire allo sviluppo economico e sociale di un paese nel quale le disuguaglianze territoriali e sociali si stanno approfondendo.
5
Disuguaglianze diverse. Bologna: Il mulino, 2012.
Find full text
6
Aris, Accornero, and Gallino Luciano, eds. Disuguaglianze ed equità in Europa. Roma: Laterza, 1993.
Find full text
7
Sartori, Francesca. Differenze e disuguaglianze di genere. Bologna: Il mulino, 2009.
Find full text
8
Bevilacqua, Emiliano. Disuguaglianze e teoria sociale: Le nuove forme del condizionamento. Acireale: Bonanno, 2009.
Find full text
9
Disuguaglianze e teoria sociale: Le nuove forme del condizionamento. Acireale: Bonanno, 2009.
Find full text
10
Amaturo, E., and Mauro Palumbo. Classi, disuguaglianze e povertà: Problemi di analisi. Milano, Italy: FrancoAngeli, 1993.
Find full textBook chapters on the topic "Disuguaglianze sociali"
1
Van Steensel, Arie. "Measuring urban inequalities. Spatial patterns of service access in sixteenth-century Leiden." In Disuguaglianza economica nelle società preindustriali: cause ed effetti / Economic inequality in pre-industrial societies: causes and effect, 369–88. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-053-5.24.
Full textAbstract:
This contribution develops a broader understanding of well-being in premodern towns and by using digital methods to map social and economic inequalities, thereby drawing on insights from research on socio-spatial equity from urban studies. The key questions are how socio-economic inequality was reflected in the urban social topography and to what extent these spatial patterns reproduced inequality. Taking sixteenth-century Leiden as a case study, the spatial patterns of economic inequality and social segregation in this town are first examined. Next, the level of location-based inequality is explored by mapping and calculating urban spatial patterns of service accessibility.
2
Nicolini, Esteban, and Fernando Ramos-Palencia. "Inequality in Early Modern Spain: New evidence from the Ensenada Cadastre in Castile, c. 1750." In Disuguaglianza economica nelle società preindustriali: cause ed effetti / Economic inequality in pre-industrial societies: causes and effect, 255–73. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-053-5.18.
Full textAbstract:
This chapter addresses income inequality by offering new evidence based on the Ensenada Cadastre, a unique database on Castilian households circa 1750. We find that inequality in 18th-century Spain was substantial, especially in urban and/or highly populated areas. There was also a positive – but somewhat weaker – relationship not only between inequality and per capita income but also between inequality and poverty. We posit that extreme economic inequality was likely responsible for numerous episodes of social conflict. Finally, the extent of formalized charity and social spending was less than in other Western European regions.
3
Van Bavel, Bas. "Looking for the islands of equality in a sea of inequality. Why did some societies in pre-industrial Europe have relatively low levels of wealth inequality?" In Disuguaglianza economica nelle società preindustriali: cause ed effetti / Economic inequality in pre-industrial societies: causes and effect, 431–56. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-053-5.27.
Full textAbstract:
This paper scrutinizes the insights won by recent studies in wealth inequality in pre-industrial Europe. It focuses on the regions and periods where levels of inequality were relatively low, trying to arrive at an inventory of causes of these exceptions. It discusses catastrophic events, colonization and revolution as possible causes, but argues that these only occasionally had a leveling effect, depending on the social and institutional context in which they occurred. Most clearly wealth accumulation was restricted, even by maximums on ownership, where associative organizations held a solid position, and market and state played lesser roles as coordination systems.
4
Alfani, Guido. "Economic inequality in preindustrial Europe, 1300-1800: methods and results from the EINITE project." In Disuguaglianza economica nelle società preindustriali: cause ed effetti / Economic inequality in pre-industrial societies: causes and effect, 21–36. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-053-5.07.
Full textAbstract:
This article provides an overview of the research done in recent years by the ERC-funded projects EINITE-Economic Inequality across Italy and Europe 1300-1800, and SMITE-Social Mobility and Inequality across Italy and Europe 1300-1800. It begins by discussing the sources available for reconstructing preindustrial economic inequality, especially in Italy, then it provides an overview of the methods which have been developed to produce reliable and homogenous information about inequality levels and trends. The method developed by EINITE to produce measures or distributions representative of broader aggregates (regions or entire states) is also discussed, as well as the techniques that can be employed to explore in a meaningful way such distributions to answer relevant historical questions.
5
Cristoferi, Davide. "“I nostri contadini solevano istare molto meglio per lo addrieto che ora”: mezzadria, proprietà cittadina e disuguaglianza economica in Toscana, sec. XV-XVI." In Disuguaglianza economica nelle società preindustriali: cause ed effetti / Economic inequality in pre-industrial societies: causes and effect, 275–99. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-053-5.19.
Full textAbstract:
This paper studies through a quantitative analysis at micro-scale (the pieve of San Giovanni in Petroio in Mugello) in 1427-1512 the relation between the growing economic inequality of the Florentine rural society found by recent research and a peculiar share-cropping system, the mezzadria. By focusing on the mechanisms of wealth redistribution of this system, the paper suggests the role of mezzadria whether in increasing in the long-run the concentration of land property and in providing for the poorest social layers of rural population at subsistence level. In this regard, the paper contributes to explore the role of institutions in increasing wealth concentration from Middle Ages to the Early Modern times.
6
Sardone, Sergio. "Ricchezza e proprietà in una città levantina: Bari tra Cinque e Settecento." In Disuguaglianza economica nelle società preindustriali: cause ed effetti / Economic inequality in pre-industrial societies: causes and effect, 83–113. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-053-5.10.
Full textAbstract:
This work offers a descriptive and quantitative picture of the property owned by the socio-economic elite of Bari, the only one of the three present great cities of Southern Italy analysable for the Modern Age, given the exemption granted to Naples and Palermo as capitals of the kingdoms of Naples and Sicily. The analysis on the 1598 apprezzo and the 1753 catasto has allowed to identify and estimate the wealth of the wealthiest families of Bari, and to show the social composition of its main families. From this analysis it emerged also that, during this century and a half, the number of patrician families in Bari halved in favor of those that “lived nobly”, with more substantial assets to replace the patriciate, among them those of foreigners from Ferrara and Lombardy.
7
Perocco, Fabio. "La crescita strutturale delle disuguaglianze nell'era neo-liberista." In Le grandi questioni sociali del nostro tempo. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-273-4/006.
Full textAbstract:
The dramatic growth of inequalities is one of the main social issues of our times and one of the main features of the neo-liberal era. This essay aims at proving that such growth is structural and functional to the current phase of capitalism; it analyses the main trends of such process, focusing on the globalization of the social polarization within the Countries, and it examines the manifold causes at the roots of the growth of inequalities.
8
"Disuguaglianza." In Come il mondo ha cambiato i social media, 165–80. UCL Press, 2019. http://dx.doi.org/10.2307/j.ctv6q52zr.13.
Full text