Готові списки джерел за темами / Intergenerational education transmission

Добірка наукової літератури з теми "Intergenerational education transmission"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Intergenerational education transmission"

Yungu Loleka, Bernard. "Descriptive Modelling of Intergenerational Persistence in Education and the Influence of Family Lineage Descent Systems in The Democratic Republic of Congo." Asian Journal of University Education 17, no. 1 (March 8, 2021): 74. http://dx.doi.org/10.24191/ajue.v17i1.12614.

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This study investigates how family lineage descent groups influence the intergenerational transmission of education for the cohorts of 1940-1989 in the Democratic Republic of Congo (DRC). The study applies both transition matrix and intergenerational persistence (IGP) methods, using the father's years of schooling as a proxy for parental education. The findings suggest a pronounced steady persistence in education for the estimated mean regression coefficient over a period of 49 years. Moreover, results by gender indicate that intergenerational persistence in education has significantly decreased for males in recent cohorts but slightly increased for females. Furthermore, findings suggest that intergenerational persistence has been decreasing in matrilineal descent groups in recent cohorts while increasing for the patrilineal descent groups. The study gives a good sense of the relationship between family lineage descent and intergenerational transmission of education in DRC. In addition, it indicates that there is both substantial upward and downward intergenerational education mobility in the country. Keywords: Cohort analysis, Family lineage descent groups, Intergeneration transmission of education, Inter-generational persistence (IGP) methods, The Democratic Republic of Congo (DRC), Transition matrix.

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Wang, Chun. "The Effects of Intergenerational Transmission on Education." Science Insights 39, no. 5 (December 28, 2021): 401–6. http://dx.doi.org/10.15354/si.21.re260.

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Intergenerational transmission exists in parents’ and children’s educational attainment as well as in biological genetic inheritance. In fact, it impacts educational attainment transfer across generations in many ways. This article elaborates from different angles on the characteristics, disparities and causes of intergenerational education transmission, and explores the effects of intergenerational transmission inequality on education and the implications of this study.

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Dong, Zhiwei, Liping Wu, Yang Chen, Oleksii Lyulyov, and Tetyana Pimonenko. "Intergenerational Transmission of Obesity: Role of Education and Income." International Journal of Environmental Research and Public Health 19, no. 23 (November 29, 2022): 15931. http://dx.doi.org/10.3390/ijerph192315931.

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Based on the sixth round of the 2018 Chinese Household Income Project family income survey (CHIP) data, this study made use of the OLS estimation and transfer matrix method to measure and test the problem of obesity intergenerational transmission, analyze whether there is obesity intergenerational transmission as well as between urban and rural areas, gender, and the parental education level and income level on the suppression of the obesity intergenerational transmission effect. The empirical results draw the following main conclusions: obesity intergenerational transmission in Chinese families, the degree of parental obesity has a significant positive impact on the degree of offspring obesity; the higher the degree of parental obesity, the more it can promote the degree of obesity in the offspring. Moreover, the degree of obesity intergenerational transmission is heterogeneous in urban and rural areas and gender. At the same time, the degree of rural obesity intergenerational transmission is higher than that of urban areas, and the degree of male obesity intergenerational transmission is higher than that of women.

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Fleury, Nicolas. "Education gap between second-generation migrants and natives and the role of intergenerational transmission of education." International Journal of Manpower 38, no. 2 (May 2, 2017): 288–317. http://dx.doi.org/10.1108/ijm-10-2015-0173.

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Purpose The purpose of this paper is to analyse the role played by parental education endowments vs intergenerational transmission of education in education differences between second-generation immigrants and natives for the French case. Design/methodology/approach First, estimates of human capital accumulation functions are performed by using a representative sample of the French population. Second, the Blinder-Oaxaca decomposition technique is implemented to underline the specific roles of differences in parental education endowments and of differences in intergenerational transmission in education between origins. Findings The econometric estimates of human capital accumulation function parameters underline that the determinants of education level (and their magnitude), differ substantially between natives and migrants. They also underline evidence of heterogeneity in the intergenerational transmission of education among the different origins of migrants in France. The Oaxaca-Blinder decomposition results show that parental education endowments account differences for a significant part of the education gaps among origins. No evidence is found that differences in parental transmissions of education explain these gaps. Originality/value The paper focusses on France, a country with a rich history of immigration in the twentieth century. The econometric analysis is based on a rich source of data for France that allows studying intergenerational mobility in education and also distinguishing natives from second-generation migrants based on their geographical origin.

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Niknami, Susan. "Intergenerational transmission of education among female immigrants." Review of Economics of the Household 14, no. 3 (April 12, 2015): 715–44. http://dx.doi.org/10.1007/s11150-015-9294-9.

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Uddin, Md Nasir. "Intergenerational transmission of human capital." Journal of Economic Studies 46, no. 3 (August 2, 2019): 671–80. http://dx.doi.org/10.1108/jes-10-2017-0288.

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Purpose The purpose of this paper is to find the rate of intergenerational transmission of human capital and comparative schooling attainment between lower and higher income families using the labor force survey in Thailand. Design/methodology/approach Instrumental variable (IV) approach has been used in this paper. The author proposed an alternative instrument for parental education to identify the rate of transmission, which is the parents’ cohorts’ mean schooling in their respective provinces. Findings This paper found that the rate of transmission of human capital from father is higher than that from mother in Thailand. For both, the rate of transmission in Thailand is higher than that in the developed countries. In addition, it is found that children from lower income families are getting lesser education than those from higher income families in Thailand. Research limitations/implications This paper is used as an alternative instrument that could solve the endogeneity problem in the literature of intergenerational transmission of human capital. Practical implications The results of rate of transmission can help to make educational policies in countries like Thailand. It also could help the policymakers to evaluate and redesign the student loan scheme (SLS) in Thailand. Originality/value This study is used as an alternative instrument for parental education to identify the rate of transmission in an IV approach. This paper is the first to identify the intergenerational transmission rate in Thailand. In addition, it evaluates Thai SLS in an intergenerational framework.

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Larysa, Oleksiienko A., Balanaieva V. Oksana, Trubitsyna M. Olga, Mamonova I. Olena, and Polytsia D. Tetiana. "Interactive methods of teaching foreign languages in higher education institutions." Revista Tempos e Espaços em Educação 13, no. 32 (December 13, 2020): 1–15. http://dx.doi.org/10.20952/revtee.v13i32.14960.

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This study investigates how family lineage descent groups influence the intergenerational transmission of education for the cohorts of 1940-1989 in the Democratic Republic of Congo (DRC). The study applies both transition matrix and intergenerational persistence (IGP) methods, using the father's years of schooling as a proxy for parental education. The findings suggest a pronounced steady persistence in education for the estimated mean regression coefficient over a period of 49 years. Moreover, results by gender indicate that intergenerational persistence in education has significantly decreased for males in recent cohorts but slightly increased for females. Furthermore, findings suggest that intergenerational persistence has been decreasing in matrilineal descent groups in recent cohorts, while increasing for the patrilineal descent groups. The study gives a good sense of the relationship between family lineage descent and intergenerational transmission of education in DRC. In addition, it indicates that there is both substantial upward and downward intergenerational education mobility in the country.

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Salata, Andre, and Sin Yi Cheung. "Positional education and intergenerational status transmission in Brazil." Research in Social Stratification and Mobility 77 (February 2022): 100671. http://dx.doi.org/10.1016/j.rssm.2021.100671.

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Huo, Yujia, and Jane Golley. "Intergenerational education transmission in China: The gender dimension." China Economic Review 71 (February 2022): 101710. http://dx.doi.org/10.1016/j.chieco.2021.101710.

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Mayer, Adalbert. "Education, Self‐Selection, and Intergenerational Transmission of Abilities." Journal of Human Capital 2, no. 1 (March 2008): 106–28. http://dx.doi.org/10.1086/587143.

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Дисертації з теми "Intergenerational education transmission"

FIRMO, MARCIO GOLD. "AN ANALYSIS OF THE INTERGENERATIONAL TRANSMISSION OF EDUCATION IN BRAZIL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12331@1.

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Nesta dissertação avaliamos a transmissão intergeracional de capital humano no Brasil, separando o efeito da escolaridade de mãe e pai sobre a defasagem idade-série de filhos e filhas na escola. A partir de dados das PNADs de 1988 e 1996, estimativas através do método de Mínimos Quadrados Ordinários indicam presença de fortes não-linearidades nessas relações e efeitos diferentes para meninos e meninas. Utilizando séries históricas de escolas e professores por Unidade da Federação do IBGE como fonte de identificação do efeito causal de escolaridade dos pais sobre o desempenho dos filhos, o método de Mínimos Quadrados em Dois Estágios com variáveis instrumentais aponta efeitos significantes tanto de escolaridade da mãe quanto do pai, mas não permite distingui-los adequadamente.
In this work we study the intergenerational transmission of human capital in Brazil. We evaluate the effect of both mother and father`s education, measured as years of schooling, on their children`s school performance. Using data from 1988 and 1996 PNADs we find strong non-linearities in our OLS estimates, as well as different effects on boys and girls. We then isolate pure causal effect of parent´s schooling on their offpring´s by using historical series of schools and theachers as instruments for parent´s education in our 2SLS-IV strategy. The results show strong evidence of a direct causal effect of parent´s schooling on their children´s, though our strategy is unable to separate mother´s and father´s effects properly

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Masani, Binta. "Narrative in the Intergenerational Transmission of Learning Among Jamaican Female Basket Weavers." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/874.

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Historically speaking, many of the social skills necessary to prepare young people for their transition into adulthood occurred through informal tacit learning systems. While an observed practice, scholarly analyses of the role of narrative as an educational tool in the social practices of multigenerations of cultural sharing females is nonexisitent in academic literature. The purpose of this qualitative study was to explore the role of narrative in the intergenerational transmission of life learning among Jamaican females from a basket weaving community. Narrative inquiry was the research method used to capture the lived experiences of Jamaican females from a basket weaving community. The conceptual framework for this study was narrative learning (storytelling) along with an adult development life cycle model and informal adult learning theories. The sample population included females age 18 to 69 years old from a Jamaican basket weaving community. Data collection involved informal and semi-structured face-to-face interviews. Reflexivity and peer review guided the data analysis process. An interpretative content analysis included open, axial, and descriptive coding. The results of this study confirmed that intergenerational relationships still exist and flourish among Jamaican females in a basket weaving community. Findings from this study can be used to improve female mentoring relationships, implement intergenerational partnerships between individuals and community-based organizations, and contribute toward social change for disenfranchised women and girls through the expansion of nontraditional adult and Other Education programs.

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Lagerlöf, Caisa. "Intergenerational transmission of education in Norway, Portugal, Spain and Sweden : How much of the parents´ education does the children inherit?" Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65361.

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This essay studies the intergenerational transmission of education in four European countries, Norway, Portugal, Spain and Sweden. Ordinal variables are used to distinguish between low, middle and high education for both the respondent and the respondent´s parents. The main findings are that Portugal has the highest intergenerational transmission of education from parents to children. Spain is on a second place, Norway on a third and on a last place, Sweden. Another finding is that the respondent´s that are 50-60 years old have a significantly higher risk of being low educated and a lower chance of being highly educated in comparison to the respondent´s that are 30-40 years old. Having a highly educated parent increases the chance of being highly educated and decreases the risk of being low educated in comparison to having a low educated parent. Having a low educated parent decreases the chance of being highly educated and increases the risk of being low educated in comparison to having a highly educated parent.

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Thaning, Max. "Multidimensional Intergenerational Inequality: Resource and Gender Specificity : Intergenerational transmission of inequality in education, social class, and income attainment using a sibling correlations approach." Thesis, Stockholms universitet, Sociologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157885.

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This study focuses on intergenerational transmission of socioeconomic resources in multiple dimensions and decomposes the influence of parents’ education, social class, and income in relation to the same outcomes for children as well as the unique impact of mothers and fathers on sons and daughters. In order to minimize measurement error in parental characteristics and life course bias for children, high quality Swedish administrative register data (spanning over 40 years) is utilized. A sibling correlation approach is employed to establish the net influence of each parental resource, both in general and by parents’ and children’s gender. The results show that intergenerational inequality is subject to resource specificity. First, same resource transmission implies that the same parental resource as the child outcome matter most in transmission of advantage. In this sense, educational elites foster educational elites, while economic advantage favor children’s own economic status. Second, the intermediate and overlapping socioeconomic field resource, parental social class, explains most of children´s outcomes in education and income suggesting that there is a same field transmission. Parental resources explain little variation in its field opposite (i.e. parental education on child income and parental income on child education). Finally, whether or not intergenerational inequality is subject to gender specificity is ambiguous, it ranges from negligible to substantial contributions. Mothers’ and fathers’ resources do matter independently over all outcomes, where especially fathers’ income dominate and drives the total influence of parental income. However, the result for the same gender transmission is mixed. The conclusion is that gender and, especially, resource specificity cannot be neglected without biasing results, confusing time trends, and underestimating the true rate of intergenerational inequality. Intergenerational processes of inequality will be misrepresented in a unidimensional conceptualization of socioeconomic transmission, which will also affect both theoretical understanding and the prospects of policy intervention.

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Jang, Joo Chang. "The Relationship between Intentional Father Involvement and Intergenerational Transmission of Christian Faith among Evangelical Presbyterian Families in South Korea." Thesis, Biola University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839358.

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This study examined the relationship between intentional father involvement and intergenerational transmission of Christian faith (ITCF) among Evangelical Presbyterian families in South Korea. Although God has assigned fathers as the leaders of the family who should assume the primary responsibility for their children’s spiritual formation, many Korean evangelical fathers have overlooked their responsibility. In the meantime, the number of Korean youth who identified as Christians has been decreasing. While there are many studies that have examined parental or maternal influence on faith transmission, not enough empirical studies focused on the role of fathers on ITCF. Moreover, there was sparse, if any, literature that dealt with the relationship between intentional father involvement and ITCF among Korean families.

Based on review the of theoretical, empirical, and theological literature, this study selected and examined the relationships among four major variables: fathers’ religiosity, fathers’ attitude on their role as a father, intentional father involvement with their children, and family faith activities. In addition to the major variables, some demographic variables were also analyzed to better understand the sample and to compare with the preceding literature.

The target population was Korean Evangelical Presbyterian fathers in South Korea, residing with their children from kindergarteners to middle schoolers (approximate ages from 4 to 14). In this study, a total of 388 fathers from 33 Evangelical Korean Presbyterian churches participated by answering via personal mobile devices an online survey questionnaire (Survey Monkey^®) that measured intentional father involvement (Inventory of Father Involvement), fathering attitude (Theistic Sanctification of Parenting Scale), religiosity (Religious Commitment Inventory-10), family faith activities (Faith Activities In The Home Scale), as well as some demographic background data. The collected data were analyzed through the Spearman’s Rank Order correlations, Mann-Whitney’s U test, and Kruskal-Wallis H test.

The results of this study showed that Korean Evangelical Presbyterian fathers’ intentional involvement in childrearing is associated with intergenerational faith transmission as measured by the frequency of family faith activities at home. The significant results of this study can be summarized as follows: (a) Korean Evangelical Presbyterian fathers highly valued their religious faith and their role as a father, and moderately participated in childrearing, yet they did not actively practice family faith activities; (b) Korean Evangelical fathers’ personal religiosity, attitude on their role as a father, intentional paternal involvement with their children, and family faith activities were significantly correlated; and (c) fathers’ graduate level of education, their church offices as pastors/evangelists, and their experience of parenting class attendance were correlated with family faith activities.

Based on the results of this study, several implications were suggested in order to encourage families and church leaders to help fathers more actively participate in the process of faith transmission. Also, some limitations, and future research recommendations based on the limitations were suggested.

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Le, Thu Huong. "Statistical analysis of intergenerational transmission in health and human capital: Evidence from longitudinal survey of Australian children." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122965/1/Thu_Le_Thesis.pdf.

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Using data from the nationally representative longitudinal survey of Australian children, this thesis contributes to the emerging body of literature on intergenerational transmission in health and human capital by presenting the causal estimates on the impacts of maternal and paternal health on children's health, cognitive and non-cognitive development in their early lives. The results have highlighted that failing to control for the child-parent unobservable characteristics may result in an over-estimation of the detrimental impact of poor parental health and health shocks on child development. The results also indicate detrimental effects of poor parental health on selected cognitive and non-cognitive skills of children.

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Lecavelier, des Etangs-Levallois Céline. "Mobilité intergénérationnelle : Une estimation internationale de l'ampleur et des déterminants de la transmission intergénérationnelle des inégalités socio-économiques." Thesis, Cergy-Pontoise, 2017. http://www.theses.fr/2017CERG0851/document.

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Cette thèse s'intéresse à l'ampleur et aux déterminants de la mobilité socio-économique intergénérationnelle. Nous nous intéressons d'abord à la transmission des revenus de pères en fils en Allemagne, en traitant soigneusement la question des biais d'estimation. Cependant, cette approche ne tient pas compte de tous les facteurs du milieu socio-économique d'un individu affectant sa réussite future. Nous considérons ensuite des corrélations au sein de fratries, comme indicateur plus large de toutes les influences familiales, d'abord en France, pour l'éducation, la profession et les revenus. Nous réalisons également une étude comparative des corrélations de revenus entre frères en France et en Suède, afin d'évaluer l'impact sur l'estimation de l'absence d'information sur les revenus permanents et de l'utilisation alternative de mesures prédites. Enfin, nous abordons la question des mécanismes sous-jacents à la transmission des inégalités. Nous explorons ainsi la possibilité d'utiliser les événements de mai 1968 en France comme expérience naturelle pour identifier et mesurer le lien causal entre éducation des parents et des enfants
This thesis investigates the extent and determinants of the intergenerational socioeconomic mobility. We first investigate the earnings transmission from fathers to sons in Germany, carefully addressing the question of biases in the estimation. However, this approach fails at taking account of all factors from the socioeconomic background of an individual affecting future success in life. We then consider sibling correlations as a broader indicator of all family influences, first in France, for education, profession and earnings. We also conduct a comparative study of the brother earnings correlation in France and Sweden to assess the impact on the estimation of the lack of information about permanent earnings and the use of predicted measures instead. Finally, we address the question of the mechanisms underlying the transmission of inequality. We thus explore the possibility to use the events of May 1968 in France as a natural experiment to identify and measure the causal link between parental and children's education

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Mateu, D. M. "An investigation into the impact of globalization on the intergenerational transmission of oral literature in Namibia: a community based education perspective." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4279.

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Magister Educationis - MEd
This study endeavoured to gauge the impact of globalization on the intergenerational diffusion of oral literature and its pedagogic role in Namibia. The study also sought to highlight the contribution of oral literature and its pedagogic value in addressing the aims and objectives of the Namibian education system in regard to the training of learners to acquire the skills, knowledge, attitudes and values needed for them to become effective and valuable members of society. The theoretical framework that underpins the study, the functionalist approach, foregrounds the functional values of social systems and structures. Oral heritage is seen as having various societal functions, pre-eminently that of moulding, educating and shaping young people to be functional members of the society (Finnegan, 1970). The aims of this study were pursued through a case study of two educational contexts in the Zambezi (formerly Caprivi) region of north-east Namibia. The inquiry in the formal educational setting was done in four schools, while that into the non-formal educational setting took place in four rural villages. The latter were crucial in the study in that they were home to research subjects who possessed valuable insights into the pedagogic role of oral literature as a form of community based education. The four schools were purposefully selected for offering Silozi, a lingua franca in Zambezi region, as a first language subject

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Weiss, Harald Ernst. "The Intergenerational Transmission of Social Capital, Its Meaning for Crime in Adolescence, and for Offending in Early Adulthood." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1214584894.

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Niknami, Susan. "Essays on Inequality and Social Policy : Education, Crime and Health." Doctoral thesis, Stockholms universitet, Nationalekonomiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-72485.

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This thesis consists of four empirical essays. The first essay evaluates the impact on crime of a large scale experimental scheme in which all state monopoly alcohol stores in selected Swedish counties kept open on Saturdays. We show that the experiment significantly raised both alcohol sales and crime. The effect is confined to Saturdays and tentative evidence indicates a displacement of crime from weekdays to Saturdays. The experiment had no significant impact on crime over the entire week. The second essay examines the effect of income inequality on health for newly arrived refugees. The results reveal no statistically significant effect of income inequality on the risk of being hospitalized. This finding holds for most population subgroups and when separating between different types of diagnoses. The conclusions do not change when we consider long-term exposure to inequality. Our estimates are precise enough to rule out large effects of income inequality on health. The third essay examines the effect of relative income differences on criminal behavior. There is a positive effect on the propensity to commit property crime. The effect is small and mainly driven by past offenders, low educated and young individuals. I only find weak evidence that relative income differences increases the likelihood to commit violent crime. The empirical analysis further reveals that differences in gross labor earnings are more strongly related to crime than disparities in disposable income. The fourth essay describes the patterns of intergenerational transmission of education among immigrant mothers and their daughters. The results show that the persistence is slightly lower among immigrants compared to natives, and that the relationship is weaker among those who start out disadvantaged. I find large variations across different immigrant groups, but these differences are partly explained by the fact that groups belong to different parts of the educational distribution.

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Книги з теми "Intergenerational education transmission"

Patacchini, Eleonora. Intergenerational education transmission: Neighborhood quality and/or parents' involvement? Bonn, Germany: IZA, 2007.

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Black, Sandra E. Why the apple doesn't fall far: Understanding intergenerational transmission of human capital. [San Francisco]: Federal Reserve Bank of San Francisco, 2004.

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Black, Sandra E. Why the apple doesn't fall far: Understanding the intergenerational transmission of human capital. Cambridge, Mass: National Bureau of Economic Research, 2003.

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Bauer, Philipp. Heterogeneity in the intergenerational transmission of educational attainment: Evidence from Switzerland on natives and second generation immigrants. Bonn, Germany: IZA, 2004.

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Currie, Janet M. Mother's education and the intergenerational transmission of human capital: Evidence from college openings and longitudinal data. Cambridge, Mass: National Bureau of Economic Research, 2002.

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史志乐. Into the education of the poor: How to block the intergenerational transmission of poverty. 经济日报出版社, 2019.

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Micle, Maria, and Gheorghe Clitan, eds. Innovative Instruments for Community Development in Communication and Education. Trivent Publishing, 2021. http://dx.doi.org/10.22618/tp.pcms.20216.

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The multiple facets of this volume belong to five large themes. The first theme, that of persuasion and manipulation, is studied here through electoral campaigns (i.e., mental filters used in voting manipulation, the mechanisms of vote mobilisation, manipulation and storytelling models). The institutionalization of education represents the second theme, approached here through specific interdisciplinary instruments: the intersection of higher education with public learning, the answers of the knowledge society to the issues of contemporary work problems, the institutional relationships used to solve educational problems specific to childhood and adolescence, as well as the role of media competencies in professional development. The third theme is related to the inheritance and transmission of cultural identity, instrumentalized through issues such as: the duty of intergenerational justice with regard to cultural heritage, education and vocational training in library science, the social inclusion role of public and digital libraries. The collective and cultural identity of communities represents the fourth large theme, being approached through a triple perspective: the philosophical background of restoring the political dignity of communities, the communication space as a point of a needle towards the community space, and the communicational issue of the European capital of culture programmes. Lastly, the fifth theme belongs to practical and applied philosophy, specifically philosophical counselling, debating issues such as: the identification of the communicational background for this type of counselling, the secular approach to the problem of evil from a philosophical counselling perspective, the discussion of Platon’s attitude towards suicide and of frank speech in the Epicurean school, the socio-anthropological perspective of immortality, as well as the formal approach of the relationship between real and imaginary.

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Kundu, Anustup, and Kunal Sen. Multigenerational mobility in India. 32nd ed. UNU-WIDER, 2021. http://dx.doi.org/10.35188/unu-wider/2021/970-9.

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Most studies of intergenerational mobility focus on adjacent generations, and there is limited knowledge about multigenerational mobility—that is, status transmission across three generations. We examine multigenerational educational and occupational mobility in India, using a nationally representative data set, the Indian Human Development Survey, which contains information about education and occupation for three generations. We find that mobility has increased over generations for education, but not for occupation. We also find that there are stark differences across social groups, with individuals belonging to socially disadvantaged communities in India lagging behind in social progress. Multigenerational mobility for Muslims in education and occupation have decreased in comparison to Hindus over the three generations. While we find that there is an increase in educational mobility for other disadvantaged groups such as Scheduled Castes, Scheduled Tribes, and Other Backward Classes compared to General Castes, we do not find evidence of increased occupational mobility over the three generations.

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Частини книг з теми "Intergenerational education transmission"

Christoforou, Asimina, Evmorfia Makantasi, Kyriakos Pierrakakis, and Panos Tsakloglou. "Intergenerational Transmission of Resources and Values in Times of Crisis: Shifts in Young Adults’ Employment and Education in Greece." In Intergenerational Transmission and Economic Self-Sufficiency, 237–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-17498-9_10.

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Lefranc, Arnaud, Fumiaki Ojima, and Takashi Yoshida. "The Intergenerational Transmission of Income and Education: A Comparison of Japan and France." In Quality and Inequality of Education, 229–53. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3993-4_9.

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Guevara, Porfirio, and Emilio Porta. "Educational Systems and the Intergenerational Transmission of Inequality: A Complex Dynamical Systems Perspective." In Complex Dynamical Systems in Education, 323–43. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27577-2_15.

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Pan, Yue-Juan, Lina Sun, Sha-Sha Dong, and Yue Tu. "Intergenerational Conflicts and Transmission of Values in Raising 0–2-Year-Old Chinese Babies." In International Perspectives on Early Childhood Education and Development, 107–22. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3197-7_8.

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Tomaszewski, Wojtek, Francisco Perales, Ning Xiang, and Matthias Kubler. "Differences in Higher Education Access, Participation and Outcomes by Socioeconomic Background: A Life Course Perspective." In Family Dynamics over the Life Course, 133–55. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_7.

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AbstractThe intergenerational transmission of socio-economic status is driven to a significant extent through parents with higher socio-economic status providing advantages to their children as they move through the education system. At the same time, attainment of higher education credentials constitutes an important pathway for upwards social mobility among individuals from low socio-economic family backgrounds. Given the critical importance of higher education for socio-economic outcomes of children, this chapter focuses on young people’s journeys into and out of university. Drawing on the life course approach and opportunity pluralism theory, we present a conceptual model of the university student life cycle that splits individuals’ higher education trajectories into three distinct stages: access, participation and post-participation. Using this model as a guiding framework, we present a body of recent Australian evidence on differences in pathways through the higher education system among individuals from low and high socio-economic status (SES) backgrounds. In doing so, we pay attention to factors such as family material circumstances, students’ school experiences and post-school plans, and parental education and expectations—all of which constitute important barriers to access, participation and successful transitions out of higher education for low SES students. Overall, our results indicate that socio-economic background plays a significant role in shaping outcomes at various points of individual’s educational trajectories. This is manifested by lower chances amongst low-SES individuals to access and participate in higher education, and to find satisfying and secure employment post-graduation. Our findings bear important implications for educational and social policy.

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Schwarz, Christoph H. "Social Change and Generational Disparity: Education, Violence, and Precariousness in the Life Story of a Young Moroccan Activist." In Methodological Approaches to Societies in Transformation, 115–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65067-4_5.

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AbstractThis chapter illustrates how social change can be assessed in biographical research by methodologically focusing on processes of intergenerational transmission in interviewees’ life stories, not only within the family but also in educational institutions and other contexts. The author illustrates this by reconstructing the political socialization and politicization of a young activist in Morocco’s Unemployed Graduates Movement and Amazigh Movement. Life stories not only allow long periods of social time and the historicity of social processes to be taken into account but also shed light on the conflicts that young people have to tackle before they can claim to be adults as defined in their particular social contexts. From this perspective, social change and the reconfiguration of power relations depend to a great extent on how societies organize and broker the transition to adulthood, and what particular type of young individuals are granted by their position at the intersections of class, gender, and ethnicity. By assessing the interviewees’ reinterpretation of the experiences, narratives, and traditions passed down to them by the older generation and reconstructing how they position themselves in a generation or generational unit, social change and the formation of new social and political subjectivities become empirically accessible as narrated patterns of social interaction.

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"Bernstein, social reproduction and intergenerational transmission." In Education Policy and Social Reproduction, 89–102. Routledge, 2005. http://dx.doi.org/10.4324/9780203087626-11.

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Bracken, Jillian L. "Intergenerational transmission of music listenership values in five US families." In The Routledge Handbook to Sociology of Music Education, 479–89. Routledge, 2021. http://dx.doi.org/10.4324/9780429504631-35-45.

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Pariante, Carmine M. "The intergenerational transmission of stress: psychosocial and biological mechanisms." In Perinatal Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199676859.003.0023.

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I met Channi for the first time when I was a senior house officer (trainee) in psychiatry at the Maudsley Hospital, and I worked under his supervision for 6 months, in 1998. At that time, Channi was the only Consultant Perinatal Psychiatrist at the Maudsley, covering the Liaison Services at King’s College Hospital, the outreach work, and the Mother and Baby Unit. And, of course, he was leading the academic section. It is perhaps the best tribute to his memory that it takes now three consultants and two academics to do the work that he was then doing all by himself! I was already interested in neuroendocrinology, and Channi was fascinated by the possibility that hormones might have a role in the mental health problems of the perinatal period. At that time, the notion that hormonal changes in pregnancy could have long-lasting effects on the offspring was still at its infancy, and I remember fondly the many discussions on this topic with Channi, sitting at his famous old desk. Channi was a pioneer in this field: he was the first to emphasize the dramatic impact of depression in pregnancy on the wellbeing of mothers and children. I am honoured to be able to continue this line of research today. The intergenerational transmission of stress has powerful clinical and social consequences, consolidating social adversity and psychopathology in future generations. The 2007 Policy Briefing by the World Health Organization Regional Office for Europe, ‘Preventing child maltreatment in Europe: a public health approach’ (WHO 2007), recognizes that ‘there is an association between maltreatment in childhood and the risk of later . . . becoming a perpetrator of violence or other antisocial behaviour as a teenager or adult’. The report also highlights that the costs are both overt (for example, medical care for victims, treatment of offenders, and legal costs for social care) and less obvious (for example, criminal justice and prosecution costs, specialist education, and mental health provision). In Europe, only the United Kingdom has calculated the total economic burden, estimated to be ￡735 million in 1996 (WHO 2007).

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Mncanca, Mzoli, and Chinedu Okeke. "Early Exposure to Domestic Violence and Implications for Early Childhood Education Services." In Research Anthology on Child and Domestic Abuse and Its Prevention, 857–73. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5598-2.ch047.

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This meta-analysis drew statistical data from the Victims of Crimes Survey (VOCS) and gleaned empirical insights from the literature to present a comprehensive discussion about the extent of early childhood exposure to domestic violence and the effects on children's developmental trajectories. Bandura's social learning theory and the intergenerational transmission of violence were adopted as guiding theoretical perspectives to highlight the dangers of early exposure to violence and to elucidate the importance of raising children in safe and stable homes and schooling environments. Findings show that many South African children are severely affected by domestic violence, with far-reaching implications for their future holistic development and life chances. The chapter recommends that universities should ensure their early childhood education qualifications are socially relevant and contextually grounded. Similarly, practitioners should initiate and play a leading role in multi-stakeholder preventive interventions on domestic violence.

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Тези доповідей конференцій з теми "Intergenerational education transmission"

Xu, Xiaowen, and Wanwan Feng. "Influence of Education on Poverty Intergenerational Transmission from the Perspective of Gender." In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.102.

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Voyushina, Ekaterina A. "Transmission of family values in families with harmonious and disharmonious intergenerational relationships." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-34.

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Hu, Weihua. "An Analysis on Mechanism and Motivation of Intergenerational Transmission of Human Capital." In 2015 International Conference on Education Technology, Management and Humanities Science (ETMHS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/etmhs-15.2015.112.

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Li, Mingzhen. "Research on the Intergenerational Transmission of Human Capital Based on Education Level of Ethnic Minorities." In Proceedings of the 5th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sschd-19.2019.64.

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Yin, Ming. "Latent Channels for Intergenerational Transmission of (Dis)Advantages in Education? Roles of Negative Student-Teacher Relations and Out-of-School Time Learning." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681739.

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Borisov, Gleb. "The intergenerational transmission of educational attainment in Russia." In Proceedings of the Third International Economic Symposium (IES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ies-18.2019.44.

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Valiante, Caterina, and Annunziata Maria Oteri. "The Role of Heritage Communities in Local Development Processes through the reuse of Architectural Heritage. Some Examples in Italian Rural Areas." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.14304.

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Over the last three decades, various initiatives promoted by the European Union concerning the involvement and empowerment of communities in recognising and creating cultural values have flourished. They include, for instance, the Faro Convention, programs for ecomuseums and community mapping, and have contributed to giving voice to bottom-up initiatives for enhancing not only so-called monumental architecture but also "ordinary" architecture and built and vernacular cultural heritage. In general, this approach has also contributed to focusing attention on the importance of local communities in local development processes. In Italy, the so-called inner areas are often characterised by ordinary and vernacular heritage related to rural or manufacturing activities. In these small villages, some local communities, also thanks to the Italian National Strategy for Inner Areas, recognised reuse of part of the vernacular local built heritage as a strength for the community itself and the broader context. Some cases have demonstrated that valorisation of architectural heritage is possible without creating tourism-related facilities only (hotels, museums, etc.) but also creating services needed by "local" users that facilitate the everyday life of the place. In this perspective, attention should also be focused on heritage education and the intergenerational transmission of knowledge, which should involve the entire community at different levels, starting from experiences already in place in similar contexts. In this sense, a community can be intended as a broad concept, a constantly evolving process that includes the resident citizens and a broader network related to a specific territory. Through analyses of case studies, this contribution aims to propose reflections on the role of heritage community experiences in empowering vernacular architectural heritage and its wider context.

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Звіти організацій з теми "Intergenerational education transmission"

Currie, Janet, and Enrico Moretti. Mother's Education and the Intergenerational Transmission of Human Capital: Evidence from College Openings and Longitudinal Data. Cambridge, MA: National Bureau of Economic Research, December 2002. http://dx.doi.org/10.3386/w9360.

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Rothstein, Jesse. Inequality of Educational Opportunity? Schools as Mediators of the Intergenerational Transmission of Income. Cambridge, MA: National Bureau of Economic Research, April 2018. http://dx.doi.org/10.3386/w24537.

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