No abstract

In the sociological literature on social mobility, the long-standing convention has been to assume that intergenerational reproduction takes one of two forms, either a categorical form that has parents passing on a big-class position to their children, or a gradational form that has parents passing on their socioeconomic standing to their children. These conventional approaches ignore in their own ways the important role that occupations play in transferring advantage and disadvantage from one generation to the next. In log-linear analyses of nationally representative data from the United States, Sweden, Germany, and Japan, we show that (a) occupations are an important conduit for reproduction, (b) the most extreme rigidities in the mobility regime are only revealed when analyses are carried out at the detailed occupational level, and (c) much of what shows up as big-class reproduction in conventional mobility analyses is in fact occupational reproduction in disguise. Although the four countries studied here differ in the extent to which the occupational form has been institutionalized, we show that it is too prominent to ignore in any of these countries. Even in Japan, which has long been regarded as distinctively "deoccupationalized," we find evidence of extreme occupational rigidities. These results suggest that an occupational mechanism for reproduction may be a fundamental feature of all contemporary mobility regimes.

Cultural capital has been an important but often elusive concept in the study of educational processes and social class reproduction. The authors suggest that this is partly because a country’s educational system and ways of evaluating students at different educational transitions set the context for the mechanisms through which embodied and objectified cultural capital operate. Moreover, parents in some societies invest in children’s “shadow education” (extracurricular classes or tutoring) at key educational transitions, and it is not clear whether this replaces cultural capital or supplements it. The authors use data from Japan, a country whose educational system depends heavily but not exclusively on standardized examinations, to examine how cultural capital affects students’ progress at three points in the educational process that involve different relative emphasis on examinations and on teachers’ subjective judgment. In this way, the authors clarify the ways that embodied and objectified cultural capital exert effects on educational outcomes.

Highly educated women's likelihood of combining childrearing with continuous employment over the life course has increased among recent U.S. cohorts. This trend is less evident in many postindustrial countries characterized by very low fertility. Among such countries, Japan and Korea have exceptionally low proportions of women who remain employed after having children, despite aggressive government policies designed to encourage this. We draw on over 160 indepth interviews with highly educated Japanese and Korean men and women of childbearing age to uncover the central incompatibilities between married women's employment and childrearing. Individuals' narratives reveal how labor market structure and workplace norms contribute to a highly gendered household division of labor, leading many married women to either forsake employment or to consider having only one child.

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