The objective of this article is to analyse the effect of acquiring a new formal qualification as an adult (measured as an upgrade or a side-step) on the likelihood of being in non-precarious employment. Three countries with similar longitudinal datasets are compared: Spain, the UK and Russia. The results indicate that adult education is beneficial in the three countries; with differences, however, depending on the definition of precarious employment used and the (previous) employment status of individuals. The findings suggest that the differences among countries are related to different labour market structures: adult education has a clearer beneficial impact on accessing and remaining in non-precarious employment in more flexible employment systems than in more rigid insider-outsider economies, where labour trajectories are strongly determined by what happens during the first years after school.
This article explores the role that home-learning activities (HLAs) play in the relationship between social origin and cognitive development using an Irish birth cohort study, Growing Up in Ireland. Numerous studies using different measures of the home-learning environment (HLE) have shown that it has considerable influence on young children’s cognitive development, and that the HLE is often linked to social origin. We find a social gradient in vocabulary even at age 3 years, with the largest gaps for mothers’ education. Family income, mothers’ education, and social class are also associated with vocabulary independently, though these associations are reduced by adding all three measures simultaneously. The extent of HLAs helps explain a very small part of the education differences and none of the income or social class differences in vocabulary. We find some evidence that HLAs may be more salient for children from families with low income and lower social class backgrounds in terms of supporting vocabulary development, thereby compensating somewhat for disadvantage. HLAs also appear to encourage vocabulary development between age 3 and 5, and play a role in reducing the gap in vocabulary between high- and low-income children.
Migration and residential segregation are intrinsically linked. However, little attention has been given to internal migration and its relationship with socioeconomic segregation. In this study, we illustrate the pathways individuals take between rural and urban settings and examine the association between these pathways and segregation in the Helsinki region. We use register data from Statistics Finland and sequence analysis to illustrate the mobility patterns of two 1980s birth cohorts aged 7 to 37. The majority of Finnish rural-urban pathways are associated with either a childhood spent in an urban area or a move to an urban area in young adulthood. We show that an even larger majority of people living in Helsinki at age 37 spent their childhood there or in other urban environments. We find that internal migrants are positively selected for education and income. A childhood in the outer urban regions of a city reduces the probability of living in lowincome neighbourhoods when controlling for socioeconomic status and family structure. We found no association between rural childhood and living in poor neighbourhoods.
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