Context Matters: Economic Marginalization of Low-Educated Workers in Cross-National Perspective

Gesthuizen, Maurice; Solga, Heike; Künster, Ralf

doi:10.1093/esr/jcq006

Cited by 118 publications

(115 citation statements)

References 27 publications

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“…An alternative sociological explanation-the 'discredit' argument-suggests that in addition to displacement, a stigma effect might also be at play (Gesthuizen et al, 2011;Solga, 2002). In the context of educational expansion, the group of the low educated is constantly shrinking (Schofer & Meyer, 2005).…”

Section: Life Course Patternsmentioning

confidence: 99%

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Educational expansion and the education gradient in health: A hierarchical age-period-cohort analysis

Delaruelle

Buffel

Bracke

2015

Social Science & Medicine

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Section: Life Course Patternsmentioning

confidence: 99%

“…The 'negative cognitive competence selection' argument posits that the low educated have become a homogeneous group with regard to (non-)cognitive abilities and social capital (Gesthuizen et al, 2005;Gesthuizen et al, 2011), and hence, are perceived as having a low trainability (Gesthuizen et al, 2011;Solga, 2002).…”

Section: Life Course Patternsmentioning

confidence: 99%

Educational expansion and the education gradient in health: A hierarchical age-period-cohort analysis

Delaruelle

Buffel

Bracke

2015

Social Science & Medicine

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“…The relationship between a low level of educational attainment and the risk of unemployment, low-paid jobs and labour market marginalisation is well known (Hannan, Hövels, Van den Berg, & White, 1995;Shavit & Müller, 1998;Solga, 2008), and its causes have been found to be context specific (Gesthuizen, Solga, & Künster, 2011). Young people who leave education with few or no qualifications struggle to achieve a positive post-school destination (whether further education, employment or training).…”

Section: Literature Reviewmentioning

confidence: 99%

Inequalities in school leavers’ labour market outcomes: do school subject choices matter?

Iannelli

Duta²

2018

Oxford Review of Education

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Despite a wide international literature on the effect of vocational and general education on school-to-work transition, relatively little is known about the role of having studied specific subjects in explaining inequalities in young people's labour market outcomes. This paper aims to fill this gap by examining differences in employment chances of young people who left education early, either at the end of compulsory schooling or at the end of secondary school. Using data from the Scottish Longitudinal Study, a large-scale linkage study created using data from administrative and statistical sources, we found little gender differences but strong parental background differences in school leavers' employment status and type of occupation entered. Social inequalities in labour market outcomes were only partly explained by curriculum choices. Moreover, after controlling for social origin and grades, only history and business for lower-secondary leavers and maths for upper-secondary leavers were associated with a reduction in the chances of being unemployed/ inactive.

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“…Previous work demonstrates that including literacy skills captures the cognitive skills embedded in one's educational degree very well (see, e.g., Barone and Van de Werfhorst 2011;Cattell 1971;Gesthuizen et al 2011). Research on the association between education and earnings uses a similar tactic to disentangle cognitive and non-cognitive aspects of schooling (see, e.g., Bowles and Gintis 2002;Farkas 1996).…”

Section: Cultural Participation From a Cognitive Perspectivementioning

confidence: 99%

“…Therefore, and in line with previous research using the IALS data (e.g., Gesthuizen et al 2011; Van de Werfhorst 2011), we constructed a single-scale measure for overall literacy. Our scale uses the mean score of all scales reflecting respondents' prose, document, and quantitative literacy skills (z-standardized).…”

mentioning

confidence: 93%

Educational stratification in cultural participation: cognitive competence or status motivation?

et al. 2014

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This article examines educational stratification in highbrow cultural participation. There are two contrasting explanations of why cultural participation is stratified. The status hypothesis predicts that people come to appreciate particular forms of art because it expresses their belonging to a certain social group. The cognitive hypothesis stipulates that cultural participation depends on a person's cognitive abilities, which is why educational stratification in cultural consumption is so evident, especially among consumers of high culture. However, to test these explanations, previous work predominantly relied on an individual's level of education, thus confounding the two mechanisms. We test the status and cognitive hypothesis using data from the International Adult Literacy Survey, covering 18 countries. First, by including an individual's literacy skills, we separate the effect of cognitive ability from that of education. The remaining effect of education can be seen as a better measure of the status-related motives for cultural participation. Second, we examine whether stratification varies across countries. The findings show that the status-related effect of education on cultural participation is smaller in societies with larger educational expansion and intergenerational educational mobility. This is in line with the status explanation, which holds that boundaries N. Notten (&)

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Context Matters: Economic Marginalization of Low-Educated Workers in Cross-National Perspective

Cited by 118 publications

References 27 publications

Educational expansion and the education gradient in health: A hierarchical age-period-cohort analysis

Educational expansion and the education gradient in health: A hierarchical age-period-cohort analysis

Inequalities in school leavers’ labour market outcomes: do school subject choices matter?

Educational stratification in cultural participation: cognitive competence or status motivation?

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