Exploration of the Role of Education in Intergenerational Income Mobility in Canada: Evidence from the Longitudinal and International Study of Adults

Intergenerational processes in which the socioeconomic status of middle-and upper-class parents is reproduced in their children have been extensively documented by social scientists. We mobilized a unique dataset, the Longitudinal and International Study of Adults (LISA) linked to income data from the Canada Revenue Agency (CRA), to investigate the relevance of intergenerational socioeconomic reproduction for inequalities in self-rated health in a national sample of Canadians aged 25 to 50. We found strong intergenerational elasticities implicating both parental education and parental family income in the acquisition of both personal education and personal family income. Parental education was not significantly associated with self-rated health. Parental family income was significantly associated with self-rated health among women only, partly explained by the socioeconomic status of the women themselves.These results suggest that intergenerational reproduction plays a small role in the generation of high levels of self-rated health among Canadian women but not among Canadian men.

Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Intergenerational reproduction and self‐rated health in Canada

Veenstra

Vanzella‐Yang

2022

“…Occupations play an important role in social stratification. Differences in earnings across detailed occupational categories explain a large proportion of the variance in earnings (Mouw and Kalleberg 2010;Weeden et al 2007;Williams 2013), and a number of studies find that occupationlevel task content and skill intensity account for a substantial portion of the relationship between education and income (Carbonaro 2007;Liu and Grusky 2013;Simard-Duplain and St-Denis 2020). Important theoretical statements and empirical studies in sociology emphasize the importance of stratification and class structuration at the level of detailed occupations (Weeden and Grusky 2012).…”

Section: Review Of the Literaturementioning

confidence: 99%

Sociodemographic Determinants of Occupational Risks of Exposure to COVID‐19 in Canada

St‐Denis

2020

The activities performed by Canadian workers in some occupations may increase the risk of exposure to infectious diseases such as COVID‐19. This research note explores how occupational exposure risks vary by labor force characteristics using publicly available Canadian data in combination with a data set providing information on the level of physical proximity and frequency of exposure to infections or diseases faced by workers in different occupations. The results show important sociodemographic differences. First, women work in occupations associated with significantly higher average risks of exposure to COVID‐19 than men. This is driven by their overrepresentation in high‐risk broad occupational categories such as health occupations. Second, older workers (65 years or more), a group vulnerable to COVID‐19, appear to work in occupations requiring performing activities characterized by a lower level of physical proximity than their younger colleagues, with minimal differences in the frequency of exposure to diseases or infections. Finally, workers in low‐income occupations are employed in occupations that put them at greater risk of exposure to COVID‐19 than other workers. This is especially the case for women, immigrants, and members of visible minority groups in low‐income occupations. More broadly, this research note provides insights into the health‐related dimension of the literature on occupational tasks and labor market stratification.

“…A large sociological literature has examined gaps between top and low achieving students, noting greater variation within rather than between schools. This theme harkens back to the famous Coleman Report of the 1960s (Bradbury et al., 2015; Coleman et al., 1966; see also Caro et al., 2009; Downey, 2020; Simard‐Duplain & St‐Denis, 2020; Turcotte, 2011). 3 These disparities highlight a key sociological mechanism: that unequal distributions of learning opportunities across home environments can be prime generators of achievement gaps.…”

Section: Research On Learning In Summer and Other Non‐school Timesmentioning

confidence: 97%

COVID‐19 school closures and educational achievement gaps in Canada: Lessons from Ontario summer learning research

Aurini

Davies

2021

The 2020 COVID‐19 pandemic closed most Canadian public schools for six consecutive months between March and September. This paper explores possible impacts of that closure on student achievement. Longstanding research suggests that lengthy periods of time out of school generally create losses of literacy and numeracy skills and widen student achievement gaps. New American studies have attributed sizeable learning losses to the COVID‐19 closures. In lieu of comparable Canadian data, this paper extrapolates from summer learning research to estimate likely shortfalls in literacy and numeracy skills. We draw on data from 14 cohorts of Ontario primary‐grade students collected between 2010 and 2015 in which 3,723 attended summer programs and 12,290 served as controls. Across three plausible scenarios, we use meta analyses and OLS and quintile regression models to predict learning losses of 3.5 and 6.5 months among typically‐performing and lower‐performing students respectively, and achievement gaps that grow up to 1.5 years among same grade peers. After qualifying these predictions, we recommend that provincial ministries offer targeted supplementary programs during the summer and synchronous instruction in the event of future school closures.