Long-term Trends in Educational Inequality in Europe: Class Inequalities and Gender Differences

Breen, Richard; Luijkx, Ruud; Müller, Walter; Pollak, Reinhard

doi:10.1093/esr/jcp001

Cited by 327 publications

(207 citation statements)

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“…12 The categorical approach allows us to use more comparable data (degrees attained) and to recognize qualitative differences between different educational levels. Using various categorical measures, we consistently find educational mobility to be higher in Denmark than in the United States, and this result corresponds with other studies on social and educational mobility finding higher upward mobility in Scandinavian countries than in the United States (e.g., Breen et al 2010;Blanden 2013;Eurofound 2017). In the positional approach, we compare the likelihoods of children from different origin positions in the educational distribution reaching other positions in that distribution.…”

Section: Discussionsupporting

confidence: 89%

Intergenerational Educational Mobility in Denmark and the United States

Andrade¹,

Thomsen²

2018

Preprint

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Section: Discussionsupporting

confidence: 89%

Intergenerational Educational Mobility in Denmark and the United States

Andrade¹,

Thomsen²

2018

Preprint

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“…In most countries, women continue to lag behind in, for example, wages and career development (Charles, 2011;Schwab et al, 2015). Since educational credentials are generally considered a primary source of human capital and a highly relevant criterion in determining labour productivity, gains in women's educational attainment may affect their position on the labour market in the near future (Becker, 2009;Breen, Luijkx, Müller, & Pollak, 2010). A reported shift from a male to a female advantage in education, therefore, may have significant implications for gender-related labour market inequality in the next decades.…”

Section: Introductionmentioning

confidence: 99%

Comparing the gender gap in educational attainment: the impact of emancipatory contexts in 33 cohorts across 33 countries

Hek

Kraaykamp

Wolbers

2016

Educational Research and Evaluation

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Nowadays, women outperform men in educational attainment in many countries. Still, large variation between countries remains. Emancipatory contexts in which individuals are raised might explain these differences in male-female educational attainment, both over time and across countries. This study examines individual and contextual factors that affect educational attainment of men and women for cohorts born between 1950 and 1982 across 33 countries. Possible explanations for differentiation over time and across countries relate to women's labour market participation and an emancipatory normative climate, indicated by degree of religiosity. We employ multilevel models on data (N = 138,498) from 6 waves of the European Social Survey and the US General Social Survey (2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012) to test our hypotheses. Results show that a higher level of female labour market participation in early adolescence improves women's performance in education, whereas high levels of religiosity during that phase negatively affect women's educational attainment.

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“…However, contrary to this, research indicates that gender inequality in western societies has recently started to reverse; in particular, girls are overtaking boys in all stages of the educational career [25].…”

Section: In Some Communities People Still Consider Education To Be Fomentioning

confidence: 91%

Educational Inequality and Quality of Life: A Comparative Study of Secondary Schools in Central and Northern Uganda

Naamara¹,

Nabasumba²,

Nabadda³

2017

Arts Social Sci J

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Objective: Drawing on a comparative analysis from central and northern regions of Uganda, we identified the factors that are associated with educational inequality and quality of life in secondary schools in both regions. Methods:Our sample comprised of 358 students and 72 key informants, primary data were mainly collected through interviews and structured questionnaires. Thematic analysis of qualitative data was done by identifying common themes based on the objectives of the study, while quantitative data were analyzed using Statistical Package for Social Sciences (SPSS). Results:Most of the factors that were identified applied to both regions as the central region has a significant number or people from other parts of the country including the northern region. However, some factors were more prevalent in the northern region. Among the factors that were found to bring about inequality in both regions included gender-based inequality, family economic status and policy related factors. Conclusion:Overall, the study concluded that the central region is better equipped to offer quality education due to availability of a better infrastructure and staff remuneration, however, efforts are being made to improve the quality of education in the northern region as well.

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Long-term Trends in Educational Inequality in Europe: Class Inequalities and Gender Differences

Cited by 327 publications

References 10 publications

Intergenerational Educational Mobility in Denmark and the United States

Intergenerational Educational Mobility in Denmark and the United States

Comparing the gender gap in educational attainment: the impact of emancipatory contexts in 33 cohorts across 33 countries

Educational Inequality and Quality of Life: A Comparative Study of Secondary Schools in Central and Northern Uganda

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