Occupational Matching and Social Stratification: Theoretical Insights and Empirical Observations Taken from a German-German Comparison

Job Mismatches and their Labour-Market Effects among School-Leavers in Europe

“…Workers are overeducated if the level of education they have acquired exceeds the level of education required to perform their job adequately. Far less attention is paid to job mismatches referring to the field of education obtained (exceptions are Witte and Kalleberg, 1995;Solga and Konietzka, 1999;Van de Werfhorst, 2001). Moreover, the minor attention to job mismatches with regard to field of education is based on empirical studies that consider only one single country.…”

Ohne Abschluss in die Bildungsgesellschaft

“…(Rosen, 1989, S. 136;Hervorhebung H.S. ) Die von Becker (1964) Huinink & Solga, 1994;Solga, 1995;Solga & Konietzka, 1999;für Polen: Mach & Solga, 1997;Wesolowski & Mach, 1985; für die Tschechoslowakei: Machonin, 1970;und für Ungarn: Szelenyi, 1988. zur Verfügung, um einschätzen zu können, ob sie tatsächlich den Maximalbetrag für ihre "geleisteten Investitionen" erhalten oder wo sie ihn erhalten könnten. Zweitens -Nachfragedefizit: Er blendet die Nachfrageseite aus.…”

The duration of family-related employment interruptions – the role of occupational characteristics

“…However, prior research has largely neglected occupational characteristics. The decision not to include occupations is unfortunate, because occupations have lasting consequences for individuals' entire employment careers, especially in Germany, and play a crucial role in creating and maintaining social stratification (Konietzka 1999;Solga and Konietzka 1999). They can thus be assumed to have a decisive impact on the duration of family-related employment interruptions.…”

“…Especially in the German labour market, an individual's occupation has a lasting impact on the entire life course and career trajectory. Through the dual vocational training system, occupations closely link the education system to the labour market (Solga and Konietzka 1999). Even tertiary education in Germany has a strong occupational focus (Leuze 2010).…”

“…Even tertiary education in Germany has a strong occupational focus (Leuze 2010). Accordingly, labour market entry is characterised by a high skills and status match between the apprenticeship a person completes and her first job (Konietzka 1999;Solga and Konietzka 1999). Therefore, changing occupation increases downward mobility if an individual does not hold the necessary credentials (Konietzka 1999).…”