Social mobility, parental help, and the importance of networks: evidence for Britain

Gutiérrez, Óscar David Marcenaro; Micklewright, John; Vignoles, Anna

doi:10.14301/llcs.v6i2.313

Cited by 5 publications

(3 citation statements)

References 7 publications

(9 reference statements)

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“…We are left, then, to consider other alternative sources of the direct private‐school pay premium. One possible explanation is social networks: certainly the use of networks has been found to be associated with social class and private school attendance in Britain (Naylor et al ., ; Marcenaro‐Guierrez et al ., ; Green et al ., ; Macmillan et al ., ). We cannot measure networks directly in these data but we might anticipate that a network effect would operate differentially across industries.…”

Section: Resultsmentioning

confidence: 98%

Private schooling and labour market outcomes

Green

Henseke

Vignoles

2016

British Educational Res J

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Though a relative small part of the school sector, private schools have an important role in British society, and there are policy concerns about their negative effect on social mobility. Other studies show that individuals who have attended a private school go on to have higher levels of educational achievement, are more likely to secure a high-status occupation and also have higher wages. In this article we contribute new evidence on the magnitude of the wage premium, and address a puzzle found in previous studies: how to explain the direct pay premium whereby privately educated male workers have higher wages even than their similarly educated peers. It is commonly conjectured that the broader curriculum that private schools are able to deliver, coupled with the peer pressures of a partially segregated section of society, help to inculcate cultural capital, including some key 'noncognitive' attributes. We focus here on leadership, organisational participation and an acceptance of hard work. We find that privately educated workers are in jobs that require significantly greater leadership skills, offer greater organisational participation and require greater work intensity. These associations are partially mediated by educational achievement. Collectively these factors contribute little, however, to explaining the direct pay premium. Rather, a more promising account arises from the finding that inclusion of a variable for industry reduces the private school premium to an insignificant amount, which is consistent with selective sorting of privately educated workers into high-paying industries.

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Section: Resultsmentioning

confidence: 98%

Private schooling and labour market outcomes

Green

Henseke

Vignoles

2016

British Educational Res J

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“…What is more, to the extent that students from this group may present higher likelihood of grade retention and, consequently, higher early school leaving rates, this disadvantage might be compensated by parents’ actions providing their children with early literacy skills (Bracken & Fischel, 2008). This improvement of their academic situation might help to avoid the economic costs of students dropping out of their studies and might also foster social mobility and equity (Marcenaro-Gutiérrez & Micklewright, 2015; Pascual, 2009). In other words, helping students to develop enough maturity to choose their future career track supposes an essential objective in terms of social policies, due to the high costs triggered by students’ dropout potentially originated by inappropriate academic track elections.…”

Section: Discussionmentioning

confidence: 99%

“…Es más, en la medida en que los estudiantes de este grupo pueden presentar una mayor probabilidad de repetición de curso y, en consecuencia, mayores tasas de abandono escolar temprano, esta desventaja podría compensarse con acciones de los padres que proporcionen a sus hijos habilidades de alfabetización temprana (Bracken & Fischel, 2008). Esta mejora de su situación académica podría ayudar a evitar los costes económicos del abandono de los estudios y también podría fomentar la movilidad social y la equidad (Marcenaro-Gutiérrez & Micklewright, 2015; Pascual, 2009). En otras palabras, ayudar a los estudiantes a desarrollar la madurez suficiente para elegir su futura carrera profesional supone un objetivo esencial en términos de políticas sociales, debido a los altos costos que genera el abandono estudiantil potencialmente originada por elecciones inadecuadas de carreras académicas.…”

Section: La Aproximación a La Madurez En Este Estudiounclassified

The multidimensional nature of students’ maturity: the Spanish case / La naturaleza multidimensional de la madurez de los estudiantes: el caso de España

Marcenaro-Gutierrez,

Lopez-Agudo

2024

Culture and Education: Cultura y Educación

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Many research works have claimed the relevance that students’ maturity may have in their academic achievement, but in spite of this importance, this maturity concept is not so easy to delimit and measure. Because of that, the current work proposes to measure students’ maturity by three different proxies: the ages when children begin to read and write, the bimester of birth and grade retention. To perform this analysis, a representative sample of primary (age 11–12) and secondary education (age 15–16) Andalusian students (the most populated region in Spain) was used. Our results have shown the unsuitability of the bimester of birth and the ages when children begin to read and write as instruments for grade retention, which supports that the three measure different dimensions of students’ maturity. In addition, results show that an early beginning in reading and writing positively associates with students’ academic achievement.

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