Family Background, Educational Resources, and Educational Attainment

1987 ◽  
Vol 52 (4) ◽  
pp. 548 ◽  
Author(s):  
Jay D. Teachman
Keyword(s):  
Educational Attainment ◽  
Family Background ◽  
Educational Resources

Constraints in the Demand for Education: What Can we Learn from Subjective Assessments?

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Olga V. Sorokina
Keyword(s):  
United States ◽  
Socioeconomic Status ◽  
Educational Attainment ◽  
Family Background ◽  
Credit Constraints ◽  
The United States ◽  
Economic Literature ◽  
Demand For Education ◽  
Subjective Assessments

Abstract While the large disparities in educational attainment by socioeconomic status in the United States point towards the importance of credit constraints, there is no consensus in the economic literature regarding their pervasiveness. To evaluate how subjective information can enhance our understanding of the role of credit constraints in education, I focus on NLSY79 respondents' assessments of financial obstacles to schooling. About 12 percent of young adults in the data expect to underinvest in education because of financial reasons or the need to work. Using this information in a regression model of educational attainment shows that it provides valuable behavioral insights, above and beyond standard measures of income and family background.

How do family background and shadow education affect academic performance and labour market outcomes in South Korea? Reasons for redistributive social investment

2021 ◽  
pp. 85-106
Author(s):  
Yun Young Kim ◽  
Young Jun Choi
Keyword(s):  
Educational Attainment ◽  
Labour Market ◽  
Social Mobility ◽  
Family Background ◽  
Shadow Education ◽  
Social Investment ◽  
Market Outcomes ◽  
Investment Policies ◽  
Labour Market Outcomes ◽  
Education And Employment

This chapter aims to explore the role of education and social investment, with special attention on the effects of shadow education on social mobility in Korea. It analyses how family background and shadow education influence educational attainment and, subsequently, how educational attainment affects incomes, using data from the Korea Education and Employment Panel (KEEP). Since this 'broken social elevator' is not a problem faced only by Korea — most OECD (Organisation for Economic Co-operation and Development) countries have 'sticky ceilings' and 'sticky floors' — the chapter then discusses the direction social investment policies should take to reboot social mobility. It argues that in order to minimise the effects of family background on educational attainment and labour market outcomes, social investment policies should actively play a redistributive role.

scholarly journals The Development of Generalized Trust among Young People in England

2019 ◽  
Vol 8 (11) ◽  
pp. 299 ◽  
Author(s):  
Janmaat
Keyword(s):  
Social Learning ◽  
Young People ◽  
Educational Attainment ◽  
Civic Participation ◽  
Social Trust ◽  
Family Background ◽  
Early Adulthood ◽  
Late Adolescence ◽  
Generalized Trust ◽  
Background Factors

This paper explores how generalized trust develops over the life course among young people in England and whether trust is influenced more by family background factors or by conditions in late adolescence and early adulthood. If the latter are important, there may be reason for concern about falling levels of trust as material conditions, particularly regarding housing, have deteriorated for the present generation of young people. The first set of influences are highlighted by a perspective arguing that trust is primarily shaped by conditions in early childhood, while the latter are suggested by the so-called social learning perspective, which claims that people continuously adjust their social trust through interactions with people in different contexts. Analyzing data of the Citizenship Education Longitudinal Survey, the study finds that trust remains quite volatile until the early twenties. It declines between ages 16 and 23 and groups differing in educational attainment, civic participation and housing situation start to drift apart in their levels of trust between these ages. Educational attainment, civic participation and housing, as conditions pertaining to late adolescence and early adulthood, also turn out to have a significant impact on trust at age 23 controlling for trust at age 16. However, while the first two conditions are influenced by trust at age 16, housing (tenure) is not, indicating it is a more exogenous factor. Family background factors are not influential. Not only do these findings support the social learning perspective, they also suggest that poor living conditions depress trust among a significant minority of young people and exacerbate disparities of trust.

scholarly journals Social origins, cognitive ability, educational attainment and Social Class Position in Britain: A birth cohort and life-course perspective

2020 ◽  
Author(s):  
Erzsebet Bukodi ◽  
Mollie Bourne ◽  
Bastian Andreas Betthäuser ◽  
John H Goldthorpe
Keyword(s):  
Educational Attainment ◽  
Cognitive Ability ◽  
Early Stage ◽  
Life Course Perspective ◽  
Economic Resources ◽  
Educational Resources ◽  
Educational Success ◽  
Social Origins ◽  
The Difference ◽  
Training Programmes

The aim of this Summary Report is to show how social origins, when viewed in a comprehensive, multidimensional way, affect the educational and labour market attainments of individuals whose cognitive ability at a relatively early stage in their educational histories is at a similar level. The main findings of the report are: (1) Children of similar cognitive ability have very different chances of educational success, depending on their parents’ economic, socio-cultural and educational resources; (2) For children born in the early 1990s, parents’ economic resources are somewhat less important while parents’ socio-cultural and educational resources are more important in affecting their educational attainment than for children born in the late 1950s or the early 1970s; (3) About half of the difference in educational attainment between children from advantaged and disadvantaged parental backgrounds is due to a difference in their cognitive ability, while the other half is due to other factors. (4) Obtaining formal qualifications is only one channel for upward mobility for high- ability individuals of disadvantaged backgrounds; there are other channels that are more directly related to cognitive ability, such as job training programmes, promotions or becoming self-employed in higher-level occupations.

scholarly journals Factors of Performance of Secondary Schools in Science, Mathematics and English

2019 ◽  
pp. 1-23
Author(s):  
Jem Boy B. Cabrella ◽  
Marilou D. Junsay
Keyword(s):  
Parental Involvement ◽  
Classroom Management ◽  
Educational Attainment ◽  
School Size ◽  
Family Background ◽  
Empirical Models ◽  
School Type ◽  
Length Of Service ◽  
School Based ◽  
Attitude And Motivation

This sequential exploratory mixed methods research aimed to describe which among the demographics, school profile, teacher factor, student factor, learning resources and classroom management, management and governance, family background and parental involvement significantly influenced and predicted the performance of the secondary schools in Science, Mathematics and English in Davao del Sur Division and thereafter to develop empirical models. The instrument used was developed through the responses of the KII informants, concepts of Creswell, and factor analyses. Using complete enumeration, the researcher selected 68 teachers and principals as respondents. Findings revealed that educational attainment, school based management, field of specialization significantly predicted competition; school type, teachers’ attitude and motivation, class size were linked with NAT results in Science; school type, length of service, teachers’ attitude and motivation, principal’s projects and programs, and school size were associated with NAT results in Mathematics; school type, teachers’ attitude and motivation, and classroom management positively correlated with NAT results in English; and school type, teacher’s attitude and motivation, family background and parental involvement, and length of service significantly linked with NAT results in Science, Mathematics and English. The empirical models adopted were: (1) YCompetition = -5.028 + 2.472*Educational Attainment + 1.514*School Based Management – 1.531*Field of Specialization, (2) YNATScience = 7.814 – 32.872*School Type + 13.007*Teacher’s Attitude and Motivation + 14.318*Class Size, (3) YNATMathematics = 74.026 – 28.828*School Type + 5.381* Length of Service + 9.523* Teacher’s Attitude and Motivation – 6.782* Principal’s Projects and Programs – 4.935* School Size, (4) YNATEnglish = 52.674 – 18.505* School Type + 11.362* Teacher’s Attitude and Motivation – 6.518* Classroom Management, and (5) YNATAverage = 60.645 – 26.052*School Type + 8.362* Teacher’s Attitude and Motivation – 4.902* Family Background and Parental Involvement + 4.158* Length of Service.

The Impact of Family Background on Educational Attainment in Canada

2005 ◽  
Vol 18 (2-3) ◽  
pp. 125-137 ◽  
Author(s):  
Christopher Bruce ◽  
Carmen Anderson
Keyword(s):  
Educational Attainment ◽  
Family Background ◽  
The Impact

Abstract No abstract available.

Sign in / Sign up

Export Citation Format

Share Document