Home > Publications . Search All . Browse All . Country . Browse PSC Pubs . PSC Report Series

PSC In The News

RSS Feed icon

Murphy says mobile sensor data will allow adaptive interventions for maximizing healthy outcomes

Frey comments on why sunbelt metro area economies are still struggling

Krause says having religious friends leads to gratitude, which is associated with better health

Highlights

PSC Fall 2014 Newsletter now available

Martha Bailey and Nicolas Duquette win Cole Prize for article on War on Poverty

Michigan's graduate sociology program tied for 4th with Stanford in USN&WR rankings

Jeff Morenoff makes Reuters' Highly Cited Researchers list for 2014

Next Brown Bag

Monday, Oct 20
No brown bag this week

Fabian T. Pfeffer photo

Persistent Inequality in Educational Attainment and Its Institutional Context

Publication Abstract

Pfeffer, Fabian T. 2008. "Persistent Inequality in Educational Attainment and Its Institutional Context." European Sociological Review, 24(5): 543-565.

Research has repeatedly shown that educational opportunities are distributed unevenly in all countries. Therefore, the question is not whether family background and educational outcomes are related but to what degree they are related. This latter question then invites a comparative perspective. That is, does social inequality in education differ across time and countries? If yes, which institutional characteristics can explain differences in educational inequality? Educational inequality is conceptualized as the association between individuals’ and their parents’ highest educational level attained. Intergenerational educational mobility processes are analysed for 20 industrialized nations by means of log-linear and log-multiplicative models. The results show that the degree of educational mobility has remained stable across the second half of the 20th century in virtually all countries. However, nations differ widely in the extent to which parents’ education influences their children's educational attainment. The degree of educational inequality is associated with the institutional structure of national education systems. Rigid systems with dead-end educational pathways appear to be a hindrance to the equalization of educational opportunities, especially if the sorting of students occurs early in the educational career. This association is not mediated by other institutional characteristics included in this analysis that do not exert notable influences on educational mobility.

DOI:10.1093/esr/jcn026 (Full Text)

Licensed Access Link

Browse | Search : All Pubs | Next