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Abstract
We analyse the impact of unequal school opportunity on intergenerational income mobility and human capital accumulation. Building upon the classical Becker–Tomes–Solon framework, we use a regime-switch model allowing for differences in income transmission across groups. We find that unequal school opportunity raises average human capital because of assortative matching. However, because income dispersion tends to be higher at the top, in most cases unequal school opportunity decreases intergenerational mobility. Calibrating the model to the USA, simulations suggest that school equalisation and desegregation policies have positive effects on mobility at relatively small efficiency costs.

AbstractUsing data from two comprehensive national Labour Force Surveys and monetary and non‐monetary outcomes, we examine the extent of intergenerational mobility in Ethiopia. Results from ordinary least squares and quantile regression suggest moderate to high levels of earnings persistence. Generalised ordered logit‐based results suggest significant mobility educationally, which may be linked to the significant widening of educational opportunities over the last two decades, but hardly any evidence of mobility occupationally. Sons are found to be more mobile than daughters in all cases. Public policy may have to foster the equality of opportunities generally and along gender lines in order to enhance mobility. Copyright © 2018 John Wiley & Sons, Ltd.

Abstract
Recent studies use names—first and surnames—to estimate intergenerational mobility in sources that lack direct family links. While generating novel evidence on intergenerational transmission processes, it remains unclear how different estimators compare and how reliable they are. This paper evaluates the most popular name-based methods, using newly digitised records from Finland and US census data. We illustrate that their interpretation depends on sampling properties of the data, such as the overlap between the parent and child samples, which differ widely across studies. We correct for the attenuation bias from limited overlap and address other common problems encountered in applications.

Using new cross-country survey and experimental data, we investigate how beliefs about intergenerational mobility affect preferences for redistribution in France, Italy, Sweden, the United Kingdom, and the United States. Americans are more optimistic than Europeans about social mobility. Our randomized treatment shows pessimistic information about mobility and increases support for redistribution, mostly for "equality of opportunity" policies. We find strong political polarization. Left-wing respondents are more pessimistic about mobility: their preferences for redistribution are correlated with their mobility perceptions; and they support more redistribution after seeing pessimistic information. None of this is true for right-wing respondents, possibly because they see the government as a "problem" and not as the "solution." (JEL D63, D72, H23, H24, J31, J62)

This work project aims at exploring the role of intergenerational immobility in political violence. A cross-country macro-level analysis is done where no significant results are found. Additionally, an individual micro-level analysis is done where intergenerational mobility (measured through a proxy variable) has a negative significant effect in political violence

AbstractThis study analyzes the intergenerational transmission of education in nine Sub‐Saharan African countries, using nationally representative household survey data on parents of adult individuals. It provides the levels and trends of intergenerational persistence of years of schooling over 50 years, and it also ranks the nine countries relative to other nations. There is a declining cohort trend in the intergenerational persistence of education, particularly after the 1960s. Nevertheless, the education of parents remains a strong determinant of the educational outcomes of children. The analysis also documents country heterogeneity (intergenerational educational mobility varies significantly across countries) and a marked gender effect: daughter's education attainment is more correlated with her parents' education than that of sons. From a policy perspective, our result points to the importance of targeted redistributive policies and the expansion of secondary education to improve mobility.

Education expansion may lead to 'over‐education', where the social connections of parents may exert more significant influence on the return to education of children. With the assumption of a positive correlation between return on human capital and parental income in the presence of over‐education, we show that: (i) the expansion of education may cause horizontal inequity in education opportunities and inefficiency in human capital accumulation; (ii) the positive correlation between return on human capital and parental income causes a more persistent intergenerational immobility; (iii) an expansion of education (especially higher education) leads to more persistent intergenerational immobility.

"The widening of income and wealth inequality has become one of the most important obstacles on the road to China's common prosperity. In the context of inequality reduction and anti-poverty strategy in China, this book investigates the complex relationship between education and intergenerational mobility in terms of occupation and income. Based on large-scale social survey data, cutting-edge econometric models and statistical methods, the book examines the role of education in breaking the intergenerational transmission of poverty and promoting intergenerational mobility. It analyzes the characteristics of birth cohorts in intergenerational mobility, the long-term trends of educational, occupational, and income mobility among rural and urban residents across generations, and also the regional different patterns of intergenerational mobility against the background of social changes in China. Based on empirical findings, the author advances suggestions on an education policy conducive to poverty alleviation. The book will appeal to scholars and students studying the sociology of education, the economics of education and Chinese education, as well as policy makers interested in the topics of education policy systems and poverty alleviation, as well as education equity and social mobility"--