Suchergebnisse

AbstractDespite the significant political, economic and geographical diversity in China, there is limited research on spatial differences in intergenerational mobility in China. This research aims to fill this gap by exploring the spatial and temporal dimensions of intergenerational educational mobility in China. The data used for the analysis is the 2010–2018 China Family Panel Studies (CFPS), a nationally representative longitudinal general social survey. The analysis incorporates both relative and absolute mobility measures to provide a comprehensive description of intergenerational educational mobility. The results reveal substantial regional differences in intergenerational educational mobility across various economic zones in China, with a rising geographic inequality over time. The southwest and northeast regions stand out as the areas where the educational prospects of the young generation have become not only bleaker but dependent more on their parents. Additionally, this study presents the first education Great Gatsby Curve for China, highlighting the strong relationship between intergenerational mobility and education inequality at the regional level, particularly after China's market reform. The findings highlight the need for regionally targeted policies and levelling up agendas to promote educational opportunities in low‐mobility regions.

Death and suffering of migrants at Europe's Mediterranean Sea border has become one of the defining moral and political issues of our time. While humanitarian organizations argue that deaths result from Europe's policy of exclusion and closure, those employing a deterrence-oriented narrative have argued for even stricter border controls. Perhaps because of its contentious nature, the debate is often devoid of systematic information on the drivers and dynamics of border deaths. This study contributes to our understanding of border deaths in the Mediterranean region in three ways: it describes and evaluates recent data sources on migration and mortality; it provides a descriptive statistical analysis of absolute and relative mortality risks between 2010 and 2016; and it assesses the relationship between European border policy and border deaths. Our findings challenge the dominant deterrence-oriented policy narrative and highlight the failure of European authorities to address the ongoing humanitarian crisis.

Abstract
School integration is an important indicator of equality of opportunity and racial reconciliation in contemporary South Africa. Despite its prominence in public and political discourse, however, there is no systemic evidence on the levels and patterns of school segregation. Drawing on the literature on the post-apartheid political settlement and sociological theories of opportunity hoarding, we explain how the small White minority and, to a lesser extent, the new Black middle class monopolized access to South Africa's most prestigious schools following the abolition of de jure segregation in 1994. Using the 2021 Annual School Survey—an administrative dataset covering all South African schools—and the 2019 Trends in International Mathematics and Science Study school survey, we find very high levels of school segregation along racial as well as socioeconomic lines. White students almost exclusively attend former White schools, have little exposure to the low-income Black majority, and are vastly overrepresented in elite public and private schools. We argue that in South Africa and other contexts with under-resourced education systems, elite capture of the few high-performing schools serves to reproduce race and class privilege.

A contentious debate in academic as well as policy circles relates to the growth in private schooling in Sub-Saharan Africa and other low-income regions. While proponents highlight the superior learning outcomes of pupils in private schools, others have argued that this is merely a reflection of the more advantaged family background of private school pupils, rather than an effect of private schooling itself. We contribute to this debate by providing estimates derived from household fixed effect models, which control for any observed or unobserved differences between government and private school pupils at the household level. We argue that these can be interpreted as an upper bound estimate of the effect of private schooling on learning. We rely on large-scale, comparable household survey data from Kenya, Uganda, India and Pakistan, focusing on children enrolled in grade 2 to 6 of primary school. Private school attendance ranges from 12% in Kenya to 33% in rural India, with substantial within-household variation. Preliminary findings show that controlling for family background almost eliminates the positive effect of private schooling in rural Pakistan and reduces it by around half in rural India, Kenya and Uganda, to about a quarter of a standard deviation. Subgroup analyses show that the effect of private schooling does not differ substantially between high- and low-SES families. We discuss implications for educational policy.