Suchergebnisse

This article examines the relationship between education and occupation over the course of educational expansion. The authors analyse European Union Labour Force Survey (EU-LFS) data from 2014, 2015, and 2016 from 30 European countries and work with 12 graduated cohorts defined by the year in which they left the education system (2003–2014). They use a multilevel model approach and measure education in both absolute and relative terms. The results show that during the time of educational expansion there was no change in the relationship between education and occupation if education is conceptualised in absolute terms. However, a change in this relationship is visible when education is conceptualised as a positional good. Many previous studies that have posed a similar research question did not consider study field. The results here show that the role of study field changed during this time of educational expansion, with natural science, computer, and IT study fields growing stronger than other fields of study. The authors interpret the strengthening of education as a positional good in reference to the theory of skill-biased technological change.

Dieser Artikel analysiert die Bedeutung des Alters einer Demokratie für die Erklärung von Wahlbeteiligung. Er schlägt vor, dass die demokratische Reife die Wahrscheinlichkeit der Stimmangabe nicht nur direkt beeinflussen könnte, sondern zugleich auch als Verstärker der Effekte von Prädiktoren auf der Individual-Ebene. Aus der Bandbreite der Variablen, die für eine Erhöhung oder Verringerung der Wahrscheinlichkeit der Stimmabgabe verantwortlich sein könnten, hebt diese Studie hervor, dass das politische Responsivitätsgefühl (externe Wirksamkeit) vom Alter einer Demokratie abhängen könnte. Der Zusammenhang zwischen demokratischer Reife und externer Wirksamkeit für die Erklärung von Wahlbeteiligung lässt sich theoretisch aus Aspekten des politischen Sozialisationsprozesses herleiten. Unsere Hypothese ist, dass mit steigendem Demokratiealter auch die positiven Effekte externer Wirksamkeit auf die Wahlbeteiligung zunehmen. Diese Vermutung wird mittels einer empirischen Analyse getestet, die auf Survey-Daten aus dem dritten Modul der Comparative Study of Electoral Systems (CSES) zurückgreift. Das Daten-Set besteht aus insgesamt 34.440 Befragten in 27 Ländern. Es wird eine logistische Regression verwendet (Mehrebenen-Analyse inklusive Interaktions-Analyse), um die Wirkung der uns interessierenden Variablen auf die Wahlbeteiligung (nach den Angaben der Befragten) abzuschätzen.

This article provides a look at the main turning points in research on educational inequalities, both at the level of the fi eld's subject matter and its methodology. The text focuses on authors and concepts that in their time constituted a major innovation, signifi cantly advancing analysis and knowledge in the fi eld of research on educational inequalities. In the article the authors propose viewing researchers in the fi eld of educational inequalities through the lens of their era and in relation to the major turning points between them, which can be identifi ed in terms of subject matter and methodology, and even chronologically. The authors define three basic periods, and for each one present two key concepts. The first period is represented by the basic model of the stratification process and by the socio-psychological model. The second period is characterised by the concept of educational allocation and the theory of 'maximally maintained inequality' (MMI). Presented for the third period are the multinomial transition model and the theory of 'effectively maintained inequality' (EMI). Across these stages of development the authors highlight three of the cited concepts as ground-breaking methodological innovations (the basic model of the stratification process, the concept of educational allocation, and the multinomial transition model) and the other three as innovations in subject matter (interpretive), though closely tied to the advancement of quantitative methods used in the analysis of educational inequalities (the socio-psychological model and the MMI and EMI theories).

This article deals with the relationship between educational homogamy and educational mobility in 29 European countries. It answers three interrelated questions: (1) Is there any relationship between educational mobility and educational homogamy? (2) Does educational homogamy diverge from educational mobility (negative relationship) or does educational heterogamy strengthen educational mobility (positive relationship)? (3) If there is any positive relationship, do educational mobility and educational heterogamy indicate the level of educational inequality to the same degree? To answer these questions the authors use data from three waves of the European Social Survey (2002, 2004 and 2006). The answers are given in absolute (percentages) as well as in relative measures (log-multiplicative effects). The results show that there is a positive relationship between educational mobility and educational heterogamy. For all countries analysed, relative educational heterogamy is a stronger indicator of educational inequalities than relative educational mobility. The systematic deviation of educational heterogamy from educational mobility is explained by a number of factors that the authors discuss in the last part of the article.