Education and social mobility

The recent expansion of higher education in China (1999-2004) was phenomenal. The college attendance rate of high school graduates soared to 63.8% in 1999 from 46.1% in the previous year. The rate continued to experience dramatic growth afterward and remained over 82% during the period of 2002-2004.

Previous studies have so far focused on its impact on educational inequality along social lines, such as family background, gender, ethnicity, and urbanicity, with little attention to other possible important consequences. Most sociological and economic studies take an essentially individual perspective on this issue with inadequate attention to structural factors, such as cohort size.

The proposed study will address the impact of higher education expansion from the end of the 1990s onwards on the marital behavior of those who attended colleges and universities during the expansion period. Specifically, this study will examine both cohort and group variations in age at first marriage in China in light of the higher education expansion. Non-parametric and parametric survival models will be used to compare the 1999-2004 college cohort with its younger and older counterparts, conditional on other factors.

Does cultural capitol contribute oneself to attain a higher social mobility? In this presentation, I will focus on analyzing how education and social capitol are intertwined, reproducing social mobility and inequality. Social Mobility and Education researches has been traditionally used years of education as a education measure, however, this does not allow us to closely look at the specific agent that largely effect individuals to gain higher education opportunity or class. By tracking the education opportunity given differently from primary to university level education, such as attending public, private, foreign schools, private academies, or having private tutors, this research is going to see how different quality of education affect individuals to enter the universities in the higher hiarcky, or get first jobs. For example, English speaking ability has become the cultural capitol in Korea (SetByol CHOI, 2006). Following this research, my research is going to test whether the foreign language speaking ability, as cultural capitpl, is contributing oneself to attain higher social mobility. The data I will use is the time serious data from Korean Educational Development, birth cohort of 1976 to 1986. My tentive hypnoses is English education and education, class mobility, using path analysis.

The goal of this paper is to analyze the link between average, deprivation and inequality of reading test scores from 38 countries evaluated by the Programme for International Student Assessment (PISA), for the years 2000 and 2009. The primary contribution of the current study is to apply well-developed indices and techniques used in economic studies of poverty and inequality to some education data. One hypothesis is that the growth elasticity of educational deprivation reduction is greater than that typically found in economic studies. The reason for this is that the distribution of test scores tends to be more homogeneous as compared to income distributions. To measure deprivation in education we use the poverty metrics developed by Foster, Greer and Thorbecke (1983, 2010) including: 1) educational deprivation headcount index; 2) educational deprivation gap index; and 3) educational deprivation severity index. We define as ‘poor in education’ students who have neither acquired fundamental knowledge nor mastered the basic skills corresponding to their level of schooling. Our findings suggest that ambitious strategies to reduce educational deprivation might have to combine both the increase in the average quality of educational system and some kind of distributive policy focusing on the lowest-skilled students.

Brazil and South Africa are among the most socio-economically unequal countries in the world; education is often cited as the main vehicle for alleviating or exacerbating such pervasive inequality. Equally important, Brazil and South Africa are among the largest multiracial societies in the world, with striking disadvantages in social and economic opportunities and outcomes among the non-white population. The first goal of this paper is to examine cohort patterns of educational inequality by race in Brazil and South Africa. Both countries now witness the largest ever cohorts incorporated into the educational system; yet, despite overwhelming improvements in educational opportunity, it remains unclear whether race inequalities in earnings have declined for younger cohorts. The second goal of this paper is therefore to examine cohort changes in racial differences in earnings in Brazil and South Africa. We use data from large nationally representative household surveys (PNAD for Brazil; GHS for South Africa). To address high unemployment rates, particularly among black South Africans, and account for different propensities of reporting positive earnings, we utilize propensity score matching. Our preliminary findings suggest that white-black inequalities in earnings have persisted despite recent gains in education.

This paper studies the role of U.S. migration on the intergenerational educational mobility of non-migrant youth in Mexico by using data from the 10% sample of the 2000 Mexican Census to compare the educational attainment of youth ages 13 to 20 to that of their parents. Classic models of status attainment suggest that family background is a strong determinant of children educational outcomes. Household migration is expected to positively influence education through its impact on socioeconomic status. However, living in a place with high migration prevalence has been associated with schooling discontinuation and an orientation towards U.S. labor markets. Results show that the positive effects of migration in the household depend on the socioeconomic conditions of the community. In less developed areas, migration in household has a stronger impact on intergenerational educational mobility. In contrast, higher migration prevalence in the community is associated with lower probabilities of intergenerational educational mobility. Additional work explores the stronger impact of migration in poor areas by conducting split sample analyses by level of community development to better understand the interplay between community characteristics and migration influences on educational mobility.

There has been an extensive literature on the relation between education and social mobility, and more specifically the extent to which education can ensure intergenerational mobility regarding different social and economic positions in the society. In the context of sub-Saharan Africa with enormous inequalities in access to resources and where at the same time traditional solidarity networks through the extended family, play a role of social safety nets, one can argue that the social support to the more disadvantaged people in the society can be a leverage to enabling intergenerational mobility. Using event history data collected in Burkina Faso in 2000 which concerned 8,644 individuals aged 15-64 years at the time of the survey, we analyze residential mobility, education attainment, and movements of three synthetic cohort (1975-85, 1965-74 and the 1955-64 birth cohort) across social stratification ladders, comparing their family socioeconomic status background to their socioeconomic status at the time of the survey.

There has been an increasing globalization in the sector of higher education . According to Iran scientific- cultural Counselor in India, despite Iran government unsupported politics, there are still around 6,000 Iranian students in India.Information about demographic and socio- economic abroad students based on their coverage of data items can offer a wide range of useful information for policy makers and research purposes as well as monitoring and evaluation of plans and projects.
The purpose of this study is considering demographical profile of Iranian migrant post graduate students in India and determining their socio-economic status.
This survey included 500postgraduate Iranian students in Indian universities who admitted after January 2008 and send them questionnaire. A total of 396 useable responses were received. Using the chi- square, Spss software and others statistical techniques used for analyses.
The findings of the study indicated that there are significant relationship between Iranian students economical status and age. And there are significant relationship between Iranian students social status and gender. And there are significant relationship between Iranian students social status and marital status.

The appeal of studying abroad (in English-speaking countries) is strong from Iran. According to MSRT of Iran, India is the first Iranian abroad students’ destination. From total 45,000 Iranian students study abroad, 6,000 are in India. With regard to their demographic variables, they experience different level of satisfaction and adaptation.

This study consider the demographic variables of Iranian migrant students in India and their level of satisfaction and culture adaptation

Methodology
A mixed method research was used for the study. 34 students participated in depth interview and 396of Iranian post graduate students in India responded to questionnaire, included demographical factors and satisfaction level and cultural adaptation. Using the chi- square and ANOVA, Spss and others statistical techniques used for analyses.

Some findings
There are significant relationship between gender and level of satisfaction, age and cultural adaptation, marital status and level of satisfaction, residency duration and cultural adaptation, residency duration and level of satisfaction and finally gender and cultural adaptation

This paper provides insight into the costs of coping with employment shocks through informal sector employment by examining the long-term impact of completing high school during a recession on both earnings and the ability to find formal sector work. The context is Indonesia, which in 1998 suffered one of the world’s most severe downturns in the last thirty years. We ask: what are the long-term consequences for life outcomes (employment, earnings, consumption) of early work experience in the informal and self-employed sectors? Were crisis-affected youth more or less likely to suffer adverse consequences from beginning their careers in the informal sector than youth taking a first job in the informal sector during other periods? We use individual, family, and community data from all rounds of the Indonesia Family Life Survey (IFLS), take advantage of the education, employment, and migration histories available in the data, and combine them with characteristics of local labor markets and the macro economy, constructed from the annual national labor force survey (the SAKERNAS), to answer these questions. We use local labor market and macroeconomic shocks at the district at the time important schooling and initial employment decisions were being made to identify the effects of these decisions on long-term individual outcomes.

Over recent decades Latin American countries have focused their education policies in the expansion of them. Some authors consider this achievement towards to the detriment of quality. But, what about the knowledge and skills of students?
Equity in students achievement is defined consistently with the concept of equality of opportunity (Causa & Chapuis, 2010, pág. 4). Equal access to education is among the basic human rights and a component of well being. In this paper we aim to evaluate inequalities in learning opportunities for individuals coming from different socio-economic backgrounds, measured by PISA test scores (2009), as a proxy for inequality of opportunity. The analyses are made inside and cross-country differences in 6 countries of Latin America.
Scores differences between students with high and low values of the Economic, Social, and Cultural Status index (ESCS) provide a measure of fairness of education in each country (OECD PISA reports 2001, 2004, 2007; Schutz et al., 2005, Schutz et al., 2007, Woessmann, 2004, d’Addio, 2007, cited by Causa & Chapuis, 2010). In this case, we applied a mean differences by student’s family and home background and we reinforce our results through Gini index, a conventional indicator.