Abstract
Post-communist transition in Eastern Europe has affected social stratification and mobility. There is an argument that transition undermined the role of parental cultural capital and increased the importance of parental economic capital in determining the educational mobility of children. In this paper, we examine whether the parental cultural capital has played a role in educational mobility of cohorts born in 1970–1984 and what has been the contribution of the different states of cultural capital. We also consider the gender heterogeneity in the transmission of educational advantage. The study focuses on one country of Eastern Europe—Lithuania, which underwent the transition to a radical neo-liberal form of capitalism. Using data from the Families and Inequalities Survey of 2019, we apply the descriptive and ordinal regression analysis. The results indicate intergenerational educational upward mobility for women. All states of parental cultural capital (objectified, embodied, institutionalized) are relevant for the educational attainment of the transitional cohort. The effects are more pronounced for women, at least in relation to some states of parental cultural capital. On a more general level, the findings imply that the intergenerational reproduction of educational attainment was not substantially altered by the transition, at least during its initial decades.
Highlights
Capital, Gender andIt has been almost three decades since the countries of Central and Eastern Europe started the dramatic transition from socialist authoritarian regime to democracy and market economy
We have attempted to account for the intergenerational educational mobility in post-communist Lithuania
Theory of social reproduction, we asked how the three states of cultural capital acquired in childhood are associated with the final educational attainment of adult children
Summary
Gender andIt has been almost three decades since the countries of Central and Eastern Europe started the dramatic transition from socialist authoritarian regime to democracy and market economy. As the first generations of children, whose educational trajectories evolved and reached the final stage during the intensive period of societal changes, have come of age, we ask to what extent their educational attainment has been shaped by the parental cultural capital and how the transmission of educational advantage in the family is related to gender. Sociological literature is rich in exploring how the parental cultural capital translates into educational advantage in the children’s generation. Only very few studies consider multiple forms of cultural capital [2]. The issue of the gendered heterogeneity of the way cultural capital is reproduced in the families only very recently appeared on the research agenda [3,4].
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