Measures Of Family Background Research Articles

Following in the parents’ footsteps? Using sibling data to analyse the intergenerational transmission of social (dis)advantage in Scotland

Abstract This study provides new evidence about the extent to which individual occupational status is determined by family of origin (ascription) and by educational attainment (achievement). Using linked administrative data from the Scottish Longitudinal Study, we measure intergenerational mobility using sibling correlations and we assess the effect of siblings’ education on their occupational status by examining between- and within-sibling differences. We show that about 36 per cent of siblings’ variation in occupational status in Scotland is attributable to shared family factors. Our observed measures of family background explain about 40 per cent of the shared family effect, meaning that family-based advantages in the Scottish labour market largely arise from unmeasured factors. We also find that siblings’ educational attainment accounts for 80 per cent of the variation between families in occupational status. While this may suggest that the Scottish labour market is highly meritocratic, previous research that showed a very strong family effect on educational attainment leads us to a different interpretation, namely that social inequalities in education are the main mechanism through which inequalities between families are reproduced (and perhaps legitimated) in the Scottish labour market.

Student achievement, school quality, and an error-prone family background measure: exploring the sensitivity of the Heyneman-Loxley effect in Southern and Eastern Africa

BackgroundWe examine the sensitivity of the Heyneman-Loxley Effect to the influence of an error-prone family background measure in 15 education systems from Southern and Eastern Africa. Our aim is to revisit a claim by Abby Riddell from the November 1989 issue of the Comparative Education Review concerning the reliability of family background measures and the estimation of the Heyneman-Loxley Effect. Three questions guide our study: does national income have an association with the reliability of a family background measure, is the association between a family background measure and student achievement sensitive to measurement error, and is the association between national income and the school effect sensitive to measurement error?MethodsOur analysis relies on the SACMEQ III data archive and, most importantly, a known error-prone family background measure (i.e., socioeconomic status index) and its corresponding measurement error (i.e., conditional standard error of measurement). For each SACMEQ III education system, we calculate the reliability of the socioeconomic status index and examine its association with national income. We use a Bayesian multilevel regression model to estimate naive and correction parameters representing the association between the socioeconomic status index and student achievement. Finally, we explore the associations between national income and the naive and correction estimates for the school effect across SACMEQ III education systems.ResultsWe observe three results. First, the association between national income and the reliability of the socioeconomic status index appears negative among SACMEQ III education systems (albeit questionable due to the small n-size and influential outliers). Second, the association between the socioeconomic status index and student achievement is sensitive to measurement error across content areas and SACMEQ III education systems. Third and finally, the association between national income and the school effect is insensitive to measurement error across content areas and SACMEQ III education systems.ConclusionsThroughout our study, we discuss measurement error, its consequences, and why the correction of error-prone family background measures is important. We highlight the need for auxiliary information for measurement error correction (e.g., reliability ratio, conditional standard error of measurement). Lastly, in addition to encouraging the correction of error-prone family background measures when attempting to replicate the Heyneman-Loxley Effect, we invite further research on improving the reliability and comparability of family background measures.

Oh, the education (you think) you’ll have! Relative deprivation and students’ academic expectations, aspirations, and attainment

Scholars generally agree that financial deprivation negatively affects students’ educational outcomes. However, while absolute levels of resources are important, individuals’ perceived relative economic wellbeing also shape their educational outcomes. This article asks whether attending school with peers from comparably richer families is related to adolescents’ educational expectations, aspirations, university plans, and university attainment. We test the relative deprivation theory by comparing three different forms of the Yitzhaki Index. Data for this study comes from the Taiwan Youth Project, which consists of two cohorts of adolescents (N = 5098) from 162 middle school classrooms. The results show that relative deprivation in the classroom is negatively related to students’ educational expectations, aspirations, and plans to attend university. Yet, relatively deprivation is not associated with higher educational attainment when controlling for absolute measures of family background. These results highlight the need for a more nuanced understanding of perceived relative economic disadvantages in shaping student outcomes.

Research on intergenerational transmission of Chinese residents’ income: Based on data from ten surveys of Chinese Family Tracking Survey from 1989 to 2015

This article uses the rank-ordered probit estimation method and data from the 10 Chinese Family Tracking Survey from 1989 to 2015 to systematically study how the family background, especially the parental income, of urban and rural residents in China since its opening affects the intergenerational transmission of income and income inequality. The results show the following: ① The higher the income of parents is, the higher the income of their offspring. When parents are middle income or above, the probability of their children earning an upper-middle or high income increases significantly. ② Although the income of mothers is low, its impact on children’s income is greater than that of the father’s income. If the mother’s income is middle, upper-middle, or high income, it will increase the probability of her children earning a high income by 12.17%, 28.16% and 45.90%, respectively, while the corresponding influence from the father’s income is 9.62%, 20.69% and 43.82%. ③ For children, the degree of intergenerational income inequality is greater for women than for men, and it is higher in cities than in rural areas. ④ The intergenerational transmission of income is persistent across multiple generations, but the transmission from parents is much higher than from grandparents. It is also difficult for the offspring of a lower-income couple to obtain a higher income. These conclusions are robust to examining different samples and examining the predicted impact of various measures of family background on the income of offspring. Based on the results, this article puts forward policy recommendations to improve intergenerational income consolidation and reduce income inequality.

Bachelor degree participation in vocational institutions: examining the determinants of participation

ABSTRACT Recent studies in Australia have found that bachelor's degree participation in vocational institutions in Australia tends to skew towards students from high and middle socioeconomic status (SES) backgrounds. This outcome runs counter to overall vocational participation which is dominated by students from low and middle SES backgrounds. This paper uses data from the Longitudinal Surveys of Australian Youth (LSAY) to confirm findings from a mixed-methods study on bachelor courses in vocational institutions by school leaver-aged students. It characterises the student population in such courses and examines evidence on the influence of determinants of bachelor participation in vocational institutions, in relation to measures of family background, wealth and cultural status and school type. It is found that students entering bachelor programs in vocational education have higher household levels of cultural possession, are more likely to plan to enter university, and have higher self-assessments of academic ability than those undertaking traditional vocational qualification pathways, but lower than those who undertook bachelor qualifications at university.

Cognitive ability as a moderator of the association between social disadvantage and psychological distress: evidence from a population-based sample.

Social disadvantage consistently predicts both self-reported distress and clinically diagnosed disorders such as depression. Yet, many individuals who are exposed to disadvantage do not report high levels of distress. This study extends our recent work showing that high cognitive ability may protect against the negative health consequences of exposure to disadvantaged backgrounds. We test whether this 'buffer effect' exists across clinically relevant indices of mental health in a population-representative sample. In total, 27 985 participants were drawn from the UK Household Longitudinal Study (Understanding Society). Clinical diagnoses of depression and clinically relevant measures of psychological distress [i.e. Short Form-12 (SF-12) Mental Component, General Health Questionnaire (GHQ)] and trait neuroticism were assessed. Cognitive ability was derived from performance on word recall, verbal fluency and numerical ability tasks. Early-life disadvantage was gauged using family background measures assessing parental education and occupation at age 14. Background disadvantage predicted increased levels of reported psychological distress and neuroticism. These associations were moderated by cognitive ability. Across all available mental health measures, the negative association between early-life disadvantage and poor adult mental health was strongest at low (-1 s.d.) cognitive ability and was no longer evident at high (+1 s.d.) levels of cognitive ability. The results provide support for a cognitive buffering hypothesis linking high cognitive ability to a decrease in the magnitude of the social gradient in mental health. Those disadvantaged by both low socioeconomic status and low cognitive ability may benefit from targeted prevention and treatment programmes aiming to reduce socioeconomic disparities in mental health.

Resilience to stress and risk of gastrointestinal infections.

Exposure to psychological stress can elicit a physiological response that may influence characteristics of the gastrointestinal mucosa, including increased intestinal permeability, in turn possibly increasing susceptibility to gastrointestinal infections. We investigated whether low stress resilience in adolescence is associated with an 'increased' risk of gastrointestinal infections in subsequent adulthood. Data were provided by Swedish registers for a cohort of 237 577 men who underwent military conscription assessment in late adolescence (1969-76). As part of the assessment procedure, certified psychologists evaluated stress resilience through semi-structured interviews. The cohort was followed from conscription assessment until 31 December 2009 (up to age 57 years). Cox regression assessed the association of stress resilience with gastrointestinal infections (n = 5532), with adjustment for family background measures in childhood and characteristics in adolescence. Peptic ulcer disease (PUD) in adulthood was modelled as a time-dependent covariate. Compared with high stress resilience, lower stress resilience was associated with a 'reduced' risk of gastrointestinal infections after adjustment for family background in childhood, characteristics in adolescence and PUD in adulthood, with hazard ratios (and 95% confidence intervals) of 0.88 (0.81-0.97) and 0.83 (0.77-0.88) for low and moderate stress resilience, respectively. Lower stress resilience in adolescence is associated with reduced risk of gastrointestinal infections in adulthood, rather than the hypothesized increased risk.

Height and cognition at work: Labor market productivity in a low income setting

Taller workers earn more, particularly in lower income settings. It has been argued that adult height is a marker of strength which is rewarded in the labor market; a proxy for cognitive performance or other dimensions of human capital such as school quality; a proxy for health status; and a proxy for family background and genetic characteristics. As a result, the argument goes, height is rewarded in the labor market because it is an informative signal of worker quality to an employer. It has also been argued that the height premium is driven by occupational and sectoral choice. This paper evaluates the relative importance of these potential mechanisms underlying the link between adult stature and labor market productivity in a specific low income setting, rural Central Java, Indonesia. Drawing on twelve waves of longitudinal survey data, we establish that height predicts hourly earnings after controlling education, multiple indicators of cognitive performance and physical health status, measures of family background, sectoral and occupational choice, as well as local area market characteristics. The height premium is large and significant in both the wage and self-employed sectors indicating height is not only a signal of worker quality to employers. Since adult stature is largely determined in the first few years of life, we conclude that exposures during this critical period have an enduring impact on labor market productivity.

Early child care and adolescent functioning at the end of high school: Results from the NICHD Study of Early Child Care and Youth Development.

Relations between early child care and adolescent functioning at the end of high school (EOHS; M age = 18.3 years) were examined in a prospective longitudinal study of 1,214 children. Controlling for extensive measures of family background, early child care was associated with academic standing and behavioral adjustment at the EOHS. More experience in center-type care was linked to higher class rank and admission to more selective colleges, and for females to less risk taking and greater impulse control. Higher quality child care predicted higher academic grades and admission to more selective colleges. Fewer hours in child care was related to admission to more selective colleges. These findings suggest long-term benefits of higher quality child care, center-type care, and lower child-care hours for measures of academic standing at the EOHS. (PsycINFO Database Record

Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States

After introducing alternative perspectives on assimilation and acculturation, we use the 2002-2012 waves of the Education Longitudinal Study to model differences in educational attainment for students sampled as high school sophomores in 2002. We focus on patterns observed for the growing Mexican immigrant population, analyzing separately the trajectories of 1 st , 1.5 th , 2 nd , and 3 rd + generation Mexican immigrant students, in comparison to 3 rd + generation students who self-identify as non-Hispanic whites and students who self-identify as non-Hispanic blacks or African Americans. The results suggest that the dissonant acculturation mechanism associated with the segmented assimilation perspective is mostly unhelpful for explaining patterns of educational attainment, especially for the crucial groups of 1.5 th and 2 nd generation Mexican immigrant students. Instead, standard measures of family background can account for large portions of group differences in bachelor's degree attainment, with or without additional adjustments for behavioral commitment to schooling, occupational plans, and educational expectations. The broad structure of inequality in the United States, as well as the rising costs of bachelor's degrees, should be the primary source of concern when considering the prospects for the incorporation of the children of recent Mexican immigrants into the mainstream.

Beyond Free Lunch: Which Family Background Measures Matter?

Most studies of school achievement use free-lunch eligibility or other basic indicators to adjust for differences in students’ socioeconomic backgrounds. This study determines whether these variables are enough to separate the confounding effects of students’ backgrounds from the main variables of interest in education studies. The Early Childhood Longitudinal Study dataset from the kindergarten class cohort of 1998-99 (ECLS-K) provides an unusually vast array of information regarding children’s home resources and experiences. This plethora of parent-reported data raises questions about which variables researchers should include in their analyses, and it provides an extraordinary opportunity to examine this question. Using a split-sample design, stepwise regression, and multi-level modeling, this study systematically examines over 200 ECLS-K student background variables to determine which factors predict reading and mathematics achievement after typical SES controls are employed. The study identifies several variables that are important supplements to traditional SES measures, including the number of children in the household, mother’s age at first birth, and children’s books at home. Results indicate the extent to which “value added” studies can be flawed when using only basic demographic variables. The findings hold implications for data collection and accountability efforts, including NCLB, teacher evaluation plans, and the design of state longitudinal data systems.

Increasing Racial Isolation and Test Score Gaps in Mathematics: A 30-Year Perspective

Background/Context Although there has been progress in closing the test score gaps among student groups over past decades, that progress has stalled. Many researchers have speculated why the test score gaps closed between the early 1970s and the early 1990s, but only a few have been able to empirically study how changes in school factors and social background characteristics relate to that convergence. The main reason for this is the lack of data for multiple student cohorts—information necessary for the examination of such relationships. Purpose/Objective/Research Question/Focus of Study We analyzed nationally representative data from 1972, 1982, 1992, and 2004, examining the mathematics achievement of four high school senior cohorts, and several school and family background characteristics. We examined how changes in these measures (in terms of means and coefficients) relate to the black-white and Latino-white test score gaps and to changes in school minority composition. Population/Participants/Subjects For our analysis, we used the following nationally representative data sets, which are part of the Longitudinal Studies (LS) program at the National Center for Education Statistics (NCES): National Longitudinal Study of the High School Class of 1972 (NLS-72); High School and Beyond senior cohort of 1982 (HSB-82); National Education Longitudinal Study senior cohort of 1992 (NELS-92); and Educational Longitudinal Study senior cohort of 2004 (ELS-04). Research Design Conducting secondary data analyses of these nationally representative data, we estimated a series of regressions for each senior cohort, entering the race dummy variables to estimate the unadjusted predicted mathematics test score difference between black and white students and between Latino and white students. Next, we estimated a series of multilevel regressions for each cohort to analyze how trends in school and social background measures are related to trends in the black-white and Latino-white mathematics test score gaps. Finally, we used the pooled coefficients in the decomposition of the difference between the predicted means of white and black test scores. Findings/Results Our estimates revealed that between 1972 and 2004, increases in school segregation corresponded to significant increases in the black-white and Latino-white test score gaps, outweighing the positive changes in family background measures for these minority groups. Conclusions/Recommendations Understanding how our society can address these countervailing forces—the improving socioeconomic conditions for black and Latino families on the one hand, and the increasing racial isolation of these students in schools on the other— necessitates innovative ideas and experimentation.

Intergenerational Closure and Academic Achievement in High School: A New Evaluation of Coleman's Conjecture

This article reexamines the conjecture of James S. Coleman that intergenerational social closure promotes student achievement in high schools, analyzing the best national data on academic achievement and social networks: the 2002 and 2004 waves of the Education Longitudinal Study. The results show that within the Catholic school sector, schools that are characterized by dense parental networks have substantially higher average student achievement. This association can be reduced but not eliminated by conditioning on available measures of student network structure and standard measures of family background. In contrast, in the public school sector, a similarly strong bivariate association between dense parental networks and student achievement can be attributed almost entirely to these basic conditioning variables. These results represent, at best, a mixed verdict for Coleman's predictions. Intergenerational closure in its currently observed form does not increase achievement in public schools, suggesting that parental monitoring of discipline does not outweigh some of the costs of parental closure. However, intergenerational closure may increase achievement in Catholic schools to a modest degree because Catholic schools are affiliated with religious communities that have appropriable norms.

Cultural Capital, the State, and Educational Inequality in China, 1949–1996

Previous studies on educational stratification in socialist China focused on how changing macropolitical processes and state policies affected the patterns of educational attainment, while paying less attention at the mechanisms of the intergenerational transmission of educational inequality. Employing the cultural capital perspective, this article explores the relationship between cultural capital and children's educational attainment in urban China during the entire history of communist rule from 1949 to 1996. Using data from a nationally representative sample of Chinese urban adults conducted in 1996, this article addresses important issues about the social reproduction of educational inequalities in a socialist context. It finds that cultural capital has significant positive effects on children's educational attainment even after controlling for measures of family background. Moreover, the findings provide evidence that both the cultural reproduction model and the cultural mobility model have applicability to the Chinese case. Another finding is that the effects of cultural capital on educational attainment vary with the changing macropolitical processes in different historical periods in China. The results imply that the process of social stratification in socialist China has been shaped by massive state intervention.

Revolution and Family in Rural China: Influence of Family Background on Current Family Wealth

This paper examines the influence of family human capital on offspring’s economic status in post reform rural China by concentrating on the father-son relationship. We focus on two indicators of family background: family class origin (jiating chengfen) and occupational experience. The results of a family wealth function for 2002 suggest that, after controlling for other individual and family characteristics, both measures of family background have a significant influence on family wealth. First, parental experience of a nonagricultural family business before collectivization has a positive and statistically significant effect on current family wealth. Second, the offspring of landlord/rich peasant and middle peasant families are more likely to have higher family wealth than poor and lower-middle peasant families. We also find cohort and regional differences in the influence of family background. Our findings suggest that the strength and robustness of the Chinese rural family as a cultural institution preserves family human capital across radical institutional changes.

School readiness and later achievement.

Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.

Are measured school effects just sorting?: Causality and correlation in the National Education Longitudinal Survey

Youth who share a school and neighborhood often show similar levels of academic achievement, but some studies find all or most of this correlation is due to sorting (not causation). We analyze the National Education Longitudinal Survey (NELS) in three ways to decompose sorting versus causality: We first control for much richer measures of family background than other analysts have used. We next use characteristics of the students’ future high school as an instrument for family background (as future high school quality is correlated with unobserved family background but cannot cause junior high test scores). Finally, we use regression and semi-nonparametric matching methods to look at changes in test score when youth change schools. The results create a collage of evidence that a significant fraction of the correlation is causal.

DOES MARRIAGE REDUCE CRIME? A COUNTERFACTUAL APPROACH TO WITHIN‐INDIVIDUAL CAUSAL EFFECTS*

Although marriage is associated with a plethora of adult outcomes, its causal status remains controversial in the absence of experimental evidence. We address this problem by introducing a counterfactual life‐course approach that applies inverse probability of treatment weighting (IPTW) to yearly longitudinal data on marriage, crime, and shared covariates in a sample of 500 high‐risk boys followed prospectively from adolescence to age 32. The data consist of criminal histories and death records for all 500 men plus personal interviews, using a life‐history calendar, with a stratified subsample of 52 men followed to age 70. These data are linked to an extensive battery of individual and family background measures gathered from childhood to age 17 — before entry into marriage. Applying IPTW to multiple specifications that also incorporate extensive time‐varying covariates in adulthood, being married is associated with an average reduction of approximately 35 percent in the odds of crime compared to nonmarried states for the same man. These results are robust, supporting the inference that states of marriage causally inhibit crime over the life course.

Drinking patterns in mid‐adolescence and psychosocial outcomes in late adolescence and early adulthood

To describe the pattern of drinking at age 16 and to relate this to outcomes at 16-21 years and 21-25 years across a number of psychosocial domains. A prospective birth cohort study with annual follow-up until age 16 then at 18, 21 and 25 years. Christchurch, New Zealand. Of 1265 subjects, 953 were interviewed at age 16. Multiple measures of family background were collected from birth to 16 years. Alcohol consumption was measured in terms of frequency, usual or last quantity drunk and most drunk per occasion. Problems were also recorded. Questions about psychiatric symptoms enabled Diagnostic and Statistical Manual (DSM) criteria to be applied. Detailed reports on educational outcomes, employment, sexual behaviours and offending were collected. Four latent classes were required to describe drinking at age 16, but these appeared to lie along a single dimension which strongly predicted outcomes at ages 16-21 and 21-25 across all domains (alcohol-related, substance dependence, mental health, education, sexual relationships and offending). After controlling for background and correlates only a small number of outcomes were still related consistently to drinking at age 16 over both periods: most alcohol-related outcomes, the number of sexual partners and the extent of violent offending. Drinking at age 16 is a clear indicator of future life-course over most domains in late adolescence and early adulthood. Many of these associations are due to other covariates. Outcomes specific to drinking at age 16 are alcohol outcomes, number of sexual partners and violence.

Effects of family background on crime participation and criminal earnings: an empirical analysis of siblings

This study exploits the sibling structure of the National Longitudinal Survey of Youth data to measure the degree to which family background explains the variance in the propensity to engage in criminal activities and in the intensity and success of crime participation as measured by the level of criminal earnings. A multiple-equation model whose reduced form disturbances are connected by a common unobservable variable having a variance-components structure is developed and estimated. Estimation results indicate a high level of association (net of observable measures of family background) between the unobserved factors affecting siblings' propensity to engage in criminal activities in a family, with estimated intra-family correlations ranging from 0.44 to 0.55. Sharing a common family background explains around 25% of the variance of the unconditional criminal income. The results suggest that ignoring family background effects leads to a significant upward bias in the effects of race and education on the propensity to engage in income-generating crime.