Institutional change and parental compensation in intergenerational attainment.
Heta Pöyliö1, Jani Erola1, Elina Kilpi-Jakonen1
1University of Turku.
The British Journal of Sociology
|September 1, 2017
Summary
As educational expansion weakens parental influence on education, parents compensate to maintain influence on children's careers. This parental compensation is linked to institutional changes like longer compulsory schooling.
Area of Science:
- Sociology
- Education Policy
- Social Stratification
Background:
- Educational expansion has historically weakened the link between parental background and children's educational outcomes.
- The influence of parental background on children's occupational attainment remains a critical area of sociological inquiry.
- The study investigates the evolving role of parental influence amidst changing educational institutions.
Purpose of the Study:
- To test the parental compensation hypothesis regarding occupational attainment.
- To examine the relationship between institutional changes and parental compensatory actions.
- To determine if educational inequality reforms trigger parental compensation.
Main Methods:
- Utilized linked data from five waves of the European Social Survey (2002-2010).
- Integrated data on educational institutions matched to birth cohorts (1941-1980) across 25 countries.
- Employed multilevel mixed-effects regression analyses to assess associations.
Main Results:
- Confirmed a weakened origin-education (OE) association, supporting the parental compensation hypothesis.
- Observed a strengthened origin-destination association net of education (net OD), indicating increased parental influence.
- Found that reforms lengthening compulsory education and increased higher education access positively influenced parental compensation.
Conclusions:
- Parental compensation strategies strengthen the link between family background and occupational attainment.
- Lengthening compulsory schooling appears to enhance parental influence on children's career paths.
- Parents' reactions to changes in higher education access were less pronounced compared to compulsory education reforms.
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