Suchergebnisse

This article analyzes the effect of interviewers' physical attractiveness on cooperation rates in face-to-face interviews and survey responses (self-reports on physical appearance, weight, and health). This article includes four aspects of physical attractiveness (facial attractiveness, voice attractiveness, body mass index [BMI], and height) and reports that (1) interviewers with more attractive faces and lower BMI have higher cooperation rates, (2) differences in interviewers' personality (Big Five, Rosenberg self-esteem) account for about one third of the total effect of facial attractiveness on cooperation rates, and (3) being interviewed by a more attractive interviewer leads to more positive self-reports on physical appearance, weight, and health (but does not affect self-reports unrelated to physical appearance).

This paper analyses the effect of macroeconomic and social conditions on the demand for redistribution. Using a synthetic cohort design to generate panel data at the level of socio-demographic groups, analysis of fives waves of data from the European Social Survey (2002–2010) shows that differences across countries in macroeconomic and social conditions have an effect on the demand for redistribution. Consistent with theoretical expectations, economic growth generates a lower demand for redistribution, while higher income inequality generates a higher demand. By contrast, differences across countries in unemployment levels and social expenditure are unrelated to the demand for redistribution. The analysis also suggests that empirical results depend to a considerable extent on the assumptions underlying different methodological approaches.

Research on family background and educational success focuses almost exclusively on two generations: parents and children. This study argues that the extended family contributes significantly to the total effect of family background on educational success. Analyses using the Wisconsin Longitudinal Study show that, net of family factors shared by siblings from the same immediate family, factors shared by first cousins account for a nontrivial part of the total variance in children's educational success. Results also show that grandparents', aunts', and uncles' socioeconomic characteristics have few direct effects on educational success. Furthermore, resources in the extended family compensate for lacking resources in low-SES families, which in turn promote children's educational success. The main conclusion is that the total effect of family background on educational success originates in the immediate family, the extended family, and in interactions between these two family environments.

This article provides new estimates of the causal effect of cultural capital on academic achievement. The author analyzes data from the National Longitudinal Survey of Youth–Children and Young Adults and uses a fixed effect design to address the problem of omitted variable bias, which has resulted in too optimistic results in previous research. After controlling for family and individual fixed effects, the author reports that (1) six indicators of cultural capital have mostly positive direct effects on children's reading and math test scores, (2) the effect of cultural capital is smaller than previously reported, and (3) the effect of cultural capital varies in high and low socioeconomic status (SES) environments. Results mostly support cultural reproduction theory (cultural capital more important in high SES environments) for cultural capital indicators capturing familiarity with legitimate culture and mostly support cultural mobility theory (cultural capital more important in low SES environments) for indicators capturing "concerted cultivation."

The Resource Dilution Hypothesis and related theories predict that sibship size has a negative causal effect on educational attainment. However, because sibship size is likely to be endogenous to children's schooling in the sense that parents who have many children also have other socio-economic characteristics that lead to low educational attainment, it is difficult to determine if sibship size actually has a negative effect on educational attainment or whether the effect is spurious. This article deals with the endogeneity problem by using mothers' and fathers' inherited reproductive capacity as a `natural' experiment which affects sibship size but which, arguably, has no direct effect on children's educational attainment. I analyse data from the Wisconsin Longitudinal Study and use information on mothers' and fathers' sibship sizes and age at birth of first child as instruments for sibship size. After correcting for endogeneity, I find that sibship size has a negative causal effect on educational attainment.

Recent sociological rational choice theories argue that educational decisions are made with the objective of maximizing both economic and social returns to education. Economic returns are, for example, earnings, while social returns include the preservation of existing peer groups and social networks. In this article I develop a rational choice model of educational decision making in which both economic and social returns form the total expected utility of education. Furthermore, I propose and test two rational decision rules that utility-maximizing students should follow when choosing education that are empirically distinguishable from alternative and `non-rational' decision rules. When analyzing data on the choice of secondary education from the Danish PISA survey, I find that students' educational choices are consistent with the hypothesis that they attempt to maximize both economic and social returns to education. Furthermore, the findings suggest that economic returns to education are somewhat more important than social returns.

ABSTRACT
This article addresses why the literature on Inequality of Educational Opportunity (IEO) reaches diverging results concerning the decline or persistency of IEO over time. The main argument in this article is that the diverging results may be caused by the fact that the social class variables used to capture trends in IEO act as proxies for unobserved family-background influences that are substantively different from social class. The article analyses extremely rich longitudinal data from Denmark spanning three generations within the same family lineage. It demonstrates, first, that the effect of social class on secondary schooling is overstated when other family influences, conceptualised as economic, cultural and social capital, and unobserved family influences are not taken into consideration, and second, as in the other Scandinavian countries, that IEO has declined significantly in the postwar period.

This article investigates which socio-economic and ideological factors make individuals support the normative principles of the welfare state. Two principal theoretical perspectives, relating to self-interest and the political ideology, respectively, have been proposed in the literature as causal explanations. However, as most studies utilize solely cross-sectional data, causal interpretations of which factors make people express support for the welfare state have so far been hard to sustain. This article, using panel data from the Canadian 'Equality, Security, and Community' survey and an extended random-effect model, exploits the longitudinal nature of the data and econometric methods to provide a more accurate analysis of the extent to which self-interest and political ideology actually determine support for welfare state principles. The empirical analysis indicates that both self-interest and political ideology variables to some extent are significant predictors of support for welfare state principles. In addition, the article discusses several avenues for future research.

This paper tests the theory of Relative Risk Aversion (RRA), which argues that educational decisions are intended to minimize the risk of downward social class mobility. We propose a structural model which distinguishes the instantaneous utility of educational decisions from the future utility of these decisions with respect to reproducing one's parents' social class position. We analyse British data and find that RRA accounts for some of the observed social class differences in educational decisions. We also find that while more than 90% of individuals derive utility from reproducing their parents' social class position (RRA 'conformists'), a small group of individuals experience disutility from reaching their parents' social class position (RRA 'rebels'). Individuals who experience disutility from reproducing their parents' social class position are characterized by low cognitive ability and a high incidence of behavioural problems in childhood.