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Analyzing data obtained from the literature and our own calculations, significant differences were found among countries in their levels of class voting. The Scandinavian countries had the highest and Canada and the USA the lowest levels of class voting. Since the 1950s, there was a decline in almost all countries in the level of class voting. In this article, several hypotheses were deduced from a limited number of individual assumptions, each purporting to explain the differences among and declining trends within countries. Testing these hypotheses with multilevel techniques revealed that differences among countries can best be explained by their population's religious-ethnic-linguistic diversity, and by the union density within countries. The decline in most countries can best be explained by the rise in their standard of living. Furthermore, a rise in the percentage of union members, especially among the nonmanual classes, accelerated the decline in the level of class voting in some countries. (European Journal of Political Research / FUB)

This article estimates for the Netherlands linear regression models for an individual's level of education by bringing in parental as well as grandparental level of education. The prime question is that of the association between education in the first and third generation after
holding constant education in the second generation. For the empirical analysis, we used the five available waves of the Family Survey Dutch Population as conducted in 1992-1993, 1998, 2000, 2003 and 2009. Since both primary respondents and their partner were interviewed about their father,
mother and offspring, we could estimate statistical models in which the educational level of all grown-up children was regressed on the educational level of both parents and all four grandparents. The results show that grandfather's level of education has a direct effect on his grandchild's
level of education, controlled for the educational level of one of the parents. In a model with both mother's and father's education, no longer a direct effect of grandfather's education is found. This suggests that the direct effect of grandfather's education has become
indirect. Furthermore, the positive effect of grandfather's education on his grandchild's education declines as a function of parental education. In fact, only children with low educated parents profit from a high educated grandfather.

"Die konfessionelle Homo- und Heterogamie werden als Indikatoren für soziale Distanz und gesellschaftliche Offenheit im Bereich der primären Beziehungen interpretiert. Anhand der offiziellen nationalen Statistik werden Trends der Partnerwahl für die Niederlande und Deutschland beschrieben. Loglineare Modelle werden verwendet, um demographische Faktoren auszuschalten und den Einfluß von Angebot und Nachfrage auf dem Heiratsmarkt zu ermitteln. Früher gingen Deutsche bzw. Protestanten eine konfessionelle Mischehe seltener ein als Niederländer bzw. Katholiken. Im Laufe der Zeit aber wurde Religionszugehörigkeit als relevantes Merkmal für die Partnerwahl weniger bedeutsam; nur einige soziale Gruppierungen wie orthodoxe Kalvinisten oder Juden überschreiten bei der Partnerwahl relativ selten Grenzen der Konfessionszugehörigkeit. Allgemeine Theorien wie durch Modernisierung und Industrialisierung wachsende Mobilität und zunehmende mentale Offenheit erklären die beobachteten Trends nur in beschränktem Maße. Adäquatere Interpretationen bieten die folgenden Merkmale der jeweiligen Sozialgeschichte: spezifische konfessionelle Traditionen, der Bruch deutscher Katholiken mit der Vergangenheit nach dem Zweiten Weltkrieg und die Revolte der holländischen Katholiken in den 60er Jahren." (Autorenreferat)

World War II and occupational status attainment.In this study we include personal war experiences in Duncan's path model of status attainment to answer the following research question: To what extent can personal war experiences explain the occupational status of Dutch people
who experienced World War II? We expect that personal war experiences have a detrimental effect on the human capital formation, which in turn leads to a lower educational level and a lower occupational status. To test our hypotheses, we use unique individual-level data from the 'Onderzoek
naar Doorsnee Nederlanders in de oorlog', which was conducted from 2005 to 2010 (N = 346). The results of our path analysis show that people who were forced to work in Germany or the Netherlands during the war obtained a lower educational level and subsequently a lower occupational status.
Physical destruction of one's house also has a negative effect on occupational status through education. In addition, we found some direct effects of personal war experiences on the occupational status.

In this article we review 40 years of cross-national comparative research on the intergenerational transmission of socioeconomic advantage, with particular attention to developments over the past 15 years—that is, since the transition between (what have become known as) the second and third generations of social stratification and mobility research. We identify the generations by a set of core studies and categorize them with respect to data collection, measurement, analytical models, research problems, main hypotheses, and substantive results. We go on to discuss a number of new topics and approaches that have gained prominence in the research agenda in the last decade. We conclude that the field has progressed considerably with respect to data collection and measurement; that shifts across generations with respect to data analytic and modelling strategies do not unambiguously represent advances; and that with respect to problem development and theory formulation the field has become excessively narrow.

In this article, we determine changes in the relationship between education and the labor market in The Netherlands since 1960, for which both developments in the distribution of the labor force according to educational attainment and level of occupation (structural changes) and shifts in the mechanism to allocate educated individuals to occupational positions (which modify the net association between education and occupation) are used. To observe both developments, we make use of data from the 1960 Census and four Labor Force Surveys held in 1973, 1977, 1985, and 1991. Loglinear analysis shows that the association between education and occupation has altered. We conclude that changes in the relationship between education and occupation are not only the result of structural changes, but also the outcome of changes in the way educated individuals are allocated to jobs. These shifts in the allocation mechanism are largely connected with the state of the business cycle: in times of high unemployment, employers increasingly select employees on the basis of their education. We also find some support for modernization theory, but as soon as the state of the business cycle is accounted for, the impact of modernization becomes non-significant.