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This article focuses on uncovering social inequality in non-curricular activities (NCAs) and looking at the impact these have on young people's school performance. Based on research conducted in Barcelona with 2,156 10th-graders, the authors investigate the association of participation in NCAs with academic outcomes in the context of social stratification. Their analysis of the data show how the choice of NCAs differs according to gender, immigrant background and family education level. Their findings also indicate that NCAs have an impact on academic performance, and that this effect is amplified when the family educational level variable is introduced. The largest impact of these activities occurs among students whose parents' highest level of education is compulsory education. If students in this social group do not participate in any of the NCAs, their grade point average is associated with the worst performance among young people in Barcelona. On the other hand, if they take part in sports or artistic activities at school, their grade point average is the highest in their social group. The article concludes with some recommendations for socio-political and educational intervention, at the level of schools and the educational community as well as at the policymaking level. [ABSTRACT FROM AUTHOR]

There are concerns that ability tracking at a young age increases unequal opportunities for children of different socioeconomic background to develop their potential. To disentangle family influence and potential ability, we applied moderation models to twin data on secondary educational track level from the Netherlands Twin Register (N = 8847). Delaying tracking to a later age is associated with a lower shared environmental influence and a larger genetic influence on track level in adolescence. This is in line with the idea that delaying tracking improves equality of opportunity. Our results further suggest that this is mostly because delaying tracking reduces the indirect influence of family background on track level via the test performance of students. Importantly, delaying tracking improves the realization of genetic potential especially among students with low test scores, while it lowers shared environmental influence on track level for students of all test performance levels. [ABSTRACT FROM AUTHOR]

Existing research linking prior military employment with labor market outcomes has focused on comparing the relative income of veterans and nonveterans. However, people who join the armed forces are uniquely selected from the broader population, and the form and direction of selectivity has shifted over time, with differential enlistment rates by race, region, and socioeconomic status. Understanding changes in the demographic composition of enlistees and veterans has significant import for the study of social mobility, particularly given changes in the occupational structure since the mid-twentieth century and wage stagnation well into the new millennium. Furthermore, labor market polarization and increases in educational attainment since WWII raise additional concerns about the social origins of military personnel and their occupational trajectories after discharge. Using data from the National Longitudinal Surveys, we investigate how social background is linked to both income and occupational mobility among veterans from three cohorts of American men: World War II, Vietnam, and the All-Volunteer Force. We find few benefits for veterans, for either income or intergenerational occupational mobility, once social background is controlled, suggesting that selection into the armed forces largely governs outcomes in the civilian labor market. Our findings have significant importance for understanding civilian labor market outcomes and trajectories of social mobility during distinct phases of military staffing. [ABSTRACT FROM AUTHOR]

In recent years, researchers have become increasingly interested in how the effects of parental separation on children's educational attainment vary with social background. On the one hand, parents with more resources might be better able to prevent possible adverse events like separation to affect their children's outcomes. On the other hand, children from higher social backgrounds might have more resources to lose from a parental separation. A wide range of empirical studies on the issue have come to inconsistent conclusions, with support found for both perspectives. The aim of this paper is to monitor the influence of methodological and operational choices on the different results observed across studies. We focus on aspects such as the operationalization of key variables, the measurement of inequality in absolute and relative terms and the different strategies used to address endogeneity. We study the effects of parental separation on educational attainment for a cohort of British children born in 1970 and find that conclusions change depending on whether social background is measured using the mother's or father's characteristics and whether relative or absolute differences between groups are considered. Results are relatively insensitive to the operationalization of dependent variables and the treatment of missing data. When using data from Understanding Society instead of the British Cohort Study, results also did not change. We reflect on how these findings can explain the contradictory results from earlier studies on the topic, and how heterogeneity in the effects of parental separation by socio-economic background should be interpreted. [ABSTRACT FROM AUTHOR]

A large body of literature has demonstrated a positive relationship between education and age at first birth. However, this relationship may be partly spurious because of family background factors that cannot be controlled for in most research designs. We investigate the extent to which education is causally related to later age at first birth in a large sample of female twins from the United Kingdom (N = 2,752). We present novel estimates using within-identical twin and biometric models. Our findings show that one year of additional schooling is associated with about one-half year later age at first birth in ordinary least squares (OLS) models. This estimate reduced to only a 1.5-month later age at first birth for the within-identical twin model controlling for all shared family background factors (genetic and family environmental). Biometric analyses reveal that it is mainly influences of the family environment-not genetic factors-that cause spurious associations between education and age at first birth. Last, using data from the Office for National Statistics, we demonstrate that only 1.9 months of the 2.74 years of fertility postponement for birth cohorts 1944-1967 could be attributed to educational expansion based on these estimates. We conclude that the rise in educational attainment alone cannot explain differences in fertility timing between cohorts. [ABSTRACT FROM AUTHOR]

In this article, we evaluate the impact of social origin on the realisation of educational intentions at the time of becoming eligible for higher education in Germany. In general, we find high persistence of intentions and actual attendance of higher education. However, effects of parental education on the changes of educational intentions increase the existing social inequality with regard to higher education at the time of leaving secondary school. The group which is affected most are those young adults planning to study after vocational training-while the gap between different origin groups does not widen much during other stop-outs from education. This can be explained only partly by previous educational performance. The findings suggest that estimates of educational inequality are attenuated when entry into higher education is approximated by educational intentions of young adults. [ABSTRACT FROM AUTHOR]

In this article, we study the effects of prenatal health on educational attainment and on the reproduction of family background inequalities in education. Using Finnish birth cohort data, we analyze several maternal and fetal health variables, many of which have not been featured in the literature on long-term socioeconomic effects of health despite the effects of these variables on birth and short-term health outcomes. We find strong negative effects of mother's prenatal smoking on educational attainment, which are stronger if the mother smoked heavily but are not significant if she quit during the first trimester. Anemia during pregnancy is also associated with lower levels of attained education. Other indicators of prenatal health (pre-pregnancy obesity, mother's antenatal depressed mood, hypertension and preeclampsia, early prenatal care visits, premature birth, and small size for gestational age) do not predict educational attainment. Our measures explain little of the educational inequalities by parents' class or education. However, smoking explains 12%-and all health variables together, 19%-of the lower educational attainment of children born to unmarried mothers. Our findings point to the usefulness of proximate health measures in addition to general ones. They also point to the potentially important role played by early health in intergenerational processes. [ABSTRACT FROM AUTHOR]

This paper compares sibling and neighborhood correlations in school performance, educational attainment and income as a way to learn whether the neighborhood where a child grows up in might explain parts of the sibling similarities found in previous sibling correlation studies. The data are based on a cohort of nearly 13,000 individuals born in 1953 and their siblings, all of whom grew up in the Stockholm area. The results show that neighborhood correlations are in general very small and in particular they are much smaller than the sibling correlations. Living in the same neighborhood does not seem to add much to the sibling similarities. [ABSTRACT FROM AUTHOR]

In this article we study the bias caused by the conventional retrospective measurement of parental high cultural activities in the effects of parental high cultural activities and educational attainment on son’s or daughter’s high cultural activities. Multi-informant data show that there is both random measurement error and correlated error in the respondent’s report of parental high cultural activities. Correlated measurement error is the consequence of the fact that adult children who have higher rates of high cultural activities, report higher levels of parental cultural activities than the parents themselves do. When controls for both types of measurement error are included in structural models, the total intergenerational effect of parental high cultural activities appears to be larger than in a model without controls for measurement error, but the direct intergenerational effect is not biased if educational attainment is controlled for. The effect of educational attainment on high cultural activities is larger in models that correct for measurement error. In addition, the effect of educational attainment is stronger than the effect of parental high cultural activities, both with and without correction for measurement error. [ABSTRACT FROM AUTHOR]

A structural equation modelling analysis was used to investigate the notion that the effects of parents’ education and family structure on students’ academic achievement and school disengagement would be mediated through students’ perception of parental involvement. The Perception of Parental Involvement Scale was administered to a sample of 275 first-year students (147 males and 128 females) enrolled in two high schools in Egypt during 2004. Students were requested to respond to three questions concerning their family structure, parents’ education level, and school disengagement. Results of the study revealed that students’ perception of parental involvement factors was the most important predictor of academic achievement, followed by parents’ education, and finally school disengagement. Students’ perception of at-school parental involvement and parents’ education had an indirect effect on academic achievement through their effect on school disengagement. Parents’ education was the most important predictor of school disengagement. There was a reciprocal relationship between academic achievement and school disengagement. Implications of these findings for students’ academic achievement and school disengagement are discussed. [ABSTRACT FROM AUTHOR]

National data for ever-married men age 20 to 65 in March 1973 are utilized to estimate least squares and log-linear structural equation models of age at marriage. We demonstrate that most characteristics of family background (including both the family structure and its socioeconomic standing) are irrelevant in their effect on age at marriage. Intercohort trends are not explicable with reference to the changing socioeconomic, ethnic, or nativity compositions of the cohorts. Regional differences in age at marriage have persisted over the years in only slightly diminished form and cannot be explained by reference to the nativity, ethnic, or socioeconomic compositions of the regions. Early job status relates only weakly to age at marriage. Only those activities that are time-consuming or otherwise disruptive of the smooth operation of normal life-cycle processes during the transition from adolescence to adulthood (such as college attendance and service in the military) seriously affect the age at which a man marries. [ABSTRACT FROM AUTHOR]

The article commemorates the 100th birthday of Kuz'ma Alekseevich Vlasov, an eminent scientist, the organizer and first director of the Institute of Mineralogy, Geochemistry, and Crystal Chemistry of Rare Elements. K. A. Vlasov was born in the Settlement of Nikolaevka, Tambov Province (now the Ryazan oblast) into the family of a peasant. Upon completing high school, Vlasov entered the Timiryazev Agricultural Academy and graduated in 1931 in specialty agricultural chemistry and soil science.

We investigated the role of common genetic variation in educational attainment and household income. We used data from 5,458 participants of the National Child Development Study to estimate: 1) the associations of rs9320913, rs11584700 and rs4851266 and socioeconomic position and educational phenotypes; and 2) the univariate chip-heritability of each phenotype, and the genetic correlation between each phenotype and educational attainment at age 16. The three SNPs were associated with most measures of educational attainment. Common genetic variation contributed to 6 of 14 socioeconomic background phenotypes, and 17 of 29 educational phenotypes. We found evidence of genetic correlations between educational attainment at age 16 and 4 of 14 social background and 8 of 28 educational phenotypes. This suggests common genetic variation contributes both to differences in educational attainment and its relationship with other phenotypes. However, we remain cautious that cryptic population structure, assortative mating, and dynastic effects may influence these associations. [ABSTRACT FROM AUTHOR]