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"Andres, Lesley"
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The making of a generation : the children of the 1970s in adulthood
\"Secondary school graduates of the late 1980s and early 1990s have found themselves coping with economic insecurity, social change, and workplace restructuring. Drawing on studies that have recorded the lives of young people in two countries for over fifteen years, The Making of a Generation offers unique insight into the hopes, dreams, and trajectories of a generation.
BOOK
The Making of a Generation
Drawing on studies that have recorded the lives of young people in two countries for over fifteen years,The Making of a Generationoffers unique insight into the hopes, dreams, and trajectories of a generation.
eBook
Higher Education and the Marriage Market: Educational Attainment, Educational Homogamy, and Inequality
The purpose of this article is to examine if educational homogamy patterns are associated intergenerationally, the extent to which today’s couples are homogamous, and how this translates into levels of family income and financial and overall well-being. To examine these relationships, 28 years of longitudinal data from the British Columbia Paths on Life’s Way project are employed. First, changes in marital status, educational completion, and homogamy are examined with the goal of defining these constructs more precisely. Through descriptive statistics, the relationship between educational attainment and related homogamy levels of Paths respondents and their parents is established. Then, the technique of correspondence analysis is used to determine the relationship between assortative mating and the nature and extent of inequality experienced by Paths respondents. Findings reveal that educational homogamy and its intergenerational associations exist and the extent to which it exacerbates inequality in terms of family income levels, contributions to registered investment plans, and physical, mental, and financial well-being in the sample. The findings of this article highlight the value of a post-secondary education in relation to marriage strategies, and the reproduction of inequalities.
Journal Article
Higher-education policies and welfare regimes
All Organisation for Economic Cooperation and Development (OECD) countries have experienced an unprecedented expansion in higher education during the second half of the twentieth century. This was only possible because higher education became part of national welfare policies. OECD countries differ, however, with respect to the significance of education, and more specifically, higher-education policies within their overall framework of welfare policies. We employ the concept of the 'welfare regime' and a 'trade-off' hypothesis to understand the different national approaches to higher-education participation, funding, tuition, and student financial aid. Through a comparative analysis of data from international databases, we examine how different countries accomplish the goal of enhancing participation as part of their welfare policies. Overall, our hypotheses are confirmed in that we demonstrate that there is a convincing relationship between higher-education policies and given welfare regimes. We conclude that when adopting policy strategies from other contexts, careful consideration of the underlying societal structures and traditions is required. (HRK / Abstract übernommen).
Journal Article
Theories of the sociology of higher-education access and participation
In this chapter, I review the theories of inequality employed by
sociologists of higher education, with a focus on access and participation,
beginning with a history of the development of sociology of higher education
as a sub-discipline of sociology. Following this introduction, I summarize
the following theoretical approaches, including criticisms for each:
structural functionalism, including credentialism; social conflict theory;
stratification theory; status attainment theory; and reproduction theory and
its related concepts of cultural capital, social capital, and habitus.
Throughout the chapter, I complement these theoretical descriptions with
foundational and contemporary examples from the research literature. I
conclude that the theories making up the rubric of the sociology of higher
educationwhether they are used alone, in conjunction with theories
from other disciplines, or in comparative perspectivecontinue to offer
a rich set of conceptual tools to elucidate, explain, critique, and
scrutinize higher education policies and practice.
Book Chapter
Athletics, Music, Languages, and Leadership: How Parents Influence the Extracurricular Activities of Their Children
In this study, we explore the impact that parents have on the participation of their children in extracurricular activities (ECAs) in a sample of Canadian parents with children between the ages of four and 17. Employing a concurrent, nested, mixed methods strategy, we use the insights gained through semi-structured interviews with parents to inform the creation of four regression models with which we investigate four types of activities (athletics, music, languages, and leadership). Our findings reveal that, depending on the type of activity, ECA participation by children varies by parental education. Values and experiences held by parents with the lowest educational attainment were stronger predictors of participation in specialized music programs, and those of parents with advanced degrees were stronger predictors of participation by their children in specialized language programs. We conclude by discussing the equity implications of our study for Canadian children.
Journal Article
Tertiary education as social policy: Comparative theoretical perspectives
In this paper, we conduct an in-depth review of and commentary on two frameworks for international comparative work focused on education systems and skill formation – specifically, welfare regime and production regime approaches. We focus on how tertiary education is understood to function relationally within a national policy repertoire and explore the interplay between education and economic systems. Whereas the welfare regime literature illuminates why some regimes are conducive to human capital production and create more equitable educational and labour market opportunities, the production regime literature focuses on the ways that actors such as government, educational institutions, and unions optimise skill formation. These two theoretical perspectives offer both rival and complementary explanations of varying patterns in public investment, differentiation in education systems, and participation rates in tertiary education across countries. Our analytical account provides useful insights for understanding different national education policies and framing future research, including informing these perspectives with the more recent theoretical contributions of the social investment approach. In relation to changing conceptions of the knowledge economy, education, skill development, and the nature of employment, these two theoretical perspectives continue to provide useful conceptual lenses to examine the education/skill /employment nexus.
Journal Article
Participation Patterns in Higher Education: a comparative welfare and production régime perspective
This article considers the counter‐intuitive observation that some of the wealthiest nations can feature low tertiary graduation rates (e.g. Austria, Germany, and Switzerland). It also considers the observation that many countries with high tertiary graduation rates show low levels of social equity, while many countries with low tertiary graduation rates show high levels of social equity. These observations are considered through the lenses of institutional perspectives, and specifically welfare and production régime theories. The analysis elaborates on educational attainment, patterns and key aspects of economic functioning and development, and educational attainment patterns and their relationship to social inequality.
Journal Article
The \New Doctorate\ in Austria: progress toward a professional model or status quo?
Until recently, both policy direction and public awareness of the Bologna Process has been focused almost unilaterally on the introduction of the Bachelor's degree to European universities. This is understandable, as for most European countries, the Bachelor is a new academic degree. However, commencing with the Berlin Ministerial Conference (Realising the European Higher Education Area, 2003), reform of doctoral studies has been highlighted as a second equal pillar in the Bologna reform process. In this paper, we begin by providing an overview of the general policy background and the rationales that underlie the attempts to restructure doctoral studies in Europe. Next, we focus on the specific situation in Austria, where peculiarities of the status quo collide with uniquely Austrian approaches to reforming doctoral education. Finally, through two case studies, we examine initial attempts - and related challenges - to implement the \"New Doctorate\" in Austria. (DIPF/Orig.).
Journal Article
Editor's Introduction to the 40th Issue of the Canadian Journal of Higher Education
Volume 41, Number 1 marks the 40th anniversary of the Canadian Journal of Higher Education. The first issue, under the name of STOA, can be found on the CJHE website. With the generous assistance of the University of British librarians and their new Digital Initiatives unit, we are in the process of scanning all of the back issues and uploading them to the CJHE website. Today, the Canadian Journal of Higher Education takes its place among other open access journals. The editorial team of the CJHE and the board of the CSSHE are committed to ensuring that research in higher education published in the CJHE is freely available world wide.
Journal Article