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Research has shown that intergenerational mobility is higher among individuals with a college degree than those with lower levels of schooling. However, mobility declines among graduate degree holders. This finding questions the meritocratic power of higher education. Prior research has been hampered, however, by the small samples of advanced degree holders in representative surveys. Drawing on a large longitudinal data set of PhD holders—the Survey of Doctorate Recipients—this study examines intergenerational mobility among the American educational elite, separately for men and women and different racial/ethnic groups. Results show substantial mobility among PhD holders. The association between parents’ education and adult children’s earnings is moderate among men and nonexistent among women with doctoral degrees. However, women’s earnings converge to an average level that is much lower than men’s, signaling “perverse openness” for women even at the top of the educational distribution. Among men, there is variation in mobility by race and ethnicity. The intergenerational socioeconomic association is null for Asian men, small for white and black men, and more pronounced for Hispanics. Educational and occupational mediators account for intergenerational association among blacks and whites but not Hispanic men. A doctoral degree largely detaches individuals from their social origins in the United States, but it does not eliminate all sources of inequality.

This study applies exchange theory to transnational marriages between descendants of migrants to Europe, and partners from their (grand) parents’ country of origin. Such marriages could offer socio-economic benefits for the European partner/family, if the opportunity of migration attracts a more highly educated spouse. The translation of educational capital into socio-economic benefits, however, is mediated by the labour market position of migrant spouses. In this study we explore the relationships between transnational marriage, education, and employment, by comparing the characteristics of spouses in transnational couples with those in intranational couples. Analyses are based on UK Labour Force Survey data (2004–2014) for two groups in which transnational marriage is common—Pakistani Muslims and Indian Sikhs. We find that educational homogamy is the dominant pattern in both intranational and transnational couples, and that migrant spouses have a disadvantaged labour market position compared to non-migrant spouses with the same level of education—with variation across gender and ethnic groups. Our findings do not support a view of transnational marriage as socio-economic exchange but do suggest education plays a role in spousal choice in these marriages.

Immigrants constitute nearly one third of science, technology, engineering, and mathematics (STEM) degree holders in the United States, yet their contributions to diversifying the U.S. STEM workforce are often overlooked. The author examines disparities in the likelihood of holding a STEM degree among college graduates, considering the intersections of race/ethnicity, gender, and immigration status. The analyses reveal that immigrant men and women from all non-White racial/ethnic groups are equally or more likely than their U.S.-born White counterparts to hold a STEM degree. However, compared with the U.S.-born, race/ethnicity and gender disparities are more pronounced among immigrants, particularly the 1.25th generation: those who earned a college degree in the United States after completing K–12 education in their countries of birth. The findings of this study underscore the limitations of social interventions that have narrowly focused on U.S.-born individuals in efforts to foster a more diverse and inclusive STEM workforce.

White men have realized persistent advantages in high-status leadership positions in the workplace. Theories of gender inequality in leadership, including the “glass escalator” theory, consider only how this issue functions within occupational contexts and have yet to assess whether or how such patterns of inequality occur across institutions and may persist throughout the education-to-occupation pipeline. Using nationally representative data on U.S. high school students, the authors test for early evidence of racialized glass escalator effects by examining leadership disparities within the feminine-coded field of performing arts activities, which serve as an upstream approximation of feminized occupations. The authors find that although boys are less likely to participate in performing arts than girls, conditional on participating, they are significantly more likely to be leaders. White boys, in particular, have a strong leadership advantage compared with all other schoolmates, and especially to girls of color. The significant disadvantage girls of color face relative to White boys in attaining leadership within feminized domains in high school parallels established patterns in the occupational sphere. To the extent that early leadership experience begets future skills, opportunities, and pursuit of leadership positions, such early disadvantages may be expected to compound over the life course, influencing gendered and racialized role expectations and sorting.

Extraordinary Asian American educational achievement has often been credited to a common cultural influence of Confucianism that emphasizes education, family honor, discipline, and respect for authority. In this article, Min Zhou and Susan Kim argue that immigration selectivity, higher than average levels of premigration and postmigration socioeconomic status, and ethnic social structures interact to create unique patterns of adaptation and social environments conducive to educational achievement. This article seeks to unpack the ethnic effect through a comparative analysis of the ethnic system of supplementary education that has developed in two immigrant communities - Chinese and Korean - in the United States. The study suggests that the cultural attributes of a group interact substantially with structural factors, particularly tangible ethnic social structures on which community forces are sustained and social capital is formed. The authors conclude that \"culture\" is not static and requires structural support to constantly adapt to new situations. (DIPF/Orig.).

The question of how race manifests at work in postcolonial contexts has been an understudied phenomenon by management and organization studies researchers. This article seeks to address the void in the extant literature by drawing on the rich experiences of a visible minority investment banker who worked in several countries with colonial legacies. Presented as a narrative, the banker’s experience conceptualizes how race ubiquitously materializes in both the field of high finance and the broader postcolonial communities in which it is situated. Indeed, the narrative illuminates the contemporary complexities of race as it unfolds discursively within the organizational setting of high finance. Finally, the article considers some of the implications of racism on visible minority professionals in the era of postcoloniality.

China’s economic success has been founded partly on relatively cheap labour, especially in the export industries. In recent years, however, there has been growing concern about wages and labour standards in China. This book examines how wages are bargained, fought over and determined in China, by exploring how the pattern of labour conflict has changed over time since the 1970s. It focuses in particular on the city of Shenzhen where labour conflict and workers’ protests have been especially prevalent. This book includes a detailed account of the transformation of labour relations and labour policy in China more broadly during 2004 to 2009, a period when there have been significant changes in the labour market, labour regulation and labour relations. The author argues that these recent developments have brought to the fore the class basis of workers’ protest in China and have thoroughly undermined the post-Marxist analysis of identity politics. The book makes an invaluable contribution to studies on industry and labour, as well as Chinese studies. \"Chris King-Chi Chan’s book is a particularly well-informed work of scholarship on the process of working-class formation among rural migrant workers in Shenzhen... should prove invaluable both for scholars versed in the study of contemporary China and for those interested in labour politics and urban change in transitional societies.\" - Eric Florence, Centre for Ethnic and Migration Studies, University of Liege, Belgium; Local Economy, 26(5) \"Why do workers go on strike? How are the strikes organized? How do the strikes affect employers, workers and the government? And what are the implications of the strikes for the future of workers and labour movement in China? In this highly original book, Chris King-Chi Chan answers these questions based on intensive field research in Shenzhen and reveals an emerging picture of ‘class struggle without class organization’ in China. This is a timely and welcome contribution to the field of China labour studies... Chan should be applauded for providing us with valuable insights into workers’ struggles in China. This excellent ethnography study is a must-read for anyone who is interested in Chinese labour issues.\" - Mingwei Liu, Rutgers University; British Journal of Industrial Relations, 50:1 March 2012 \"Chris Chan provides an amazing variety of first-hand information giving detailed insights into the working conditions, discourses and struggles of migrant workers in China’s first Special Economic Zone, Shenzhen.\" - Günter Schucher, GIGA Institute of Asian Studies, Hamburg; THE CHINA JOURNAL, No. 67 \"[T]his book’s rich documentation of a transformative moment in labour relations makes it a valuable addition to the study of labour in China.\" - Mark W. Frazier; The China Quarterly, 207, September 2011 1. Introduction: Globalisation and Chinese Migrant Workers 2. Labour Conflict in Shen Zhen: a Historical Review 3. Community and Shop Floor Culture: a Prelude to Workers' Protests 4. Strikes and Changing Power Relations in the Workplace 5. Workplace Conflict, Legal Institution, and Labour Regime 6. International Civil Society, Chinese Trade Unionism, and Workplace Representation 7. Conclusion: Workers' Struggle and the Changing Regime in China Chris King-Chi Chan is an Assistant Professor in the Department of Applied Social Science at the City University of Hong Kong, and is an active member of labour NGOs in Hong Kong and on mainland China. He gained his PhD at the University of Warwick, UK, and previously worked as a trade union organiser in Hong Kong.

Unaccompanied migrants (UAM) are specific migrants \"who have been separated from both parents and other relatives and are not being cared for by an adult who, by law or custom, is responsible for doing so\" (UNHCR, 1997, p. !). Most ofthem are male, aged between 15 and 18 years, from Western and Central Africa, Afghanistan, Iraq, Algeria and Morocco, and France is either their final goal or a long step in one of the hardest trips of their Jives. As teenagers, and because France is theoretically a country of children rights, education is a major point of thinking about their situation. This paper therefore focuses on UAM report to schooling, education and knowledge. Report to schooling with regard to the personal migrating project is also questioned and investigated. As a first step, documentary study (from a pool of almost 400 newspaper and review articles published in 2019) is used to investigate UAM reception conditions both in Spain and France, from an administrative point of view, but especially what concems identity building process and schooling process. We argue that this social eye on UAM shape at least partially teacher's behavior toward UAM. We also struggle on UAM 'collective identity' building process. We particularly show how, if state strategies include increasing specific arrangements for minors, it keeps being very linked to minority assessment programs. Then we use three UAM interviews to try to understand how UAM report to schooling is built up and structured, from their own point of view. Data analysis includes quantitative and qualitative approaches. (DIPF/Orig.).

This paper analyses the socio-economic disadvantages of women from different ethnic minority heritages in the UK. Using data from the Labour Force Survey (2014–2023), which contains detailed information on parental class and respondents’ socio-economic conditions, we examine four domains of life chances which are crucial for ethnic integration: educational attainment at the degree level, risks of unemployment, access to professional-managerial (salariat) position and earning power. We proceeded with the gross differences and then examined the differences by ethno-gender status and parental class combinations, controlling for many confounding factors. We also examined the net ethno-gender differences over the life course and the trends of social fluidity over the period covered and across the ethno-gender groups. We found that women from all ethnic origins were doing well in education but faced multiple disadvantages in the labour market, especially in access to the salariat and in earning power. Women of Pakistani/Bangladeshi heritages faced pronounced unemployment risks, especially at the earlier life stages. There is a significant increase in fluidity over the period covered, but this is marked by considerable ethnic and class differences, with Black Caribbean, Black African, Pakistani and Bangladeshi women from more advantaged class origins being unable to secure advantaged class positions and those from working-class families unable to make long-range upward mobility as effectively as White men. Overall, Bangladeshi, Pakistani, Black African and Black Caribbean women are found to be considerably disadvantaged, but there are also signs of social progress.

Researchers emphasize the role of math and science identities in science, technology, engineering, and mathematics (STEM) education. However, little is known about whether these identities might evolve during college; likewise it is not known how changes in math and science identities are associated with switching majors between STEM and non-STEM fields. This study addresses these questions. With data from the Pathways through College Study, this study revealed that science identity changes matter more than math identity changes in their association with the decision to switch majors. Most notably, underrepresented racial minority women are the most vulnerable in terms of decreasing science identity and the associated probabilities of leaking out of STEM. The authors also find evidence that Asian students are the least sensitive to their science identity drop. These findings have significant policy implications with regard to STEM choice and attainment.