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"Educational Mobility"
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From a trickle to a torrent : education, migration, and social change in a Himalayan valley of Nepal
\"What happens to a community when the majority of young people move away for education? In Nubri, an ethnic Tibetan enclave in the highlands of Nepal, educational migration (the sending of children to distant institutions for schooling) has become a key component of a family management strategy that is driven by the prospect of social and economic rewards but that entails risk, uncertainty, and unforeseen consequences. The authors draw on ethnographic, demographic, and historical research to document how long-standing religious connections shape contemporary migrations, and how population growth disparities open new schooling opportunities for Buddhist highlanders. They examine parents' motives for sacrificing household labor in favor or sending children to distant schools and monasteries, a trend encapsulated in the oft-repeated phrase \"better a pen in hand than a rope across the forehead.\" The book concludes by investigating dilemmas associated with educational migration, including intergenerational skirmishes over marriage and household succession, threats to the family-based care system for the elderly, and a decline in the level of agricultural production needed to support local religious activities. Better a Pen in Hand chronicles a convergence of demographic and social processes that have led a Himalayan society to the brink of irreversible change.\"--Provided by publisher
Book
Are Daughters Like Mothers
Taking data from the ‘India Youth Survey: Situation and Needs’ the paper examines intergenerational educational mobility for young females (vis-à-vis their mothers) in India. The paper uses transition/mobility matrices and mobility measures widely used in the literature on intergenerational mobility for the examination. The overall intergenerational educational mobility among the young females in India is about 0.69 (the upper limit being 1). The upwards component of the overall intergenerational educational mobility is 0.55 (that is, nearly four-fifth of the overall). Also, the intergenerational educational mobility is slightly higher in the ‘Scheduled Castes and Tribes (SC/ST)’ compared to the ‘Other Backward Castes (OBC)’ as well as ‘Others’ castes. But the upward mobility is substantially higher in the ‘Others’ caste group compared to SC/STs. The upward mobility among the OBCs is higher than that of SC/STs but lower than that of the ‘Others’ category. Also, the overall mobility as well as upward mobility is higher in urban areas. Moreover, there are large inter-state variations with the economically and demographically poorer states having substantially lower overall as well as upward mobility than the economically and demographically advanced states.
Journal Article
Tracing the dynamics of intergenerational educational mobility in China
Intergenerational educational mobility is a metric used to assess education dynamics within a family that reflects the structure of educational opportunities in society. This study utilizes a sociopolitical perspective to examine the changes in intergenerational educational correlations across birth cohorts from 1949 to 2003, focusing on vertical time changes and horizontal group heterogeneities. A multilevel regression analysis of parental education on offspring’s education revealed a significant disparity based on birth year. The intergenerational relationship exhibited a fluctuating W-shaped trend, with individuals born in the mid-1960s, mid-1970s and mid-1980s as turning points. The quantile regression results revealed simultaneous “bottom persistence” and “top mobility”, as people with lower education were more sensitive to external changes compared to the middle and upper classes’ established mobility status. Gender and geographical articulations of residence were also significant factors. Females were more vulnerable to policy changes and the gender gap fluctuated. Measuring for household registration further revealed the institutional isolation imposed on rural residents, as well as an expanding
hukou
gap. Promoting intergenerational mobility is key to removing barriers to social progress and fostering broader prosperity.
Journal Article
Schooling as Uncertainty
In today’s uncertain world, few beliefs remain as firmly entrenched as the optimistic view that more schooling will inevitably lead to a better life. Rich or poor, black or white, we fervently await higher wages, better health, and greater happiness from our advanced degrees. Though this may be true in the aggregate, how do we explain the circumstances when schooling fails to produce certainty or even does us harm? Schooling as Uncertainty addresses this question by combining ethnography and memoir as it guides readers on a 25-year journey through fieldwork and familyhood in Tanzania and academic life in the USA, Vavrus reflects on her quest for certainty, beginning as a graduate student and young mother and continuing to the present as a tenured professor. Using reflexive, longitudinal ethnographic research the book simultaneously examines how African women employ schooling to counter the uncertainties of marriage, child rearing, employment, and HIV/AIDS. Adopting a narrative approach, Vavrus tells the story of how her life became entangled with a community on Kilimanjaro and how she, and the women around her, sought greater security through schooling and, to varying degrees, succeeded. She also examines how our successes have been circumscribed by economic and social inequalities that disproportionately affect daughters, mothers, and professional women the world over.
eBook
Early Determinants of Intergenerational Upward and Downward Educational Mobility
Intergenerational educational mobility means that adolescents graduate at a higher level (upward mobility) or lower level (downward mobility) than their parents did. Knowledge about early determinants supports upward and downward mobility at an early stage. Evidence about early determinants of educational mobility allows for the elaboration of educational strategies to minimize the correlation between family socio-economic status (SES) and student upper-secondary education level. In this longitudinal study (N = 2376), we examined the extent to which teacher and parent expectations in 7th grade (mean age: 13.2 years) predict the achievement and effort of adolescents with and without migration backgrounds and the probability of upward and downward mobility at the end of upper-secondary education. The results showed indirect effects of teacher and parent expectations on upward and downward mobility, mediated by student achievement, after controlling for gender and conscientiousness. The effects of parent expectations were stronger than the effects of teacher expectations. Effort predicted downward mobility more than achievement in mathematics and German. No differences were found between adolescents with and without migration backgrounds. In the case of the tracked Swiss education system, parents’ and teacher expectations predicted educational mobility over long periods.
Journal Article
Unequal Advantages: The Intergenerational Effects of Parental Educational Mobility
Researchers and policymakers argue that expanding college access is one way to increase opportunities for students who would become the first in their families to enroll in a postsecondary institution. This article uses measures of educational attainment in the previous two generations to consider whether parents' own histories of educational mobility and reproduction explain inequalities in how students prepare for college. Results suggest differences across generational categories in the types of colleges to which students apply and in the effects of parent-student discussions about topics related to college planning. These differences are explained by distinguishing the resources some families acquire through upward mobility from the resources that accumulate in families where educational privileges have been previously reproduced.
Journal Article