The Roles of Schooling and Educational Qualifications in the Emergence of Adult Social Exclusion
From a detailed analysis of the roles of childhood experience, schooling and educational qualifications in the emergence of adult social exclusion, two key patterns emerge: Educational qualifications show a strong relationship to all 36 measures of adult disadvantage (at ages 23 and 33 for both men and women; and the association is generally stronger at age 33 than at age 23. This relationship emerges net of controls for a wide range of childhood factors. Childhood poverty is the most frequent clear predictor of negative adult outcomes. Additionally: Mother's interest in schooling is more salient for women, whilst father's interest matters more for men; Low parental interest in schooling, frequent absence from school, and low educational test scores are all quite influential on subsequent disadvantage, even net of qualification levels; Early contact with the police is more closely related to adult outcomes for men, but school absences are more influential for women. Specific continuities in exclusion also emerge: The father being in Social Classes IV or V remains a clear predictor of male survey members also being in these Classes at ages 23 and 33; Growing up in social housing shows a similar specific legacy of being in social housing for both men and women at ages 23 and 33; Childhood behaviour indicators most specifically relate to adult malaise.
|Date of creation:||Dec 2000|
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- Paul Gregg & Stephen Machin, 2000.
"Child Development and Success or Failure in the Youth Labor Market,"
in: Youth Employment and Joblessness in Advanced Countries, pages 247-288
National Bureau of Economic Research, Inc.
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- Christian Dustmann & Najma Rajah & Stephen Smith, 1997.
"Teenage truancy, part-time working and wages,"
Journal of Population Economics,
Springer, vol. 10(4), pages 425-442.
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