Family background, cohort and education: A French-German comparison
This paper analyses the impact of family background, gender and cohort on educational attainment in France and Germany, relying on a theoretical model imbedded in the human capital theory. In a second step, the educational process is decomposed into school and post-school achievement. The same conceptual framework applies at both stages, but a correlation is permitted between them. Empirically, this boils down to estimating a multivariate ordered probit model. The results show that in spite of huge differences in the distribution of education in France and Germany, these countries prove surprisingly similar with respect to the impact of family background and cohorts. However, there are significant dissimilarities depending on the stage observed in the educational career, in particular with respect to gender differences.
|Date of creation:||2002|
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- Dominique Goux & Éric Maurin, 1997. "Destinées sociales : le rôle de l'école et du milieu d'origine," Économie et Statistique, Programme National Persée, vol. 306(1), pages 13-26.
- William W. Gould & Jeffrey Pitblado & Brian Poi, 2010. "Maximum Likelihood Estimation with Stata," Stata Press books, StataCorp LP, edition 4, number ml4, September.
- Stephen V. Cameron & James J. Heckman, 1998. "Life Cycle Schooling and Dynamic Selection Bias: Models and Evidence for Five Cohorts of American Males," Journal of Political Economy, University of Chicago Press, vol. 106(2), pages 262-333, April.
- Lauer, Charlotte, 2002. "A Model of Educational Attainment: Application to the German Case," ZEW Discussion Papers 02-06, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
- Dustmann, Christian, 2001. "Parental Background, Primary to Secondary School Transitions, and Wages," IZA Discussion Papers 367, Institute for the Study of Labor (IZA).
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