Educational Reproduction in the Czech Lands

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Educational Reproduction in the Czech Lands from
1916 to the Present A Mobility Perspective

• Natalie Simonová
• Petr Soukup
• The analysis and its presentation are based on
  work carried out during a visit to the European
  Centre for Analysis in the Social Sciences
  (ECASS) at the Institute for Social and Economic
  Research, University of Essex supported by the
  Access to Research Infrastructure action under
  the EU Improving Human Potential Programme.

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Outline of presentation

• Aims research questions
• Absolute mobily analysis
• Relative mobily analysis
• Related research-some results
• Conclusions

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• AIMS RESEARCH QUESTIONS

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Aims of the analysis

• to show with the help of mobility analysis the
  development of educational reproduction in the
  Czech Lands from 1916 so far
• to give detailed insight on structural contexts,
  which formed chances on educational transitions
  in 3 main époques (before-socialism, socialism,
  post-socialism)

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General starting points

• in the beginning of 20th century the Czechs were
  the most educated nation among Eastern European
  nations, e.g. differences between the Czech and
  German society were negligible
• after 1948 high degree of status inconsistency
  was taking place
• after the fall of socialism relations between
  education, occupation and income strenghten again
• i.e. after 1989 the association between education
  of parents and offspring should weaken

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Conditions for educational reproduction formation

• it seems so far, that after the Velvet revolution
  educational reproduction doesn't decrease
• individuals continuation to tertiary level is
  highly determinated by his previous choice of
  secondary school
• educational aspirations grow noticeably (demand),
  as well as possibilities to study at secondary
  and tertiary level schools (supply)
• process of Czech higher education's
  liberalisation is rather at its beginning, in
  comparison to Poland the CR has 10-year delay
  (Simonová, Antonowicz 2006)

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Research questions

• Is the Czech education system becoming more/ less
  open after 1989?
• Are there any differences between men and women
  in their mobility patterns?
• What mechanisms are hidden behind found
  inequality levels in all 3 historical periods?

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• ABSOLUTE MOBILITY ANALYSIS

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Data and methods

• 9 data sets combined (TSS 1978, 1984, 1991
  SIALS SSVE ISSP 1997, 1999 ESS 2004 Cohesion
  2005), n 41 460
• variables education of father, mother,
  respondent, respondents sex and his age cohort
• 1888 to 1985 covered (by respondents birth) or
  1906 to 2003 (by the year of 18th birthday)

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Development of net mobility from 1906 to 2003
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Upward educational mobility for individual age
cohorts


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Downward educational mobility for individual age
cohorts


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Upward/ downward mobility ratio 1906 to 2003
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Absolute mobility analysis conclusions

• total mobility increasingly formed by net
  mobility continues still after 1989
• educational system expanded with upward mobility
  prevailing until 1968, after 1968 stagnation and
  downward mobility increase
• educational opportunities have been weakening for
  both sexes after 1989
• upward mobility equal to downward mobility in
  men, upward mobility twice as big as downward
  mobility in women after 1989
• women profit from the educational development
  after 1989 (twice as much as men), men stagnate

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• RELATIVE MOBILITY ANALYSIS

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Relative mobility analysis

• log-linear analysis eliminates impact of marginal
  distributions (quantitative changes in the
  system)
• aimed to find the model best accounting for
  correlations between education of parents,
  respondents and the cohort
• conditional independence model, constant fluidity
  model and log-multiplicative model were compared
• the log-multiplicative model captured data
  structure best in all 4 cases
• Model log(mabc)?a?b?c?ab?acFa?bc,
• where a - cohort, b-parent education, c-childs
  education, F-association parameter (for parent
  and childs education)

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Results of log-linear analysis of associations
between mothers (M) education, daughters (D)
education and cohort (C), fathers (F) education,
sons (S) education and cohort (C), education of
the parent with higher level of education (P),
his/her childs education (son and/or daughter)
and cohort (C)
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Coefficient of association in log-multiplicative
models in individual cohorts for boys and girls
(20th century)
between parent and childs education
See next slide
Note Base (reference) category are sons born in
1901-1920
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Coefficient of association in log-multiplicative
models in individual cohorts for boys and girls
(1931-nowadays)
between parent and childs education
Note Base (reference) category are sons born in
1931-1950
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Relative mobility analysis conclusions

• association between parent and offspring
  education exists and changes in time (for
  cohorts)
• the association consistently weakened until 1968,
  cca to one half of the original value in all
  cases
• thus, intergenerational educational reproduction
  weakened
• after 1968 till 1989 moderate strengthening or
  stagnation, after 1989 the same

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• RELATED RESEARCH

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Results of other (related) studies I Odds
according to gender and father's education
Sons of fathers with univ. edu. have the highest
probability to get university education, while
daughters of fathers with basic edu. the lowest.
Source Simonova, Soukup ISA RC 28 (Brno, May
2007)
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Results of other (related) studies IIFactors
influencing childs aspiration on university
education
Source Mateju,Soukup, Basl ECSR (Prague,
September 2006)
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• CONCLUSIONS

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Overall summary answers to questions posed in
the beginning

• Is the Czech education system becoming more/ less
  open after 1989? From 1949 mostly just in women.
• Are there any differences between men and women
  in their mobility patterns? After 1989 upward
  mobility equal to downward mobility in men,
  upward mobility twice as big as downward mobility
  in women. Women continue to profit from the
  educational development after 1989 (twice as much
  as men), men stagnate.
• What mechanisms are hidden behind found
  inequality levels? Educational system expanded
  with upward mobility prevailing until 1968, then
  stagnation and downward mobility increase.

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Thank you for your attention.Enjoy the rest of
the day.