ORCID Profile
0000-0002-7380-5243
Current Organisations
University of Queensland
,
University of Melbourne
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Panel Data Analysis | Sociological Methodology And Research Methods | Econometrics | Family And Household Studies |
Publisher: American Psychological Association (APA)
Date: 07-2022
DOI: 10.1037/EDU0000687
Publisher: Informa UK Limited
Date: 07-1994
Publisher: Routledge
Date: 23-10-2013
Publisher: Informa UK Limited
Date: 20-07-2022
Publisher: Springer Science and Business Media LLC
Date: 31-10-2010
Publisher: Springer Science and Business Media LLC
Date: 23-05-2007
Publisher: SAGE Publications
Date: 11-2008
Abstract: This article examines two related questions: (1) Are there gender differences in the influence of socioeconomic background on students' educational performance? and (2) Is student performance influenced more by the socioeconomic characteristics of the same-sex parent? Seven hypotheses are derived and tested using data from 30 countries on student performance in reading and mathematics. There is little or no gender difference in the effects of socioeconomic background on educational performance in almost all countries examined. In no country are all the hypotheses relating to the same-sex socialization model supported, although there is a tendency for father's socioeconomic characteristics and father's occupation to have a stronger impact among boys in some countries. There were very few instances where mother's characteristics were stronger among girls. In sum, there is only limited evidence to support the same-sex socialization model for educational performance.
Publisher: Informa UK Limited
Date: 11-02-2023
Publisher: Informa UK Limited
Date: 09-2010
Publisher: Elsevier BV
Date: 03-2014
Publisher: Wiley
Date: 03-2005
Publisher: Informa UK Limited
Date: 04-2006
Publisher: Informa UK Limited
Date: 09-2005
Publisher: Informa UK Limited
Date: 02-2008
Publisher: SAGE Publications
Date: 12-1991
DOI: 10.1177/144078339102700302
Abstract: Studies of changes in the Australian stratification order over time have been inhibited by the lack of adequate data sources. With the release of recent data from the National Social Science Survey, we can examine change over three decades: the 1960s, the 1970s, and the 1980s. Our data come from mobility studies conducted in 1965,1973 and 1984-7. We take as our point of departure a mobility model deployed in a cross-national study of Australia and Japan in 1965, which identifies moderate self-recruitment across occupational stra ta, barriers against entry into farming, barriers restricting mobility from farm backgrounds to non-manual and skilled manual destina tions, social closure restricting downward mobility from non-man ual origins, and barriers to mobility from manual origins to non- manual destinations. We apply this model to mobility tables for the two later periods. Detailed comparison of specific parameters shows weaker self-recruitment in the professional, sales and manual groups and a weakening over time of the stronger barrier to mobility. On this basis, we conclude that the Australian occupational structure be came marginally more open in the 1980s, compared with the 1960s. However, change is small relative to constancy. Our findings are therefore consistent with the Featherman-Jones-Hauser hypothesis about relative constancy in genotypical mobility, with theories that posit increasing openness about the relationship between economic growth and social mobility, but not with those that predict increasing rigidity in the stratification order.
Publisher: Informa UK Limited
Date: 26-06-2019
Publisher: Informa UK Limited
Date: 17-02-2016
Publisher: Informa UK Limited
Date: 03-2006
Publisher: Elsevier BV
Date: 06-2019
Publisher: Informa UK Limited
Date: 22-10-2014
Publisher: Informa UK Limited
Date: 12-2007
Publisher: Duke University Press
Date: 06-03-2017
Publisher: SAGE Publications
Date: 03-2005
Abstract: Using data from the second wave of the Household, Income and Labour Dynamics in Australia (HILDA) Survey, conducted in 2002, this article provides information on the composition, distribution and correlates of the wealth holdings of Australian households. The survey results indicate that Australian households have an average net worth (or wealth) of just over A$400,000, comprising assets of $473,000 and debts of $68,000. The largest component of wealth is home equity. The degree of inequality across households in wealth inequality is found to be much larger than the inequality in income and varies substantially with age and, to a lesser extent, with household type and education. Age, socio-economic background, educational attainment, marital status and the number of children can account for about 30 percent of the variation across households in (logged) wealth.
Publisher: Informa UK Limited
Date: 02-2010
Publisher: Wiley
Date: 03-11-2020
DOI: 10.1002/BERJ.3684
Publisher: Wiley
Date: 12-2003
Publisher: Springer Science and Business Media LLC
Date: 04-2006
DOI: 10.1007/BF03246283
Publisher: Elsevier BV
Date: 07-2016
Publisher: SAGE Publications
Date: 06-2015
Abstract: In this article, school sector differences in tertiary entrance performance were examined using longitudinal data from the state of Victoria in Australia for 2011. Analysis of students’ Tertiary Entrance Aggregate, from which the Australian Tertiary Admission Rank is derived, revealed non-trivial effect sizes of sector on performance. Results showed that students in Catholic and Independent schools performed at 0.24 and 0.38 standard deviations higher than their peers in the government sector once socioeconomic status, Year 9 performance in the National Assessments of Performance—Literacy and Numeracy, gender and language background had been controlled for. In other words, the results demonstrate “value-added effects” for the Catholic and Independent school sectors. Quantile regression showed that Independent-government school sector differences decline (moderately) with higher Tertiary Entrance Aggregate scores. For the Australian Tertiary Admission Rank, Catholic and Independent school students averaged 6 and 8 ranks higher than government school students, respectively, net of the same set of predictors. First-differences and fixed-effects models—which control for all stable (including unobserved) differences between students—estimated increments of 4.5 and 6.0 Australian Tertiary Admission Ranks, for the Catholic and Independent school sectors compared with the government sector.
Publisher: Wiley
Date: 15-08-2021
DOI: 10.1002/REV3.3293
Abstract: Students’ socioeconomic status (SES) is central to much research and policy deliberation on educational inequalities. However, the SES model is under severe stress for several reasons. SES is an ill‐defined concept, unlike parental education or family income. SES measures are frequently based on proxy reports from students these are generally unreliable, sometimes endogenous to student achievement, only low to moderately intercorrelated, and exhibit low comparability across countries and over time. There are many explanations for SES inequalities in education, none of which achieves consensus among research and policy communities. SES has only moderate effects on student achievement, and its effects are especially weak when considering prior achievement, an important and relevant predictor. SES effects are substantially reduced when considering parent ability, which is causally prior to family SES. The alternative cognitive ability/genetic transmission model has far greater explanatory power it provides logical and compelling explanations for a wide range of empirical findings from student achievement studies. The inadequacies of the SES model are hindering knowledge accumulation about student performance and the development of successful policies. This review was written in response to the disconnect between the literature surrounding student achievement studies, and the cognitive psychology and behavioural genetic academic literatures. It is well‐established that student achievement is closely related to cognitive ability and both have sizable genetic components, findings largely ignored in achievement studies. This review’s aim is for more considered responses to socioeconomic inequalities in student achievement by both researchers and policymakers. The review provides overwhelming evidence that much of the current thinking about SES and student achievement is mistaken. The current emphasis on SES is misleading and wastes considerable human and financial resources that could much better be utilized. The focus should be on student performance ensuring that low achievers have rewarding educational and occupational careers, and raising the overall skill levels of students, not on the nebulous, difficult to measure, concept of SES, which is only moderately associated with achievement.
Publisher: Elsevier BV
Date: 09-2010
Publisher: Springer Science and Business Media LLC
Date: 1997
Publisher: Elsevier BV
Date: 02-2023
Publisher: Informa UK Limited
Date: 02-01-2015
Publisher: SAGE Publications
Date: 24-09-0024
Abstract: This paper examines changes in demographic and socioeconomic inequalities in student achievement over the school career, and the extent that these inequalities are accounted for by other influences such as, region and socioeconomic background (where appropriate), school differences and prior achievement. The data analysed are from a longitudinal cohort of Victorian government school students in Years 3, 5 and 7 between 2008 and 2012. The most important finding is the dominant influence of prior achievement which substantially reduces demographic and socioeconomic differences. The strong effects of prior achievement hold even after differences between schools and socioeconomic background have been taken into account. Therefore, policy positions and theories of student performance that give primacy to the socioeconomic resources of families when students are at school, or schools themselves, are not supported. The genesis of demographic and socioeconomic inequalities in student achievement occurs prior to Year 3 and point to the importance of factors operating in the preceding years.
Publisher: Oxford University Press (OUP)
Date: 09-1994
Publisher: Springer Science and Business Media LLC
Date: 10-12-2016
Publisher: University of California Press
Date: 06-2004
DOI: 10.1016/J.POSTCOMSTUD.2004.03.004
Abstract: This study examines the social composition of the communist party in the Soviet Union and four East European countries during the post-war period. Two alternative explanations for joining the communist party are examined: the classical political participation model from Western political science and the party policy model. In Western countries, the people who join political parties tend to be male, older, married, highly educated and in higher status occupations. According to the party policies model, recruitment should reflect the party’s policies, ideologies and intentions to promote particular social groups such as, workers, peasants, young people, women and those with proletarian backgrounds. The data analyzed are from nationally representative surveys from the Social Stratification in Eastern Europe after 1989 study. Stronger support was found for the political participation model. Generally, parental party membership, being male, married, highly educated and working in an administrative position influenced joining, whereas social background, a manual occupation, and political time period had little or no influence. Between-country differences in the process of joining were minor. There was little evidence that recruitment reflected the parties’ ideologies or policies.
Publisher: Springer Science and Business Media LLC
Date: 06-1993
DOI: 10.1007/BF00993851
Publisher: Informa UK Limited
Date: 03-04-2015
Publisher: Elsevier BV
Date: 09-1993
Publisher: Informa UK Limited
Date: 24-03-2017
Publisher: SAGE Publications
Date: 12-1992
DOI: 10.1177/144078339202800302
Abstract: This study investigates changes between 1965 and 1990 in the influences of ascription and educational achievement on occupational attainment in Australia. A simple model of status attainment is constructed incorporating measures of both ascription and achievement processes. The model is analysed separately for men and women. During the 1970s, the effects of father's occupational status declined and the effects of education increased quite dramatically. During the 1980s, the increase in the effects of education had slowed. During the late 1960s and early 1970s, the influence of education on occupational attainment was smaller for women compared to men. By the 1980s, men and women received similar returns from education. It is concluded that occupational attainment in Australia has become more based on achievement in the educational system than on ascriptive processes.
Publisher: Elsevier BV
Date: 12-1992
Publisher: Oxford University Press (OUP)
Date: 12-2009
DOI: 10.1353/SOF.0.0274
Publisher: SAGE Publications
Date: 12-2005
Abstract: This article focuses on two questions relating to social class inequalities in education: cross-national differences and the contribution of material, cultural and school factors in accounting for the relationship. These questions are addressed using the EGP measure of occupational class and student performance in reading literacy in 30 countries. The pattern of cross-national differences is more closely associated with indicators of modernization and the organization of the school system, rather than indicators of overall societal inequality and economic development. Both material and cultural factors contribute to the relationship between class background and student achievement with cultural factors marginally more important overall. In countries with highly tracked school systems, schools mediate the relationship in that children from lower class backgrounds are more likely to attend lower performing schools. However, the inverse is not true: school differences in student performance are only partially accounted for by class background and other socioeconomic factors.
Publisher: Informa UK Limited
Date: 23-07-2009
Publisher: Elsevier BV
Date: 03-1997
Publisher: MDPI AG
Date: 21-08-2023
DOI: 10.3390/JINTELLIGENCE11080169
Abstract: Modernization and meritocratic theories contend that with modernization, socioeconomic background (SES) becomes less important for educational and socioeconomic attainments, while cognitive ability becomes more important. However, the evidence is mixed. This study investigates if the effects of SES and cognitive ability on educational and labor market outcomes have changed in the US by comparing two longitudinal cohort studies: the 1960 Project Talent and the 1979 National Longitudinal Survey of Youth. For all outcomes—grades-at-school, educational and occupational attainment, and income—cognitive ability clearly has stronger effects than a composite and broad measure of SES. The effects of cognitive ability for grades-at-school and income are notably stronger in the more recent cohort, whereas its effects on educational and occupational attainment are similar. SES effects, net of ability, for educational and occupational attainment are only moderate and for school grades and income are very small (β 0.10). However, for each outcome SES effects are stronger in the more recent NLSY79 cohort. This is attributed to ability being a stronger influence on the educational and socioeconomic attainments of NLSY79 parents compared to Project Talent parents. These analyses suggest that in the US, cognitive ability has long been an important, and SES a much weaker, influence on educational and subsequent socioeconomic outcomes.
Publisher: Emerald Group Publishing Limited
Date: 2013
Publisher: Elsevier BV
Date: 06-1993
Publisher: Elsevier BV
Date: 04-2022
Publisher: Elsevier BV
Date: 11-2013
DOI: 10.1016/J.SSRESEARCH.2013.07.004
Abstract: Effectively Maintained Inequality (EMI) is proposed as an explanation for contemporary socioeconomic inequalities in education. Socioeconomic inequalities are 'maintained' by students from lower socioeconomic backgrounds taking less advantageous curricula influencing their post-school destinations. The purpose of this study is to evaluate EMI by addressing several hypotheses derived from the EMI thesis using Australian longitudinal data. It analyses within-school transitions and the transition from school to post-school destinations (elite university, other university, vocational and no post-school study or training). The study also models curricular placement (subject choice). It finds that the transitions within- and post-school are more powerfully influenced by students' academic ability than by socioeconomic background. Furthermore, subject choice has strong impacts on the transitions. Similarly, Year 12 subject choice is only weakly predicted by socioeconomic background, and more strongly influenced by ability and occupational interests. In turn, occupational interests are largely independent of socioeconomic background. The EMI thesis is not supported.
Publisher: Informa UK Limited
Date: 04-07-2014
Publisher: SAGE Publications
Date: 1999
DOI: 10.1177/1354068899005001006
Abstract: Focusing on `capital-intensive politics', election c aign advertising in the `paid' and `unpaid' media is analysed for its impact on voters, as part of a suite of influences commonly seen to affect voter behaviour. The Australian experience from the 1990 federal election c aign supports a `modest impact' thesis, that c aign news, advertising and related activities reported in the mass media are significant among a number of secondary determinants operating beneath a primary, partisan influence on how most people vote. However, identification of subsets of voters - committed, wavering and swinging (changing), stable, volatile - shows that media-related influences impact differently on each subset, both absolutely and in the degree to which they act in a reinforcing or persuading role.
Publisher: Elsevier BV
Date: 09-2022
Publisher: Springer Science and Business Media LLC
Date: 05-04-2008
Publisher: Springer Science and Business Media LLC
Date: 22-05-2018
Publisher: Informa UK Limited
Date: 20-08-2017
Publisher: SAGE Publications
Date: 12-1989
DOI: 10.1177/144078338902500304
Abstract: This article presents the findings from an analysis of the rela tionship between class location and income. The class schemas employed in these analyses derive from the work of Wright, Poulantzas, Carchedi, Barbara and John Ehrenreich and Gold thorpe. In the context of the Australian workforce, in idual class location is found to be significantly related to income level. A properly specified causal model incorporating class and other relevant factors can explain between approximately 33 and 37 per cent of the variation of income among Australians in the workforce.
Publisher: SAGE Publications
Date: 03-1989
DOI: 10.1177/144078338902500106
Abstract: This paper describes the class structure of the Australian workforce in terms of the theoretical approaches developed by Erik Olin Wright. The two class profiles presented and discussed are Wright's contradictory class location schema and his second schema based on the exploitation of assets. The distributions of class according to occupational group, gender and age are also discussed.
Publisher: SAGE Publications
Date: 03-2004
Publisher: Oxford University Press (OUP)
Date: 03-1994
DOI: 10.2307/2579780
Publisher: Wiley
Date: 06-2008
Publisher: Wiley
Date: 05-10-2020
Publisher: Wiley
Date: 02-03-2020
DOI: 10.1002/AJS4.108
Publisher: Springer Netherlands
Date: 2009
Publisher: SAGE Publications
Date: 08-2006
DOI: 10.1177/000494410605000207
Abstract: Although there is a general consensus that teachers are important for student learning, there is little discussion of the process by which teachers are employed by schools: the teacher labour market. We argue, based on a mix of a priori and inductive reasoning, that inflexible attitudes about comparative wages have contributed toward chronic shortages of qualified teachers in specialised teacher labour markets and poor incentives for excellent teachers to remain teaching. Overseas studies indicate that chronic shortages occur because fewer science and mathematics graduates, compared to humanities and social science graduates, are attracted to teaching. Higher wage rates for teachers with scarce skills will alleviate shortages and reduce attrition of the most able teachers.
Publisher: Informa UK Limited
Date: 16-11-2020
Publisher: Informa UK Limited
Date: 18-08-2021
Publisher: SAGE Publications
Date: 03-1989
DOI: 10.1177/026858089004001005
Abstract: The paper deals comparatively with the class structures of Australia, New Zealand and Canada. Four hypotheses, which could account for the similarities and differences in class structure, are identified. The first is based on their semi-peripheral status in the world economy the second, pertaining particularly to Canada, argues for an `Americanisation effect' the third is based on their similar heritage in the context of dominion capitalism while the fourth proposes purely endogenous determination. The differences in class structure that the analysis reveals, particularly with respect to the managerial class, can perhaps be more persuasively explained in terms of the different historical circumstances of the three countries rather than by a set of exogenous factors which impact on all of them.
Publisher: SAGE Publications
Date: 12-2005
Abstract: The purpose of this article is to examine how accurate pessimistic accounts of the school-to-work transition are, given the substantial decline in unemployment since the 1991/93 recession. This examination is limited to young people who did not go to university, a group which is more likely to be experiencing problematic school-to-work transitions. The analyses use data from the first eight waves of data from the 1995 Year 9 cohort in the Longitudinal Surveys of Australian Youth (LSAY) project. In the years after leaving school, an increasing majority are in full-time work and there is considerable movement into full-time work from part-time work and unemployment. Furthermore, each year full-time workers show increases in job status and earnings. Only a small minority of non-university bound youth have problematic school-to-work transitions. These analyses also suggest that the policy emphasis on increasing participation in vocational education is misplaced. Except for apprenticeships and then only among males, vocational education does not appear to promote full-time employment.
Publisher: Elsevier BV
Date: 2016
DOI: 10.1016/J.SSRESEARCH.2015.10.002
Abstract: The paper examines changes in the influence of family background, including socioeconomic and social background variables on educational attainment in Australia for cohorts born between 1890 and 1982. We test hypotheses from modernization theory on sibling data using random effects models and find: (i) substantial declines in the influence of family background on educational attainment (indicated by the sibling intraclass correlations) (ii) declines in the effects of both economic and cultural socioeconomic background variables (iii) changes in the effects of some social background variables (e.g., family size) (iv) and declines in the extent that socioeconomic and social background factors account for variation in educational attainment. Unmeasured family background factors are more important, and proportionally increasingly so, for educational attainment than the measured socioeconomic and social background factors analyzed. Fixed effects models showed steeper declines in the effects of socioeconomic background variables than in standard analyses suggesting that unmeasured family factors associated with socioeconomic background obscure the full extent of the decline.
Publisher: Wiley
Date: 06-2005
Start Date: 01-2004
End Date: 12-2003
Amount: $10,000.00
Funder: Australian Research Council
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