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25-07-2017 | Empirical Research

Pathways of Intergenerational Transmission of Advantages during Adolescence: Social Background, Cognitive Ability, and Educational Attainment

Auteurs: Wiebke Schulz, Reinhard Schunck, Martin Diewald, Wendy Johnson

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 10/2017

Abstract

Educational attainment in adolescence is of paramount importance for attaining higher education and for shaping subsequent life chances. Sociological accounts focus on the role of differences in socioeconomic resources in intergenerational reproduction of educational inequalities. These often disregard the intergenerational transmission of cognitive ability and the importance of children’s cognitive ability to educational attainment. Psychological perspectives stress the importance of cognitive ability for educational attainment but underemphasize potentially different roles of specific socioeconomic resources in shaping educational outcomes, as well as individual differences in cognitive ability. By integrating two strands of research, a clearer picture of the pathways linking the family of origin, cognitive ability, and early educational outcomes can be reached. Using the population-based TwinLife study in Germany, we investigated multidimensional pathways linking parental socioeconomic position to their children’s cognitive ability and academic track attendance in the secondary school. The sample included twins (N = 4008), respectively ages 11 and 17, and siblings (N = 801). We observed strong genetic influences on cognitive ability, whereas shared environmental influences were much more important for academic tracking. In multilevel analyses, separate dimensions of socioeconomic resources influenced child cognitive ability, controlling parental cognitive ability. Controlling adolescent cognitive ability and parental cognitive ability, parental socioeconomic resources also directly affected track attendance. This indicated that it is crucial to investigate the intertwined influences on educational outcomes in adolescence of both cognitive ability and the characteristics of the family of origin.

vorige artikel Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany

volgende artikel Adolescent Agentic Orientations: Contemporaneous Family Influence, Parental Biography and Intergenerational Development

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In addition to the covariates used in the multivariate analyses, we also used information on the interviewers (age, sex, and tenure with the survey institute), information provided by the interviewer regarding the dwelling, household and family size and composition, region, and community size to generate the imputations.

Covariances and interactions among the components are assumed to be zero. This assumption, however, is often violated, perhaps especially in associations among cognitive ability and education and social attainment measures.

In our sample the correlation between both parents’ CFT was about 0.4 and between both parents’ secondary schooling (binary variable, indicating if a higher secondary track was completed) was about 0.6. Assuming that in general \(\sigma _A^2\) is around 0.6 for cognitive ability and around 0.4 for education (Branigan et al. 2013; Briley and Tucker-Drob 2013) this leads to a genetic correlation of 0.6 in DZ twins for both outcomes.

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Titel: Pathways of Intergenerational Transmission of Advantages during Adolescence: Social Background, Cognitive Ability, and Educational Attainment
Auteurs: Wiebke Schulz
Reinhard Schunck
Martin Diewald
Wendy Johnson
Publicatiedatum: 25-07-2017
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 10/2017
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-017-0718-0

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Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany