2023
Skopek, J. (Ed.)
Research Handbook on Digital Sociology Book Forthcoming
Edward Elgar Publishing, Cheltenham, UK, Forthcoming.
@book{nokey,
title = {Research Handbook on Digital Sociology},
editor = {Skopek, J.},
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year = {2023},
date = {2023-03-15},
urldate = {2023-03-15},
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S. L. Sprong,; Skopek, J.
Childcare Utilisation by Migration Background - Evidence from a Nationally Representative Irish Cohort Study Journal Article
In: Research in Social Stratification and Social Mobility, vol. 84, iss. April, pp. 100773, 2023.
@article{nokey,
title = {Childcare Utilisation by Migration Background - Evidence from a Nationally Representative Irish Cohort Study },
author = {Sprong, S. L., and Skopek, J. },
url = {https://doi.org/10.1016/j.rssm.2023.100773},
doi = {10.1016/j.rssm.2023.100773},
year = {2023},
date = {2023-02-28},
urldate = {2023-02-28},
journal = {Research in Social Stratification and Social Mobility},
volume = {84},
issue = {April},
pages = {100773},
abstract = {Scholarship highlights the potentially equalising effects of early childhood education and care, which may be particularly relevant for children living in immigrant households. To properly understand those effects, it is crucial to consider which children are more likely to experience certain types of care. Drawing on recent, nationally representative, longitudinal data (N= 7,516), this paper presents new evidence on how childcare choices differ between native-born and immigrant households in Ireland, and how these differences may be explained. The results indicate that, compared to children from Irish-born households, children of migrant descent were more likely to be in formal care relative to informal care. However, children from non-English speaking immigrant households were less likely to be in both informal and formal care than parental care. Children from English speaking immigrant households were also slightly less likely to be in informal care than parental care, though there was no difference in the risk of formal care over parental care. Using the Karlson-Holm-Breen (KHB) decomposition technique, we further showed that differences in socio-demographic and other relevant characteristics played an essential role in explaining these differential childcare utilisation patterns, with the equivalised household income, maternal employment prior to birth, and social support being among the most important explanatory variables.},
keywords = {},
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Scholarship highlights the potentially equalising effects of early childhood education and care, which may be particularly relevant for children living in immigrant households. To properly understand those effects, it is crucial to consider which children are more likely to experience certain types of care. Drawing on recent, nationally representative, longitudinal data (N= 7,516), this paper presents new evidence on how childcare choices differ between native-born and immigrant households in Ireland, and how these differences may be explained. The results indicate that, compared to children from Irish-born households, children of migrant descent were more likely to be in formal care relative to informal care. However, children from non-English speaking immigrant households were less likely to be in both informal and formal care than parental care. Children from English speaking immigrant households were also slightly less likely to be in informal care than parental care, though there was no difference in the risk of formal care over parental care. Using the Karlson-Holm-Breen (KHB) decomposition technique, we further showed that differences in socio-demographic and other relevant characteristics played an essential role in explaining these differential childcare utilisation patterns, with the equivalised household income, maternal employment prior to birth, and social support being among the most important explanatory variables.
J. Leesch, & Skopek
Decomposing Trends in Educational Homogamy and Heterogamy – The Case of Ireland Journal Article
In: Social Science Research, vol. 110, iss. February, no. 102846, 2023.
@article{LeeschSkopek2023,
title = {Decomposing Trends in Educational Homogamy and Heterogamy – The Case of Ireland },
author = {Leesch, J., & Skopek, J.},
doi = {10.1016/j.ssresearch.2023.102846},
year = {2023},
date = {2023-02-01},
urldate = {2023-03-01},
journal = {Social Science Research},
volume = {110},
number = {102846},
issue = {February},
abstract = {Employing Irish Census microdata, we analyze trends in educational homogamy and heterogamy between 1991 and 2016 and examine how they can be explained by concurrent trends in three theoretically relevant socio-demographic components – (a) educational attainment, (b) the educational gradient in marriage, and (c) educational assortative mating (i.e., non-random matching). Our study proposes a novel counterfactual decomposition method to estimate the contribution of each component to changing sorting outcomes in marriages. Findings indicate rising educational homogamy, an increase in non-traditional unions in which women partner ‘down’ in education, and a decline in traditional unions. Decomposition results suggest that these trends are predominantly attributable to changes in women's and men's educational attainment. Furthermore, changes in the educational gradient in marrying contributed to rising homogamy and the decline in traditional unions, a fact largely overlooked in previous research. Although assortative mating has also undergone changes, they barely contribute to trends in sorting outcomes.
},
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Employing Irish Census microdata, we analyze trends in educational homogamy and heterogamy between 1991 and 2016 and examine how they can be explained by concurrent trends in three theoretically relevant socio-demographic components – (a) educational attainment, (b) the educational gradient in marriage, and (c) educational assortative mating (i.e., non-random matching). Our study proposes a novel counterfactual decomposition method to estimate the contribution of each component to changing sorting outcomes in marriages. Findings indicate rising educational homogamy, an increase in non-traditional unions in which women partner ‘down’ in education, and a decline in traditional unions. Decomposition results suggest that these trends are predominantly attributable to changes in women's and men's educational attainment. Furthermore, changes in the educational gradient in marrying contributed to rising homogamy and the decline in traditional unions, a fact largely overlooked in previous research. Although assortative mating has also undergone changes, they barely contribute to trends in sorting outcomes.
2022
G. Passaretta, & Skopek J.
Learning in school or because of school? Migration gaps in achievement and the role of schools Working paper
2022.
@workingpaper{nokey,
title = {Learning in school or because of school? Migration gaps in achievement and the role of schools},
author = {Passaretta, G., & Skopek J.},
url = {https://osf.io/preprints/socarxiv/s7ryh/},
doi = {10.31235/osf.io/s7ryh},
year = {2022},
date = {2022-12-25},
abstract = {Are schools engines of integration? Our study examines the learning outcomes of first-grade students from immigrant versus native families in Germany. We use a differential exposure approach to decompose learning over the school year into two causally distinct components: learning by exposure to schooling (school factors) a vis learning by being older at test (non-school factors). Data came from the nationally representative National Educational Panel Study. Our results demonstrate the importance of school exposure for learning but indicate no support for the idea that schools reduce migration-related inequality in achievements. Children from non-western immigrants, who experiences the largest penalties, progress in learning at lower rates compared to other immigrant groups. Non-westerners’ decelerated learning is entirely explained by the low benefits from schooling. We conclude that German primary schools do not work as engines of integration because immigrant groups with the largest educational disadvantage benefit the least from school exposure.},
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Are schools engines of integration? Our study examines the learning outcomes of first-grade students from immigrant versus native families in Germany. We use a differential exposure approach to decompose learning over the school year into two causally distinct components: learning by exposure to schooling (school factors) a vis learning by being older at test (non-school factors). Data came from the nationally representative National Educational Panel Study. Our results demonstrate the importance of school exposure for learning but indicate no support for the idea that schools reduce migration-related inequality in achievements. Children from non-western immigrants, who experiences the largest penalties, progress in learning at lower rates compared to other immigrant groups. Non-westerners’ decelerated learning is entirely explained by the low benefits from schooling. We conclude that German primary schools do not work as engines of integration because immigrant groups with the largest educational disadvantage benefit the least from school exposure.
S. L.; Skopek Sprong, J.
2022.
@workingpaper{Sprong2022,
title = {ECEC as a Potential Equaliser for Achievement Gaps by Migration Background: Evidence from a Quasi-experimental Population-level Study in Ireland.},
author = {Sprong, S. L.; Skopek, J.},
url = {https://osf.io/preprints/socarxiv/uv5s2/},
doi = {10.31235/osf.io/uv5s2},
year = {2022},
date = {2022-08-22},
urldate = {2022-08-22},
abstract = {Children of migrant origin often face inequalities in academic opportunities, with research suggesting that achievement gaps are present even early in the life course. Early childhood education and care (ECEC) is often put forward as a possible equaliser. However, there is a need for more population-level studies as well as more research in the European context, especially in more recent countries of immigration. In this research article, we draw on data from a nationally representative Irish cohort study (N =7,781) and use propensity score methods to account for differential selection into ECEC. We estimate the causal effect of ECEC attendance on later English language achievement and gauge the equalisation power and potential of the system. The findings indicate that the Irish ECEC system helped to reduce achievement gaps by migration background for children from non-English speaking homes, despite it not promoting English language achievement amongst other groups.},
keywords = {},
pubstate = {published},
tppubtype = {workingpaper}
}
Children of migrant origin often face inequalities in academic opportunities, with research suggesting that achievement gaps are present even early in the life course. Early childhood education and care (ECEC) is often put forward as a possible equaliser. However, there is a need for more population-level studies as well as more research in the European context, especially in more recent countries of immigration. In this research article, we draw on data from a nationally representative Irish cohort study (N =7,781) and use propensity score methods to account for differential selection into ECEC. We estimate the causal effect of ECEC attendance on later English language achievement and gauge the equalisation power and potential of the system. The findings indicate that the Irish ECEC system helped to reduce achievement gaps by migration background for children from non-English speaking homes, despite it not promoting English language achievement amongst other groups.
S. L.; Skopek Sprong, J.
Academic achievement gaps by migration background at school starting age in Ireland Journal Article
In: European Societies, vol. 24, iss. 5, no. 580, pp. 604, 2022.
@article{nokey,
title = {Academic achievement gaps by migration background at school starting age in Ireland},
author = {Sprong, S. L.; Skopek, J.},
doi = {10.1080/14616696.2022.2084558},
year = {2022},
date = {2022-06-08},
urldate = {2022-06-08},
journal = {European Societies},
volume = {24},
number = {580},
issue = {5},
pages = {604},
abstract = {In today’s increasingly diverse societies, a key question is how to foster the structural integration of immigrants and their descendants. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about achievement gaps at younger ages and in relatively new immigration countries. The current study sets out to estimate the size of disparities by migration background at age five (i.e. when they start school) and explores the causes of these gaps. It does so in a context that offers a compelling but under-researched case: the Republic of Ireland. It draws on the Growing Up in Ireland (GUI) data, a national longitudinal study of children in Ireland. The results suggest that some disparities by migration background already existed at the start of primary school, but also that gaps were limited to verbal skills and differed widely across groups. Moreover, social background only played a relatively minor role in explaining the differences, whereas the child’s first language was a powerful predictor of disadvantages by migration background in verbal skills.},
keywords = {},
pubstate = {published},
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In today’s increasingly diverse societies, a key question is how to foster the structural integration of immigrants and their descendants. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about achievement gaps at younger ages and in relatively new immigration countries. The current study sets out to estimate the size of disparities by migration background at age five (i.e. when they start school) and explores the causes of these gaps. It does so in a context that offers a compelling but under-researched case: the Republic of Ireland. It draws on the Growing Up in Ireland (GUI) data, a national longitudinal study of children in Ireland. The results suggest that some disparities by migration background already existed at the start of primary school, but also that gaps were limited to verbal skills and differed widely across groups. Moreover, social background only played a relatively minor role in explaining the differences, whereas the child’s first language was a powerful predictor of disadvantages by migration background in verbal skills.
S. L.; Skopek Sprong, J.
Childcare Utilisation by Migration Background: Evidence from a Nationally Representative Irish Cohort Study Working paper
SocArXiv, 2022.
@workingpaper{nokey,
title = {Childcare Utilisation by Migration Background: Evidence from a Nationally Representative Irish Cohort Study},
author = {Sprong, S. L.; Skopek, J.},
url = {https://osf.io/preprints/socarxiv/s24yv/},
doi = {10.31235/osf.io/s24yv},
year = {2022},
date = {2022-03-09},
urldate = {2022-03-09},
abstract = {Many scholars highlight the potentially equalising effects of early childhood education and care, which may be particularly relevant for children with a migration background. To properly understand the effects, it is important to consider which children are more likely to experience certain types of care. Drawing on recent, nationally representative, longitudinal data (N= 7,516), this paper presents new evidence on how care type choices differ between native and immigrant households in Ireland. The results indicate that compared to children from native households, children with a migration background were more likely to be in formal care relative to informal care. However, children from non-English speaking immigrant households were less likely to be in both informal and formal care compared to parental care. Children from English speaking immigrant households were also slightly less likely to be in informal care than parental care, though there was no difference for formal care over parental care. Using the Karlson-Holm-Breen (KHB) decomposition technique, we further showed that compositional differences played an important role in explaining these differential childcare utilisation patterns, with the equivalised household income and the availability of kinship networks and social support being among the most important explanatory variables.},
howpublished = {SocArXiv},
keywords = {},
pubstate = {published},
tppubtype = {workingpaper}
}
Many scholars highlight the potentially equalising effects of early childhood education and care, which may be particularly relevant for children with a migration background. To properly understand the effects, it is important to consider which children are more likely to experience certain types of care. Drawing on recent, nationally representative, longitudinal data (N= 7,516), this paper presents new evidence on how care type choices differ between native and immigrant households in Ireland. The results indicate that compared to children from native households, children with a migration background were more likely to be in formal care relative to informal care. However, children from non-English speaking immigrant households were less likely to be in both informal and formal care compared to parental care. Children from English speaking immigrant households were also slightly less likely to be in informal care than parental care, though there was no difference for formal care over parental care. Using the Karlson-Holm-Breen (KHB) decomposition technique, we further showed that compositional differences played an important role in explaining these differential childcare utilisation patterns, with the equivalised household income and the availability of kinship networks and social support being among the most important explanatory variables.
Passaretta, Giampiero; Skopek, Jan; van Huizen, Thomas
Is social inequality in school-age achievement generated before or during schooling? A European perspective Journal Article
In: European Sociological Review, vol. 38, iss. 6, pp. 849–865, 2022.
@article{nokey,
title = {Is social inequality in school-age achievement generated before or during schooling? A European perspective},
author = {Giampiero Passaretta and Jan Skopek and Thomas van Huizen},
url = {https://academic.oup.com/esr/advance-article/doi/10.1093/esr/jcac005/6530161?searchresult=1},
doi = {10.1093/esr/jcac005},
year = {2022},
date = {2022-02-17},
urldate = {2022-02-17},
journal = {European Sociological Review},
volume = {38},
issue = {6},
pages = {849–865},
abstract = {Social gaps in children’s educational achievement emerge early in life and remain stable over schooling. Does social origin constantly shape achievement or is social inequality in school just an echo of inequality settled before schooling? We extend the previous research by studying the origins of social gaps in language achievement among primary school-age children from Germany, the Netherlands, and the United Kingdom. Based on dynamic accounts of skill development, we expected social origin to shape school-age achievement not only directly but also indirectly via before-school achievement. Using longitudinal data (COOL, MCS, NEPS) and applying an instrumental variable approach, we estimated the extent to which achievement gaps by parental education in school were generated before and during schooling. About 50–80 per cent of language gaps observed at end of primary school were explained by gaps settled before formal schooling in all three countries. Conversely, at most 20–50 per cent of school-age gaps were generated during schooling. These findings suggest that the roots of school-age achievement inequality must be sought primarily in processes transpiring before school life starts. },
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Social gaps in children’s educational achievement emerge early in life and remain stable over schooling. Does social origin constantly shape achievement or is social inequality in school just an echo of inequality settled before schooling? We extend the previous research by studying the origins of social gaps in language achievement among primary school-age children from Germany, the Netherlands, and the United Kingdom. Based on dynamic accounts of skill development, we expected social origin to shape school-age achievement not only directly but also indirectly via before-school achievement. Using longitudinal data (COOL, MCS, NEPS) and applying an instrumental variable approach, we estimated the extent to which achievement gaps by parental education in school were generated before and during schooling. About 50–80 per cent of language gaps observed at end of primary school were explained by gaps settled before formal schooling in all three countries. Conversely, at most 20–50 per cent of school-age gaps were generated during schooling. These findings suggest that the roots of school-age achievement inequality must be sought primarily in processes transpiring before school life starts.
Julia Leesch, Jan Skopek
Decomposing Trends in Educational Homogamy and Heterogamy – The Case of Ireland Working paper
2022.
@workingpaper{nokey,
title = {Decomposing Trends in Educational Homogamy and Heterogamy – The Case of Ireland},
author = {Julia Leesch, Jan Skopek},
url = {https://osf.io/preprints/socarxiv/kj68u/},
doi = {10.31235/osf.io/kj68u},
year = {2022},
date = {2022-01-27},
urldate = {2022-01-27},
abstract = {Although extensive research has examined how partner search behavior and the educational composition of partner markets have changed over time, we lack insight into the extent to which these changes have contributed to trends in educational homogamy. This study analyzed trends in educational homogamy and heterogamy in Ireland over the past three decades. We examined how changes in three components – (a) educational attainment of men and women, (b) the educational gradient in marriage, and (c) educational matching – have contributed to these trends. Based on Irish Census microdata, covering the period from 1991 to 2016, we propose a novel counterfactual decomposition method to estimate the contribution of each component. Findings indicate rising educational homogamy and an increase in non-traditional unions in which women partner ‘down’ in education, both at the expense of unions in which men are higher educated. Trends in educational homogamy and heterogamy are predominantly attributable to changes in educational attainment of women and men. Trends in the educational marriage gradient also contributed to the rise in homogamy and the decline in traditional unions. Changes in educational matching did not drive trends in homogamy and upward marriage and explained only a small fraction of trends in downward marriage.
},
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pubstate = {published},
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Although extensive research has examined how partner search behavior and the educational composition of partner markets have changed over time, we lack insight into the extent to which these changes have contributed to trends in educational homogamy. This study analyzed trends in educational homogamy and heterogamy in Ireland over the past three decades. We examined how changes in three components – (a) educational attainment of men and women, (b) the educational gradient in marriage, and (c) educational matching – have contributed to these trends. Based on Irish Census microdata, covering the period from 1991 to 2016, we propose a novel counterfactual decomposition method to estimate the contribution of each component. Findings indicate rising educational homogamy and an increase in non-traditional unions in which women partner ‘down’ in education, both at the expense of unions in which men are higher educated. Trends in educational homogamy and heterogamy are predominantly attributable to changes in educational attainment of women and men. Trends in the educational marriage gradient also contributed to the rise in homogamy and the decline in traditional unions. Changes in educational matching did not drive trends in homogamy and upward marriage and explained only a small fraction of trends in downward marriage.
2021
Sprong, Stefanie L.; Skopek, Jan
Working paper, 2021.
@workingpaper{nokey,
title = {Do migration-related gaps find their roots in the period before formal schooling? A path-model of educational achievement in primary school. },
author = {Stefanie L. Sprong and Jan Skopek},
url = {https://osf.io/preprints/socarxiv/ewtcr/},
doi = {10.31235/osf.io/ewtcr},
year = {2021},
date = {2021-11-29},
urldate = {2021-11-29},
abstract = {Education is key to the structural integration of immigrants and their children. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about when, how and why migrant gaps develop. Hitherto, longitudinal research on skill gaps is scarce. The current paper adds to the literature by investigating how much of the migration-related disparities found during primary school can be attributed to inequalities that already existed before school life. To do so, it uses structural equation modelling and draws on a national longitudinal study of children in Ireland. Results indicate that migration-related disparities largely find their roots in the period before formal schooling, after which they remain relatively stable or even decrease. This implies that researchers and policymakers may want to focus their efforts on the period proceeding primary school.},
howpublished = {Working paper},
keywords = {},
pubstate = {published},
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}
Education is key to the structural integration of immigrants and their children. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about when, how and why migrant gaps develop. Hitherto, longitudinal research on skill gaps is scarce. The current paper adds to the literature by investigating how much of the migration-related disparities found during primary school can be attributed to inequalities that already existed before school life. To do so, it uses structural equation modelling and draws on a national longitudinal study of children in Ireland. Results indicate that migration-related disparities largely find their roots in the period before formal schooling, after which they remain relatively stable or even decrease. This implies that researchers and policymakers may want to focus their efforts on the period proceeding primary school.
Passaretta, Giampiero; Skopek, Jan
Does schooling decrease socioeconomic inequality in early achievement? A differential exposure approach Journal Article
In: American Sociological Review, 2021.
@article{PassarettaSkopek2021,
title = {Does schooling decrease socioeconomic inequality in early achievement? A differential exposure approach },
author = {Giampiero Passaretta and Jan Skopek},
url = {https://journals.sagepub.com/doi/10.1177/00031224211049188},
doi = {10.1177/00031224211049188},
year = {2021},
date = {2021-11-01},
urldate = {2021-11-01},
journal = {American Sociological Review},
abstract = {Does schooling affect socioeconomic inequality in educational achievement? Earlier studies based on seasonal comparisons suggested schooling to equalize social gaps in learning. Recent replication studies gave rise to skepticism about the validity of older findings. We shed new light on the debate by estimating the causal effect of first-grade schooling on achievement inequality by socioeconomic family background in Germany. We elaborate a differential exposure approach that estimates the effect of exposure to first-grade schooling by exploiting (conditionally) random variation in test dates and birth dates for children who entered school on the same calendar day. We employ recent data from the German NEPS to test school exposure effects for a series of learning domains. Findings clearly indicate that first-grade schooling increased children’s learning in all domains. However, we did not find any evidence for those schooling effects to differ by children’s socioeconomic background. We conclude that, while all children gained from schooling, schooling had no consequences for social inequality in learning. We discuss the relevance of our findings for sociological knowledge on the role of schooling in the process of stratification and highlight the complementarity between our approach and seasonal comparison studies. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Does schooling affect socioeconomic inequality in educational achievement? Earlier studies based on seasonal comparisons suggested schooling to equalize social gaps in learning. Recent replication studies gave rise to skepticism about the validity of older findings. We shed new light on the debate by estimating the causal effect of first-grade schooling on achievement inequality by socioeconomic family background in Germany. We elaborate a differential exposure approach that estimates the effect of exposure to first-grade schooling by exploiting (conditionally) random variation in test dates and birth dates for children who entered school on the same calendar day. We employ recent data from the German NEPS to test school exposure effects for a series of learning domains. Findings clearly indicate that first-grade schooling increased children’s learning in all domains. However, we did not find any evidence for those schooling effects to differ by children’s socioeconomic background. We conclude that, while all children gained from schooling, schooling had no consequences for social inequality in learning. We discuss the relevance of our findings for sociological knowledge on the role of schooling in the process of stratification and highlight the complementarity between our approach and seasonal comparison studies.
Skopek, Jan; Passaretta, Giampiero
Socioeconomic inequality in children’s achievement from infancy to adolescence: The case of Germany Journal Article
In: Social Forces, vol. 100, no. 1, pp. 86-112, 2021.
@article{Skopek-passaretta-2021,
title = {Socioeconomic inequality in children’s achievement from infancy to adolescence: The case of Germany},
author = {Jan Skopek and Giampiero Passaretta},
url = {https://doi.org/10.1093/sf/soaa093},
doi = {10.1093/sf/soaa093},
year = {2021},
date = {2021-10-18},
urldate = {2021-10-18},
journal = {Social Forces},
volume = {100},
number = {1},
pages = {86-112},
abstract = {When in children’s lives do gaps by family SES in cognitive skills emerge, how large are they before children enter school, and how do they develop over schooling? Going beyond previous research, we study the evolution of gaps by parental education in achievement from birth to adolescence in Germany. We exploit data from 57 tests taken from the age of 7 months to 16 years by the National Educational Panel Study. Because Germany has one of the most stratified education systems in the Western World, we hypothesized that achievement gaps will grow particularly during tracked secondary schooling. However, our findings show that SES gaps emerge and expand long before children enter school and then remain stable throughout their school careers. Because gaps stop growing, we tentatively conclude that schooling decreases inequality in learning by family SES. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
When in children’s lives do gaps by family SES in cognitive skills emerge, how large are they before children enter school, and how do they develop over schooling? Going beyond previous research, we study the evolution of gaps by parental education in achievement from birth to adolescence in Germany. We exploit data from 57 tests taken from the age of 7 months to 16 years by the National Educational Panel Study. Because Germany has one of the most stratified education systems in the Western World, we hypothesized that achievement gaps will grow particularly during tracked secondary schooling. However, our findings show that SES gaps emerge and expand long before children enter school and then remain stable throughout their school careers. Because gaps stop growing, we tentatively conclude that schooling decreases inequality in learning by family SES.
Sprong, Stefanie L.; Skopek, Jan
Examining the “migrant gap” at school starting age: the case of Ireland Working paper
2021.
@workingpaper{SprongSkopek2021,
title = {Examining the “migrant gap” at school starting age: the case of Ireland},
author = {Stefanie L. Sprong and Jan Skopek},
doi = {10.31235/osf.io/a4j3v},
year = {2021},
date = {2021-03-17},
urldate = {2021-03-17},
abstract = {In today’s increasingly diverse societies, one of the key questions is how to foster the structural integration of immigrants. Education is centre stage here because it is one of the main prerequisites for social and economic integration. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about when, how and why migrant gaps develop. More research is also still needed on the educational performance of immigrant children at younger ages and in relatively new immigration countries. The current study sets out to estimate the size of the performance gap between Irish children with and without a migration background at age 5 (i.e., at the age they start school) and to explore the causes of these gaps. It does so in a context that offers a compelling but under-researched case: the Republic of Ireland. It draws on the Growing Up in Ireland (GUI) data, a national longitudinal study of children in Ireland. The results suggest that some migration-related disparities already exist at the start of primary school, but also that gaps are limited to verbal skills and that they differ widely across groups. Moreover, social background only plays a relatively minor role in explaining the differences. The language spoken at home, on the other hand, is a powerful predictor for migrant disadvantage.},
keywords = {},
pubstate = {published},
tppubtype = {workingpaper}
}
In today’s increasingly diverse societies, one of the key questions is how to foster the structural integration of immigrants. Education is centre stage here because it is one of the main prerequisites for social and economic integration. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about when, how and why migrant gaps develop. More research is also still needed on the educational performance of immigrant children at younger ages and in relatively new immigration countries. The current study sets out to estimate the size of the performance gap between Irish children with and without a migration background at age 5 (i.e., at the age they start school) and to explore the causes of these gaps. It does so in a context that offers a compelling but under-researched case: the Republic of Ireland. It draws on the Growing Up in Ireland (GUI) data, a national longitudinal study of children in Ireland. The results suggest that some migration-related disparities already exist at the start of primary school, but also that gaps are limited to verbal skills and that they differ widely across groups. Moreover, social background only plays a relatively minor role in explaining the differences. The language spoken at home, on the other hand, is a powerful predictor for migrant disadvantage.
Skopek, Jan
Grandparent status and multigenerational relationships. Book Chapter
In: Schneider, Norbert; Kreyenfeld, Michaela (Ed.): Research Handbook of Sociology of the Family, pp. 278-299, Edward Elgar, Cheltenham, UK, 2021, ISBN: 978 1 78897 553 7.
@inbook{Skopek2021,
title = {Grandparent status and multigenerational relationships.},
author = {Jan Skopek},
editor = {Norbert Schneider and Michaela Kreyenfeld },
url = {https://www.e-elgar.com/shop/gbp/research-handbook-on-the-sociology-of-the-family-9781788975537.html},
isbn = {978 1 78897 553 7},
year = {2021},
date = {2021-01-27},
urldate = {2021-01-27},
booktitle = {Research Handbook of Sociology of the Family},
pages = {278-299},
publisher = {Edward Elgar},
address = {Cheltenham, UK},
keywords = {},
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2020
Passaretta, Giampiero; Skopek, Jan
Does schooling decrease social inequality in early achievement? Working paper
2020.
@workingpaper{G.2020,
title = {Does schooling decrease social inequality in early achievement?},
author = {Giampiero Passaretta and Jan Skopek},
url = {https://osf.io/preprints/socarxiv/6hvd8/},
doi = {10.31235/osf.io/6hvd8},
year = {2020},
date = {2020-10-11},
urldate = {2020-10-11},
abstract = {Does schooling affect social inequality in educational achievement? Earlier studies based on seasonal comparisons suggested schooling to equalize social gaps in achievement, but recent replication studies gave rise to skepticism about the validity of older findings. We propose an alternative causal design that identifies schooling exposure effects by exploiting (conditionally) random variation in test dates and birth dates for children participating in assessment studies. We test effects of school exposure in first grade for a series of learning domains (vocabulary, grammar, math, and science) by drawing on recent data from the German National Educational Panel Study (NEPS). Findings clearly indicate that schooling increases learning in all domains and particularly in math and science. However, we did not find any evidence that schooling effects differed by children’s socio-economic background. We conclude that, while all children benefitted by first-grade exposure, first-grade schooling had no consequences for social inequality in learning. We discuss the relevance of our approach and results in the context of the massive school lockdowns due to the COVID-19 crisis and to further knowledge on the role of schooling in the process of social stratification.},
keywords = {},
pubstate = {published},
tppubtype = {workingpaper}
}
Does schooling affect social inequality in educational achievement? Earlier studies based on seasonal comparisons suggested schooling to equalize social gaps in achievement, but recent replication studies gave rise to skepticism about the validity of older findings. We propose an alternative causal design that identifies schooling exposure effects by exploiting (conditionally) random variation in test dates and birth dates for children participating in assessment studies. We test effects of school exposure in first grade for a series of learning domains (vocabulary, grammar, math, and science) by drawing on recent data from the German National Educational Panel Study (NEPS). Findings clearly indicate that schooling increases learning in all domains and particularly in math and science. However, we did not find any evidence that schooling effects differed by children’s socio-economic background. We conclude that, while all children benefitted by first-grade exposure, first-grade schooling had no consequences for social inequality in learning. We discuss the relevance of our approach and results in the context of the massive school lockdowns due to the COVID-19 crisis and to further knowledge on the role of schooling in the process of social stratification.
Skopek, Jan; Leopold, Thomas
Educational Reproduction in Germany: A Prospective Study Based on Retrospective Data. Journal Article
In: Demography, vol. 57, pp. 1241–1270, 2020.
@article{skopek2020b,
title = {Educational Reproduction in Germany: A Prospective Study Based on Retrospective Data. },
author = {Jan Skopek and Thomas Leopold },
url = {https://doi.org/10.1007/s13524-020-00896-2},
doi = {10.1007/s13524-020-00896-2},
year = {2020},
date = {2020-08-17},
urldate = {2020-08-17},
journal = {Demography},
volume = {57},
pages = {1241–1270},
abstract = {This study examines educational reproduction of East and West German men and women born between 1930 and 1950. In a prospective design, we study the importance of mobility and fertility pathways of reproduction, considering not only the social reproduction of education as an attribute but also the demographic reproduction of individuals who carry this attribute. Using data from NEPS and SOEP, we introduce a method that estimates prospective models based on retrospective data commonly available in surveys. The analysis offers new estimates of the expected number of high- and low-educated children born to men and women of different levels of education. Findings show that the importance of the fertility pathway of educational reproduction was higher in West than in East Germany, higher for women than for men, and higher for earlier than for later cohorts. For West German women of earlier cohorts, the fertility pathway tempered educational reproduction among the high-educated and reinforced it among the low-educated. Population renewal models show that differential fertility slightly lowered educational attainment and slightly increased inequality in educational attainment in the offspring generation. Across cohorts, the fertility pathway declined in importance, a result of fertility convergence between education groups and educational expansion in postwar Germany. We conclude that prospective designs advance our understanding of educational reproduction. The method that we introduce substantially reduces the data requirements of prospective analysis, facilitating future prospective research on social stratification. },
keywords = {},
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}
This study examines educational reproduction of East and West German men and women born between 1930 and 1950. In a prospective design, we study the importance of mobility and fertility pathways of reproduction, considering not only the social reproduction of education as an attribute but also the demographic reproduction of individuals who carry this attribute. Using data from NEPS and SOEP, we introduce a method that estimates prospective models based on retrospective data commonly available in surveys. The analysis offers new estimates of the expected number of high- and low-educated children born to men and women of different levels of education. Findings show that the importance of the fertility pathway of educational reproduction was higher in West than in East Germany, higher for women than for men, and higher for earlier than for later cohorts. For West German women of earlier cohorts, the fertility pathway tempered educational reproduction among the high-educated and reinforced it among the low-educated. Population renewal models show that differential fertility slightly lowered educational attainment and slightly increased inequality in educational attainment in the offspring generation. Across cohorts, the fertility pathway declined in importance, a result of fertility convergence between education groups and educational expansion in postwar Germany. We conclude that prospective designs advance our understanding of educational reproduction. The method that we introduce substantially reduces the data requirements of prospective analysis, facilitating future prospective research on social stratification.
Passaretta, Giampiero; Skopek, Jan; Huizen, Thomas Van
2020.
@workingpaper{Passaretta2020,
title = {To what extent is social inequality in school-age achievement determined before and during schooling? A longitudinal analysis in three European countries},
author = {Giampiero Passaretta and Jan Skopek and Thomas Van Huizen},
doi = {10.31235/osf.io/yqt6n},
year = {2020},
date = {2020-04-03},
urldate = {2020-04-03},
abstract = {We estimate the degree to which socioeconomic status (SES) gaps in children’s language skills observed in primary schooling are already determined before children enter school in Germany, the Netherlands, and the United Kingdom. We use representative and longitudinal cohort data and apply instrumental variable estimation to deal with measurement error in test scores. Around 60–80% of SES gaps in language at the end of primary school are attributable to gaps settled before formal schooling, while at most 20–40% is attributable to SES operating during the school years. We also show that ignoring measurement error results in a major overestimation of the role of SES during schooling. Our findings suggest that the most effective strategy for reducing social inequality in school-age achievement is reducing inequality before school life starts.},
keywords = {},
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tppubtype = {workingpaper}
}
We estimate the degree to which socioeconomic status (SES) gaps in children’s language skills observed in primary schooling are already determined before children enter school in Germany, the Netherlands, and the United Kingdom. We use representative and longitudinal cohort data and apply instrumental variable estimation to deal with measurement error in test scores. Around 60–80% of SES gaps in language at the end of primary school are attributable to gaps settled before formal schooling, while at most 20–40% is attributable to SES operating during the school years. We also show that ignoring measurement error results in a major overestimation of the role of SES during schooling. Our findings suggest that the most effective strategy for reducing social inequality in school-age achievement is reducing inequality before school life starts.
Skopek, Jan; Triventi, Moris; Blossfeld, Hans-Peter
How do institutional factors shape PhD completion rates? An analysis of long-term changes in a European doctoral program Journal Article
In: Studies in Higher Education, vol. (published online), 2020.
@article{Skopek2020,
title = {How do institutional factors shape PhD completion rates? An analysis of long-term changes in a European doctoral program},
author = {Jan Skopek and Moris Triventi and Hans-Peter Blossfeld},
doi = {10.1080/03075079.2020.1744125},
year = {2020},
date = {2020-03-25},
urldate = {2020-03-25},
journal = {Studies in Higher Education},
volume = {(published online)},
abstract = {Our paper adds to a growing literature of doctoral training by studying factors that drive time-to-completion based on a new and unique data set from an international European graduate school. While previous research focused on individual factors, we inspect the role of institutional factors and the organization of PhD programs for PhD completion. Based on a theoretical model, we elaborate hypotheses on three sets of institutional factors for thesis submission rates. We use event history analysis to analyze register data on 30 entry cohorts of PhD students. Our findings demonstrate the relevance of the factors related to the institutional environment like the density of supervision and support. Furthermore, our results underscore the importance of program structuration through clear deadlines and sufficient length of funding. We conclude with a discussion on effective measures that can be taken by program designers and grant authorities aiming to improve completion rates in PhD schools.},
keywords = {},
pubstate = {published},
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}
Our paper adds to a growing literature of doctoral training by studying factors that drive time-to-completion based on a new and unique data set from an international European graduate school. While previous research focused on individual factors, we inspect the role of institutional factors and the organization of PhD programs for PhD completion. Based on a theoretical model, we elaborate hypotheses on three sets of institutional factors for thesis submission rates. We use event history analysis to analyze register data on 30 entry cohorts of PhD students. Our findings demonstrate the relevance of the factors related to the institutional environment like the density of supervision and support. Furthermore, our results underscore the importance of program structuration through clear deadlines and sufficient length of funding. We conclude with a discussion on effective measures that can be taken by program designers and grant authorities aiming to improve completion rates in PhD schools.
2019
Triventi, Moris; Skopek, Jan; Kulic, Nevena; Buchholz, Sandra; Blossfeld, Hans-Peter
Advantage 'finds its way': How privileged families exploit opportunities in different systems of secondary education Journal Article
In: Sociology, vol. (online first), 2019.
@article{Triventi2019,
title = {Advantage 'finds its way': How privileged families exploit opportunities in different systems of secondary education},
author = {Moris Triventi and Jan Skopek and Nevena Kulic and Sandra Buchholz and Hans-Peter Blossfeld},
url = {https://doi.org/10.1177/0038038519874984},
doi = {10.1177/0038038519874984},
year = {2019},
date = {2019-10-03},
journal = {Sociology},
volume = {(online first)},
abstract = {The article discusses key findings from a large cross-national project (eduLIFE) on how social inequalities emerge in different models of secondary education. First, we propose a broader classification of forms of differentiation in secondary education compared to existing international studies. Second, we elaborate a fourfold typology of secondary education systems. Third, we provide an in-depth, longitudinal, and comparative perspective on how social background, academic performance, and forms of secondary schooling interact to create heterogeneous educational opportunities for recent generations. Three aspects are discussed: (1) the allocation of students to different forms of secondary schooling, (2) mobility between types of education, and (3) the consequences of differentiation in secondary schooling for later educational careers. Our findings suggest that parents from the upper social strata on average succeed in exploiting opportunities provided by the specific institutional configurations of school systems in order to harvest the most favorable outcomes for their children.},
keywords = {},
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The article discusses key findings from a large cross-national project (eduLIFE) on how social inequalities emerge in different models of secondary education. First, we propose a broader classification of forms of differentiation in secondary education compared to existing international studies. Second, we elaborate a fourfold typology of secondary education systems. Third, we provide an in-depth, longitudinal, and comparative perspective on how social background, academic performance, and forms of secondary schooling interact to create heterogeneous educational opportunities for recent generations. Three aspects are discussed: (1) the allocation of students to different forms of secondary schooling, (2) mobility between types of education, and (3) the consequences of differentiation in secondary schooling for later educational careers. Our findings suggest that parents from the upper social strata on average succeed in exploiting opportunities provided by the specific institutional configurations of school systems in order to harvest the most favorable outcomes for their children.
Blossfeld, Hans-Peter; Kulic, Nevena; Skopek, Jan; Triventi, Moris; Kilpo-Jakonen, Elina; de Vilhena, Daniele Vono
Conditions and Consequences of Unequal Educational Opportunities in the Life Course: Results from the Cross-National Comparative eduLIFE Project Journal Article
In: Kölner Zeitschrift für Soziologie und Sozialpsychologie, vol. 71, no. Supplement 1, pp. 399–428, 2019.
@article{Blossfeld2019,
title = {Conditions and Consequences of Unequal Educational Opportunities in the Life Course: Results from the Cross-National Comparative eduLIFE Project},
author = {Hans-Peter Blossfeld and Nevena Kulic and Jan Skopek and Moris Triventi and Elina Kilpo-Jakonen and Daniele Vono de Vilhena},
year = {2019},
date = {2019-01-01},
journal = {Kölner Zeitschrift für Soziologie und Sozialpsychologie},
volume = {71},
number = {Supplement 1},
pages = {399--428},
abstract = {Using longitudinal data, this chapter studies the development of educational inequalities over the life course in 12–17 different industrialized societies. By comparing highly-standardized country case studies in specific phases of the educational career, it provides evidence of major communalities in modern societies. First, the cross-national findings show that educational inequalities are created and perpetuated in family settings, early in a child's life, long before children start school. Children from less privileged families are the ones who are least likely to attend high-quality institutions, and if they do, their gains are only moderate and generally too small to effectively counteract the family influence. When children are in school, the comparative analyses demonstrate that socioeconomically-advantaged families manage to secure the “pole positions” in education for their children, regardless of the organizational specificities of the school system across different countries. They always succeed in strategically exploiting various opportunities provided by different school systems. Finally, the cross-national comparisons of adult learning over the life course show a strong cumulative advantage: Adult learning tends to reproduce and reinforce the outcomes of initial formal education in the later adult life course.},
keywords = {},
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}
Using longitudinal data, this chapter studies the development of educational inequalities over the life course in 12–17 different industrialized societies. By comparing highly-standardized country case studies in specific phases of the educational career, it provides evidence of major communalities in modern societies. First, the cross-national findings show that educational inequalities are created and perpetuated in family settings, early in a child's life, long before children start school. Children from less privileged families are the ones who are least likely to attend high-quality institutions, and if they do, their gains are only moderate and generally too small to effectively counteract the family influence. When children are in school, the comparative analyses demonstrate that socioeconomically-advantaged families manage to secure the “pole positions” in education for their children, regardless of the organizational specificities of the school system across different countries. They always succeed in strategically exploiting various opportunities provided by different school systems. Finally, the cross-national comparisons of adult learning over the life course show a strong cumulative advantage: Adult learning tends to reproduce and reinforce the outcomes of initial formal education in the later adult life course.
Skopek, Jan; Triventi, Moris; Buchholz, Sandra
How do Educational Systems affect Social Inequality of Educational Opportunities? The Role of Tracking in Comparative Perspective Book Chapter
In: Becker, Rolf (Ed.): Research Handbook on the Sociology of Education, Edward Elgar Publishing, Celtenham, UK, 2019.
@inbook{Skopek2019,
title = {How do Educational Systems affect Social Inequality of Educational Opportunities? The Role of Tracking in Comparative Perspective},
author = {Jan Skopek and Moris Triventi and Sandra Buchholz},
editor = {Rolf Becker},
year = {2019},
date = {2019-01-01},
booktitle = {Research Handbook on the Sociology of Education},
publisher = {Edward Elgar Publishing},
address = {Celtenham, UK},
keywords = {},
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Kulic, Nevena; Skopek, Jan; Triventi, Moris; Blossfeld, Hans-Peter
Social Background and Children's Cognitive Skills: The Role of Early Childhood Education and Care in a Cross-National Perspective Journal Article
In: Annual Review of Sociology, vol. 45, no. 1, pp. 557–579, 2019, ISSN: 0360-0572.
@article{Kulic2019,
title = {Social Background and Children's Cognitive Skills: The Role of Early Childhood Education and Care in a Cross-National Perspective},
author = {Nevena Kulic and Jan Skopek and Moris Triventi and Hans-Peter Blossfeld},
doi = {10.1146/annurev-soc-073018-022401},
issn = {0360-0572},
year = {2019},
date = {2019-01-01},
journal = {Annual Review of Sociology},
volume = {45},
number = {1},
pages = {557--579},
abstract = {This literature review looks at the current state of research on early childhood education and care (ECEC) from a sociological point of view. We summarize how children's experiences and benefits from participation in ECEC are related to their families' socioeconomic position in modern industrial nations. By bringing together child development and intervention research from economics, education, and psychology with a sociological, social stratification perspective, our report focuses on ECEC as a policy strategy for equalization in early childhood. We argue that two major stratifiers, families and country-specific ECEC settings, need to be considered more closely when we seek to understand the efficacy of early educational interventions in modern societies. While well-targeted educational programs are thought to lower achievement gaps among children from different social backgrounds, a disproportionate use of early education by socioeconomically privileged families may offset the benefits of early interventions. In addition, the current stratification patterns in various nationwide ECEC contexts may further strengthen the gaps in children's (early) achievements.},
keywords = {},
pubstate = {published},
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This literature review looks at the current state of research on early childhood education and care (ECEC) from a sociological point of view. We summarize how children's experiences and benefits from participation in ECEC are related to their families' socioeconomic position in modern industrial nations. By bringing together child development and intervention research from economics, education, and psychology with a sociological, social stratification perspective, our report focuses on ECEC as a policy strategy for equalization in early childhood. We argue that two major stratifiers, families and country-specific ECEC settings, need to be considered more closely when we seek to understand the efficacy of early educational interventions in modern societies. While well-targeted educational programs are thought to lower achievement gaps among children from different social backgrounds, a disproportionate use of early education by socioeconomically privileged families may offset the benefits of early interventions. In addition, the current stratification patterns in various nationwide ECEC contexts may further strengthen the gaps in children's (early) achievements.
2018
Geven, Koen; Skopek, Jan; Triventi, Moris
How to Increase PhD Completion Rates? An Impact Evaluation of Two Reforms in a Selective Graduate School, 1976–2012 Journal Article
In: Research in Higher Education, vol. 59, no. 5, pp. 529–552, 2018, ISSN: 0361-0365.
@article{Geven2018,
title = {How to Increase PhD Completion Rates? An Impact Evaluation of Two Reforms in a Selective Graduate School, 1976–2012},
author = {Koen Geven and Jan Skopek and Moris Triventi},
url = {http://link.springer.com/10.1007/s11162-017-9481-z},
doi = {10.1007/s11162-017-9481-z},
issn = {0361-0365},
year = {2018},
date = {2018-08-01},
journal = {Research in Higher Education},
volume = {59},
number = {5},
pages = {529--552},
publisher = {Springer Netherlands},
abstract = {Graduate and doctoral schools around the world struggle to shorten the long time to degree and to prevent high dropout rates. While most of previous research studied individual determinants of PhD completion, we analyze the impact of two structural reforms of the doctoral program on thesis completion at a selective European graduate school. Exploiting a unique PhD dataset covering 30 entry cohorts, we identify reform effects on PhD outcomes using an interrupted time-series regression design. We find that the first reform improved timely completion rates by between 10 and 15 percentage points (according to the specific outcome), whereas the second reform increased completion rates by between 9 and 20 percentage points. Additionally, each reform reduced dropout rates by 7 percentage points. The results are robust to various sensitivity checks. At the end, we discuss lessons learned for those in charge of graduate schools and/or PhD programs.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Graduate and doctoral schools around the world struggle to shorten the long time to degree and to prevent high dropout rates. While most of previous research studied individual determinants of PhD completion, we analyze the impact of two structural reforms of the doctoral program on thesis completion at a selective European graduate school. Exploiting a unique PhD dataset covering 30 entry cohorts, we identify reform effects on PhD outcomes using an interrupted time-series regression design. We find that the first reform improved timely completion rates by between 10 and 15 percentage points (according to the specific outcome), whereas the second reform increased completion rates by between 9 and 20 percentage points. Additionally, each reform reduced dropout rates by 7 percentage points. The results are robust to various sensitivity checks. At the end, we discuss lessons learned for those in charge of graduate schools and/or PhD programs.
Skopek, Jan
Book review: Hadjar, A. & Gross, C. (Eds.) (2016). Education Systems and Inequalities. International comparisons (Bristol: Policy Press). Journal Article
In: Acta Sociologica, vol. 61, no. 1, pp. 97–99, 2018.
@article{Skopek2018,
title = {Book review: Hadjar, A. & Gross, C. (Eds.) (2016). Education Systems and Inequalities. International comparisons (Bristol: Policy Press).},
author = {Jan Skopek},
year = {2018},
date = {2018-01-01},
journal = {Acta Sociologica},
volume = {61},
number = {1},
pages = {97--99},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Leopold, Thomas; Skopek, Jan; Schulz, Florian
Gender Convergence in Housework Time: A Life Course and Cohort Perspective Journal Article
In: Sociological Science, vol. May 31, 2018.
@article{Leopold2018,
title = {Gender Convergence in Housework Time: A Life Course and Cohort Perspective},
author = {Thomas Leopold and Jan Skopek and Florian Schulz},
doi = {10.15195/v5.a13},
year = {2018},
date = {2018-01-01},
journal = {Sociological Science},
volume = {May 31},
abstract = {Knowledge about gender convergence in housework time is confined to changes studied across repeated cross-sections of data. This study adds a dynamic view that links broader social shifts in men's and women's housework time to individual life-course profiles. Using panel data from the German Socio-Economic Panel Study (1985–2015), our analysis is the first to trace changes in housework time across the entire adult life course (ages 20–90) and across a large range of cohorts (1920–1990). The results revealed two types of gender convergence in housework time. First, the gender gap converged across the life course, narrowing by more than 50 percent from age 35 until age 70. Life-course profiles of housework time were strongly gendered, as women's housework time peaked in younger adulthood and declined thereafter, whereas men's housework time remained stably low for decades and increased only in older age. Second, the gender gap converged across cohorts, narrowing by 40 percent from cohorts 1940 until 1960. Cohort profiles of housework time showed strong declines in women and moderate increases in men. Both cohort trends were linear and extended to the most recently born, supporting the notion of continued convergence in housework time.},
keywords = {},
pubstate = {published},
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}
Knowledge about gender convergence in housework time is confined to changes studied across repeated cross-sections of data. This study adds a dynamic view that links broader social shifts in men's and women's housework time to individual life-course profiles. Using panel data from the German Socio-Economic Panel Study (1985–2015), our analysis is the first to trace changes in housework time across the entire adult life course (ages 20–90) and across a large range of cohorts (1920–1990). The results revealed two types of gender convergence in housework time. First, the gender gap converged across the life course, narrowing by more than 50 percent from age 35 until age 70. Life-course profiles of housework time were strongly gendered, as women's housework time peaked in younger adulthood and declined thereafter, whereas men's housework time remained stably low for decades and increased only in older age. Second, the gender gap converged across cohorts, narrowing by 40 percent from cohorts 1940 until 1960. Cohort profiles of housework time showed strong declines in women and moderate increases in men. Both cohort trends were linear and extended to the most recently born, supporting the notion of continued convergence in housework time.
Skopek, Jan; Leopold, Thomas
Explaining Gender Convergence in Housework Time: Evidence from a Cohort-Sequence Design Journal Article
In: Social Forces, vol. December 1, 2018.
@article{Skopek2018a,
title = {Explaining Gender Convergence in Housework Time: Evidence from a Cohort-Sequence Design},
author = {Jan Skopek and Thomas Leopold},
doi = {https://doi.org/10.1093/sf/soy119},
year = {2018},
date = {2018-01-01},
journal = {Social Forces},
volume = {December 1},
abstract = {This study connects two lines of research—trend studies on social change in housework time and life-course studies on individual- and couple-level change in housework time. This novel approach allowed us to link the macro-level trend of gender convergence in housework time to the micro-level mechanisms underlying it. Using long-running panel data (SOEP), we implemented a cohort-sequence design that followed two birth cohorts (1960 and 1975) of West German men and women from age 25 until age 40. Regression and decomposition methods yielded four central findings. First, the gender gap in housework time narrowed by 40 percent from the 1960 cohort to the 1975 cohort. Second, women's cohort declines in housework time unfolded with age, as the steep life-course increase found in the 1960 cohort leveled off in the 1975 cohort. Men's increases in housework time were constant across the age range studied. Third, an extensive set of time-varying indicators for absolute and relative resources, union formation, fertility, and household conditions accounted for 77 percent of cohort changes in women's housework time but only for 12 percent of changes in men's housework time. In total, the covariates considered in our models explained 55 percent of gender convergence from the 1960 cohort to the 1975 cohort. Fourth, individual age trajectories underlying this trend remained mostly unexplained, notably women's shift from a steep rise to a flat line. We conclude that life-course factors driving change in housework time may still hold potential for further gender convergence.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This study connects two lines of research—trend studies on social change in housework time and life-course studies on individual- and couple-level change in housework time. This novel approach allowed us to link the macro-level trend of gender convergence in housework time to the micro-level mechanisms underlying it. Using long-running panel data (SOEP), we implemented a cohort-sequence design that followed two birth cohorts (1960 and 1975) of West German men and women from age 25 until age 40. Regression and decomposition methods yielded four central findings. First, the gender gap in housework time narrowed by 40 percent from the 1960 cohort to the 1975 cohort. Second, women's cohort declines in housework time unfolded with age, as the steep life-course increase found in the 1960 cohort leveled off in the 1975 cohort. Men's increases in housework time were constant across the age range studied. Third, an extensive set of time-varying indicators for absolute and relative resources, union formation, fertility, and household conditions accounted for 77 percent of cohort changes in women's housework time but only for 12 percent of changes in men's housework time. In total, the covariates considered in our models explained 55 percent of gender convergence from the 1960 cohort to the 1975 cohort. Fourth, individual age trajectories underlying this trend remained mostly unexplained, notably women's shift from a steep rise to a flat line. We conclude that life-course factors driving change in housework time may still hold potential for further gender convergence.
Skopek, Jan; Leopold, Thomas
Fertility, Mobility, and Educational Reproduction: A New Method to Estimate Prospective Models Using Retrospective Data Working paper
2018.
@workingpaper{Skopek2018b,
title = {Fertility, Mobility, and Educational Reproduction: A New Method to Estimate Prospective Models Using Retrospective Data},
author = {Jan Skopek and Thomas Leopold},
url = {https://osf.io/preprints/socarxiv/3cjp6/},
doi = {10.31235/osf.io/3cjp6},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
address = {Web},
institution = {SocArXiv},
abstract = {Prospective models of intergenerational reproduction consider not only the social reproduction of attributes such as education, but also the demographic reproduction of individuals who carry these attributes. This study introduces a method that substantially reduces the data requirements of prospective models. The method allows estimating prospective models based on retrospective data commonly available in surveys. It addresses two key issues – retrospective sampling bias, and the problem of identifying representative cohorts. Additionally, we introduce a decomposition technique disentangling social and demographic pathways of reproduction. We illustrate the method using German data from NEPS and SOEP, focusing on educational reproduction of German men and women born between 1930 and 1945. The analysis offers new estimates of the expected number of higher and lower educated children born to men and women of different levels of education. Findings show that reproduction is constrained by educational gradients in women's fertility, particularly in West Germany. We conclude that prospective designs advance our understanding of social inequality and its reproduction in families. The method that we introduce will facilitate future prospective research on social stratification.},
keywords = {},
pubstate = {published},
tppubtype = {workingpaper}
}
Prospective models of intergenerational reproduction consider not only the social reproduction of attributes such as education, but also the demographic reproduction of individuals who carry these attributes. This study introduces a method that substantially reduces the data requirements of prospective models. The method allows estimating prospective models based on retrospective data commonly available in surveys. It addresses two key issues – retrospective sampling bias, and the problem of identifying representative cohorts. Additionally, we introduce a decomposition technique disentangling social and demographic pathways of reproduction. We illustrate the method using German data from NEPS and SOEP, focusing on educational reproduction of German men and women born between 1930 and 1945. The analysis offers new estimates of the expected number of higher and lower educated children born to men and women of different levels of education. Findings show that reproduction is constrained by educational gradients in women's fertility, particularly in West Germany. We conclude that prospective designs advance our understanding of social inequality and its reproduction in families. The method that we introduce will facilitate future prospective research on social stratification.
Passaretta, Giampiero; Skopek, Jan (Ed.)
Roots and Development of Achievement Gaps. A Longitudinal Assessment in Selected European Countries. Book
ISOTIS Report for European Commission, Trinity College Dublin, 2018.
@book{Passaretta2018,
title = {Roots and Development of Achievement Gaps. A Longitudinal Assessment in Selected European Countries.},
editor = {Giampiero Passaretta and Jan Skopek},
url = {http://www.isotis.org/wp-content/uploads/2019/01/ISOTIS_D1.3-Roots-and-Development-of-Achievement-Gaps.pdf},
year = {2018},
date = {2018-01-01},
publisher = {ISOTIS Report for European Commission},
address = {Trinity College Dublin},
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Skopek, Jan; Passaretta, Giampiero
In: Passaretta, Giampiero; Skopek, Jan (Ed.): Roots and Development of Achievement Gaps. A Longitudinal Assessment in Selected European Countries, pp. 95–144, ISOTIS Report for European Commission, Trinity College Dublin, 2018.
@inbook{Skopek2018c,
title = {The Evolution of Social and Ethnic Inequalities in Cognitive Achievement from Preschool to Secondary Schooling in the UK (Chapter 5 United Kingdom)},
author = {Jan Skopek and Giampiero Passaretta},
editor = {Giampiero Passaretta and Jan Skopek},
url = {http://www.isotis.org/wp-content/uploads/2019/01/ISOTIS_D1.3-Roots-and-Development-of-Achievement-Gaps.pdf},
year = {2018},
date = {2018-01-01},
booktitle = {Roots and Development of Achievement Gaps. A Longitudinal Assessment in Selected European Countries},
pages = {95--144},
publisher = {ISOTIS Report for European Commission},
address = {Trinity College Dublin},
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Passaretta, Giampiero; Skopek, Jan
In: Passaretta, Giampiero; Skopek, Jan (Ed.): Roots and Development of Achievement Gaps. A Longitudinal Assessment in Selected European Countries, pp. 18–49, ISOTIS Report for European Commission, Trinity College Dublin, 2018.
@inbook{Passaretta2018a,
title = {From Birth to the End of Compulsory School – Social and Migration-related Achievement Inequality in a Stratified Education System (Chapter 2 Germany)},
author = {Giampiero Passaretta and Jan Skopek},
editor = {Giampiero Passaretta and Jan Skopek},
url = {http://www.isotis.org/wp-content/uploads/2019/01/ISOTIS_D1.3-Roots-and-Development-of-Achievement-Gaps.pdf},
year = {2018},
date = {2018-01-01},
booktitle = {Roots and Development of Achievement Gaps. A Longitudinal Assessment in Selected European Countries},
pages = {18--49},
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address = {Trinity College Dublin},
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Passaretta, Giampiero; Skopek, Jan
A Longitudinal and Comparative Study on Achievement Inequality in Europe (Chapter 1 Introduction) Book Chapter
In: Passaretta, Giampiero; Skopek, Jan (Ed.): Roots and Development of Achievement Gaps. A Longitudinal Assessment in Selected European Countries, pp. 4–17, ISOTIS Report for European Commission, Trinity College Dublin, 2018.
@inbook{Passaretta2018b,
title = {A Longitudinal and Comparative Study on Achievement Inequality in Europe (Chapter 1 Introduction)},
author = {Giampiero Passaretta and Jan Skopek},
editor = {Giampiero Passaretta and Jan Skopek},
url = {http://www.isotis.org/wp-content/uploads/2019/01/ISOTIS_D1.3-Roots-and-Development-of-Achievement-Gaps.pdf},
year = {2018},
date = {2018-01-01},
booktitle = {Roots and Development of Achievement Gaps. A Longitudinal Assessment in Selected European Countries},
pages = {4--17},
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Passaretta, Giampiero; Skopek, Jan
Lessons Learned from Five Countries: Summary and Policy Implications (Chapter 7 Conclusions). Book Chapter
In: Passaretta, Giampiero; Skopek, Jan (Ed.): Roots and Development of Achievement Gaps. A Longitudinal Assessment in Selected European Countries, pp. 161–167, ISOTIS Report for European Commission, Trinity College Dublin, 2018.
@inbook{Passaretta2018c,
title = {Lessons Learned from Five Countries: Summary and Policy Implications (Chapter 7 Conclusions).},
author = {Giampiero Passaretta and Jan Skopek},
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url = {http://www.isotis.org/wp-content/uploads/2019/01/ISOTIS_D1.3-Roots-and-Development-of-Achievement-Gaps.pdf},
year = {2018},
date = {2018-01-01},
booktitle = {Roots and Development of Achievement Gaps. A Longitudinal Assessment in Selected European Countries},
pages = {161--167},
publisher = {ISOTIS Report for European Commission},
address = {Trinity College Dublin},
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Skopek, Jan; Passaretta, Giampiero
The Social Stratification of Skills from Infancy to Adolescence – Evidence from an Accelerated Longitudinal Design Working paper
2018.
@workingpaper{Skopek2018d,
title = {The Social Stratification of Skills from Infancy to Adolescence – Evidence from an Accelerated Longitudinal Design},
author = {Jan Skopek and Giampiero Passaretta},
url = {http://doi.org/10.31235/osf.io/xkctv},
doi = {10.31235/osf.io/xkctv},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
address = {Web},
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keywords = {},
pubstate = {published},
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}
2017
Skopek, Jan; Leopold, Thomas
Who becomes a grandparent – and when? Educational differences in the chances and timing of grandparenthood Journal Article
In: Demographic Research, vol. 37, pp. 917–928, 2017, ISSN: 1435-9871.
@article{Skopek2017a,
title = {Who becomes a grandparent – and when? Educational differences in the chances and timing of grandparenthood},
author = {Jan Skopek and Thomas Leopold},
url = {https://www.demographic-research.org/volumes/vol37/29/},
doi = {10.4054/DemRes.2017.37.29},
issn = {1435-9871},
year = {2017},
date = {2017-10-01},
journal = {Demographic Research},
volume = {37},
pages = {917--928},
abstract = {Background: Despite recent advances, the demographic understanding of grandparenthood remains limited. Objective: Our study examines educational differences in the transition to grandparenthood. Comparing East and West Germany, we analyze educational differences in a) the chance of becoming a grandparent, and b) the timing of grandparenthood for both men and women. Methods: We used fertility data across three family generations (German Ageing Survey},
keywords = {},
pubstate = {published},
tppubtype = {article}
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Background: Despite recent advances, the demographic understanding of grandparenthood remains limited. Objective: Our study examines educational differences in the transition to grandparenthood. Comparing East and West Germany, we analyze educational differences in a) the chance of becoming a grandparent, and b) the timing of grandparenthood for both men and women. Methods: We used fertility data across three family generations (German Ageing Survey
Kulic, Nevena; Skopek, Jan; Triventi, Moris; Blossfeld, Hans-Peter
Childcare, early education and social inequality: Perspectives for a cross-national and multidisciplinary study Book Chapter
In: Blossfeld, Hans-Peter; Kulic, Nevena; Skopek, Jan; Triventi, Moris (Ed.): Childcare, Early Education and Social Inequality - An International Perspective, pp. 3–29, Edward Elgar Publishing, Cheltenham, UK, 2017.
@inbook{Kulic2017,
title = {Childcare, early education and social inequality: Perspectives for a cross-national and multidisciplinary study},
author = {Nevena Kulic and Jan Skopek and Moris Triventi and Hans-Peter Blossfeld},
editor = {Hans-Peter Blossfeld and Nevena Kulic and Jan Skopek and Moris Triventi},
year = {2017},
date = {2017-01-01},
booktitle = {Childcare, Early Education and Social Inequality - An International Perspective},
pages = {3--29},
publisher = {Edward Elgar Publishing},
address = {Cheltenham, UK},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Skopek, Jan
Entry to formal childcare and abilities of preschoolers: A comparison of East and West Germany. Book Chapter
In: Blossfeld, Hans-Peter; Kulic, Nevena; Skopek, Jan; Triventi, Moris (Ed.): Childcare, Early Education and Social Inequality - An International Perspective, pp. 231–248, Edward Elgar Publishing, Cheltenham, UK, 2017.
@inbook{Skopek2017,
title = {Entry to formal childcare and abilities of preschoolers: A comparison of East and West Germany.},
author = {Jan Skopek},
editor = {Hans-Peter Blossfeld and Nevena Kulic and Jan Skopek and Moris Triventi},
year = {2017},
date = {2017-01-01},
booktitle = {Childcare, Early Education and Social Inequality - An International Perspective},
pages = {231--248},
publisher = {Edward Elgar Publishing},
address = {Cheltenham, UK},
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}
Skopek, Jan; Kulic, Nevena; Triventi, Moris; Blossfeld, Hans-Peter
Childcare, early education and compensation of educational (dis)advantage – Evidence from a multidisciplinary and international project Book Chapter
In: Blossfeld, Hans-Peter; Kulic, Nevena; Skopek, Jan; Triventi, Moris (Ed.): Childcare, Early Education and Social Inequality - An international Perspective, pp. 287–313, Edward Elgar, Celtenham, UK, 2017.
@inbook{Skopek2017b,
title = {Childcare, early education and compensation of educational (dis)advantage – Evidence from a multidisciplinary and international project},
author = {Jan Skopek and Nevena Kulic and Moris Triventi and Hans-Peter Blossfeld},
editor = {Hans-Peter Blossfeld and Nevena Kulic and Jan Skopek and Moris Triventi},
year = {2017},
date = {2017-01-01},
booktitle = {Childcare, Early Education and Social Inequality - An international Perspective},
pages = {287--313},
publisher = {Edward Elgar},
address = {Celtenham, UK},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Blossfeld, Hans-Peter; Kulic, Nevena; Skopek, Jan; Triventi, Moris (Ed.)
Childcare, Early Education and Social Inequality - An International Perspective Book
Edward Elgar, Cheltenham, UK, 2017, ISBN: 978 1 78643 209 4.
@book{Blossfeld2017,
title = {Childcare, Early Education and Social Inequality - An International Perspective},
editor = {Hans-Peter Blossfeld and Nevena Kulic and Jan Skopek and Moris Triventi},
isbn = {978 1 78643 209 4},
year = {2017},
date = {2017-01-01},
publisher = {Edward Elgar},
address = {Cheltenham, UK},
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Kröger, Hannes; Skopek, Jan
2017.
@unpublished{Kroger2017,
title = {Logistic Confusion - An extended treatment on cross-group comparability of findings obtained from logistic regression},
author = {Hannes Kröger and Jan Skopek},
doi = {10.13140/RG.2.2.28652.16006},
year = {2017},
date = {2017-01-01},
booktitle = {Working Paper},
number = {April},
keywords = {},
pubstate = {published},
tppubtype = {unpublished}
}
Skopek, Jan; van de Werfhorst, Herman G; Rözer, Jesper; Zachrisson, Henrik Daae; Huizen, Thomas Van
Inequality in Various Stages of the Educational Career: Patterns and Mechanisms - Literature Review (Report for the European Commission). Technical Report
ISOTIS - Inclusive Education and Social Support to Tackle Inequalities in Society Trinity College Dublin, 2017.
@techreport{Skopek2017c,
title = {Inequality in Various Stages of the Educational Career: Patterns and Mechanisms - Literature Review (Report for the European Commission).},
author = {Jan Skopek and Herman G van de Werfhorst and Jesper Rözer and Henrik Daae Zachrisson and Thomas {Van Huizen}},
year = {2017},
date = {2017-01-01},
address = {Trinity College Dublin},
institution = {ISOTIS - Inclusive Education and Social Support to Tackle Inequalities in Society},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
Skopek, Jan
Entry to formal childcare and abilities of preschoolers: A comparison of East and West Germany Book Chapter
In: Blossfeld, Hans-Peter; Kulic, Nevena; Skopek, Jan; Triventi, Moris (Ed.): Childcare, Early Education and Social Inequality - An international Perspective, pp. 231–248, Edward Elgar, Celtenham, UK, 2017.
@inbook{Skopek2017d,
title = {Entry to formal childcare and abilities of preschoolers: A comparison of East and West Germany},
author = {Jan Skopek},
editor = {Hans-Peter Blossfeld and Nevena Kulic and Jan Skopek and Moris Triventi},
year = {2017},
date = {2017-01-01},
booktitle = {Childcare, Early Education and Social Inequality - An international Perspective},
pages = {231--248},
publisher = {Edward Elgar},
address = {Celtenham, UK},
keywords = {},
pubstate = {published},
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Skopek, Jan; Leopold, Thomas
Who becomes a Grandparent – And When? Education and Fertility in Multigenerational Perspective Working paper
2017.
@workingpaper{Skopek2017e,
title = {Who becomes a Grandparent – And When? Education and Fertility in Multigenerational Perspective},
author = {Jan Skopek and Thomas Leopold},
url = {http://doi.org/10.13140/RG.2.2.12601.57446},
doi = {10.13140/RG.2.2.12601.57446},
year = {2017},
date = {2017-01-01},
urldate = {2017-01-01},
address = {Web},
institution = {ResearchGate},
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}
2016
Leopold, Thomas; Skopek, Jan
Retirement and Changes in Housework: A Panel Study of Dual Earner Couples Journal Article
In: The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, vol. 73, no. 4, pp. 733–743, 2016, ISSN: 1079-5014.
@article{Leopold2016,
title = {Retirement and Changes in Housework: A Panel Study of Dual Earner Couples},
author = {Thomas Leopold and Jan Skopek},
url = {https://academic.oup.com/psychsocgerontology/article-lookup/doi/10.1093/geronb/gbw121},
doi = {10.1093/geronb/gbw121},
issn = {1079-5014},
year = {2016},
date = {2016-09-01},
journal = {The Journals of Gerontology Series B: Psychological Sciences and Social Sciences},
volume = {73},
number = {4},
pages = {733--743},
abstract = {Objectives To examine how transitions to retirement influenced the division of household labor in dual earner couples. We tested hypotheses about changes (a) between a couple's preretirement and postretirement stage and (b) across the transitional phase during which both spouses retired. Method We estimated fixed-effects models for the effects of the husband's and the wife's retirement on changes in their hours and share of routine housework. The data came from 29 waves of the German Socio-economic Panel Study, comprising N = 31,040 annual observations of N = 3,288 dual earner couples aged 45 to 75 years. Results Spouses who retired first performed more housework, whereas their partners who continued working performed less. This occurred irrespective of the retirement sequence. Husbands who retired first doubled up on their share of housework, but never performed more than 40% of a couple's total hours. None of the observed shifts were permanent. After both spouses had retired, couples reverted to their preretirement division of housework. Discussion Although the findings on changes after retirement support the time availability hypothesis, gender construction theories still take precedence in explaining the division of household labor over the life course.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Objectives To examine how transitions to retirement influenced the division of household labor in dual earner couples. We tested hypotheses about changes (a) between a couple's preretirement and postretirement stage and (b) across the transitional phase during which both spouses retired. Method We estimated fixed-effects models for the effects of the husband's and the wife's retirement on changes in their hours and share of routine housework. The data came from 29 waves of the German Socio-economic Panel Study, comprising N = 31,040 annual observations of N = 3,288 dual earner couples aged 45 to 75 years. Results Spouses who retired first performed more housework, whereas their partners who continued working performed less. This occurred irrespective of the retirement sequence. Husbands who retired first doubled up on their share of housework, but never performed more than 40% of a couple's total hours. None of the observed shifts were permanent. After both spouses had retired, couples reverted to their preretirement division of housework. Discussion Although the findings on changes after retirement support the time availability hypothesis, gender construction theories still take precedence in explaining the division of household labor over the life course.
Triventi, Moris; Kulic, Nevena; Skopek, Jan; Blossfeld, Hans-Peter
Secondary school systems and inequality of educational opportunity in contemporary societies. Book Chapter
In: Blossfeld, Hans-Peter; Buchholz, Sandra; Skopek, Jan; Triventi, Moris (Ed.): Models of Secondary Education and Social Inequality. An International Comparison, pp. 3–24, Edward Elgar Publishing, Cheltenham, UK, 2016.
@inbook{Triventi2016,
title = {Secondary school systems and inequality of educational opportunity in contemporary societies.},
author = {Moris Triventi and Nevena Kulic and Jan Skopek and Hans-Peter Blossfeld},
editor = {Hans-Peter Blossfeld and Sandra Buchholz and Jan Skopek and Moris Triventi},
year = {2016},
date = {2016-01-01},
booktitle = {Models of Secondary Education and Social Inequality. An International Comparison},
pages = {3--24},
publisher = {Edward Elgar Publishing},
address = {Cheltenham, UK},
keywords = {},
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Blossfeld, Hans-Peter; Kosyakova, Yuliya; Skopek, Jan; Kurakin, Dmitry; Yastrebov, Gordey (Ed.)
Education as a Lifelong Process. Comparing Educational Trajectories in Modern Societies [published in Russian]. Book
Volume XIX No 5 (88), Thematic issue in The Journal of Sociology and Social Anthropology, 2016.
@book{Blossfeld2016,
title = {Education as a Lifelong Process. Comparing Educational Trajectories in Modern Societies [published in Russian].},
editor = {Hans-Peter Blossfeld and Yuliya Kosyakova and Jan Skopek and Dmitry Kurakin and Gordey Yastrebov},
year = {2016},
date = {2016-01-01},
publisher = {Volume XIX No 5 (88)},
address = {Thematic issue in The Journal of Sociology and Social Anthropology},
keywords = {},
pubstate = {published},
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}
Skopek, Jan; Wenzig, Knut; Bela, Daniel; Koberg, Tobias; Munz, Manuel; Fuß, Daniel
Data Dissemination, Documentation, and User Support Book Chapter
In: Blossfeld, Hans-Peter; von Maurice, Jutta; Bayer, Michael; Skopek, Jan (Ed.): Methodological Issues of Longitudinal Surveys, pp. 597–609, Springer Fachmedien Wiesbaden, Wiesbaden, 2016, ISBN: 9783658119942.
@inbook{Skopek2016,
title = {Data Dissemination, Documentation, and User Support},
author = {Jan Skopek and Knut Wenzig and Daniel Bela and Tobias Koberg and Manuel Munz and Daniel Fuß},
editor = {Hans-Peter Blossfeld and Jutta von Maurice and Michael Bayer and Jan Skopek},
url = {http://link.springer.com/10.1007/978-3-658-11994-2_33},
doi = {10.1007/978-3-658-11994-2_33},
isbn = {9783658119942},
year = {2016},
date = {2016-01-01},
booktitle = {Methodological Issues of Longitudinal Surveys},
pages = {597--609},
publisher = {Springer Fachmedien Wiesbaden},
address = {Wiesbaden},
abstract = {A major goal of the NEPS is to provide scientific use data to the international research community. For this purpose, the NEPS has set up a Research Data Center (RDC) that offers a comprehensive portfolio of services, allowing researchers to gain access to and work with NEPS data effectively. The RDC's support concept combines well-known approaches with innovative means of data documentation, data dissemination, and user support. Important building blocks of our dissemination strategy include the provision of (a) user-friendly and edited scientific use data, (b) flexible data access to the scientific community, (c) sufficient, easy-to-obtain, and clearly arranged documentation of NEPS surveys and data, and (d) extensive user support fostering good scientific practices and high-quality educational research. To achieve the highest standards in publishing panel data, the RDC has established a powerful infrastructure for data management, data dissemination, data documentation, and user support. In this chapter, we discuss the core elements of our concept.},
keywords = {},
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}
A major goal of the NEPS is to provide scientific use data to the international research community. For this purpose, the NEPS has set up a Research Data Center (RDC) that offers a comprehensive portfolio of services, allowing researchers to gain access to and work with NEPS data effectively. The RDC's support concept combines well-known approaches with innovative means of data documentation, data dissemination, and user support. Important building blocks of our dissemination strategy include the provision of (a) user-friendly and edited scientific use data, (b) flexible data access to the scientific community, (c) sufficient, easy-to-obtain, and clearly arranged documentation of NEPS surveys and data, and (d) extensive user support fostering good scientific practices and high-quality educational research. To achieve the highest standards in publishing panel data, the RDC has established a powerful infrastructure for data management, data dissemination, data documentation, and user support. In this chapter, we discuss the core elements of our concept.
Blossfeld, Hans-Peter; von Maurice, Jutta; Bayer, Michael; Skopek, Jan (Ed.)
Methodological issues of longitudinal surveys: The example of the national educational panel study Book
Springer VS, Wiesbaden, 2016, ISBN: 9783658119942.
@book{Blossfeld2016a,
title = {Methodological issues of longitudinal surveys: The example of the national educational panel study},
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Skopek, Jan; Koberg, Tobias; Blossfeld, Hans-Peter
RemoteNEPS—An Innovative Research Environment Book Chapter
In: Blossfeld, Hans-Peter; von Maurice, Jutta; Bayer, Michael; Skopek, Jan (Ed.): Methodological Issues of Longitudinal Surveys, pp. 611–626, Springer Fachmedien Wiesbaden, Wiesbaden, 2016, ISBN: 9783658119942.
@inbook{Skopek2016a,
title = {RemoteNEPS—An Innovative Research Environment},
author = {Jan Skopek and Tobias Koberg and Hans-Peter Blossfeld},
editor = {Hans-Peter Blossfeld and Jutta von Maurice and Michael Bayer and Jan Skopek},
url = {http://link.springer.com/10.1007/978-3-658-11994-2_34},
doi = {10.1007/978-3-658-11994-2_34},
isbn = {9783658119942},
year = {2016},
date = {2016-01-01},
booktitle = {Methodological Issues of Longitudinal Surveys},
pages = {611--626},
publisher = {Springer Fachmedien Wiesbaden},
address = {Wiesbaden},
abstract = {textcopyright Springer Fachmedien Wiesbaden 2016. This chapter provides an introduction to conceptual, technical, and workflow issues of the National Educational Panel Study's remote-data-access solution. We illustrate that RemoteNEPS is capable not only of providing safe and highly controlled access to sensitive individual-level data, but moreover of offering an innovative, user-oriented, and very powerful research facility for analyzing rich and complex NEPS data. We present crucial conceptual aspects in the design of the NEPS and reveal how we put these aspects into practice. As we show, using RemoteNEPS is very simple. Contracted researchers need nothing more than web access and a (properly configured) standard web browser. It must be noted that running a remote-access site in this dimension is costly; however, the NEPS provides this service at no charge to its users. Importantly, our discussion on Remote-NEPS is not merely a conceptual blueprint; rather, it documents a system that has been in productive use for almost four years and that serves more than 200 users. RemoteNEPS is undoubtedly blazing the trail to the effective employment of remote access in the German context of research-data dissemination. Still, there are manifold ways in which RemoteNEPS could be improved in the future. We discuss the most promising aspects in our conclusion.},
keywords = {},
pubstate = {published},
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textcopyright Springer Fachmedien Wiesbaden 2016. This chapter provides an introduction to conceptual, technical, and workflow issues of the National Educational Panel Study's remote-data-access solution. We illustrate that RemoteNEPS is capable not only of providing safe and highly controlled access to sensitive individual-level data, but moreover of offering an innovative, user-oriented, and very powerful research facility for analyzing rich and complex NEPS data. We present crucial conceptual aspects in the design of the NEPS and reveal how we put these aspects into practice. As we show, using RemoteNEPS is very simple. Contracted researchers need nothing more than web access and a (properly configured) standard web browser. It must be noted that running a remote-access site in this dimension is costly; however, the NEPS provides this service at no charge to its users. Importantly, our discussion on Remote-NEPS is not merely a conceptual blueprint; rather, it documents a system that has been in productive use for almost four years and that serves more than 200 users. RemoteNEPS is undoubtedly blazing the trail to the effective employment of remote access in the German context of research-data dissemination. Still, there are manifold ways in which RemoteNEPS could be improved in the future. We discuss the most promising aspects in our conclusion.
Skopek, Jan; Munz, Manuel
Life-Course Data and the Longitudinal Classification of Education Book Chapter
In: Blossfeld, Hans-Peter; von Maurice, Jutta; Bayer, Michael; Skopek, Jan (Ed.): Methodological Issues of Longitudinal Surveys, pp. 669–690, Springer Fachmedien Wiesbaden, Wiesbaden, 2016, ISBN: 9783658119942.
@inbook{Skopek2016b,
title = {Life-Course Data and the Longitudinal Classification of Education},
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url = {http://link.springer.com/10.1007/978-3-658-11994-2_37},
doi = {10.1007/978-3-658-11994-2_37},
isbn = {9783658119942},
year = {2016},
date = {2016-01-01},
booktitle = {Methodological Issues of Longitudinal Surveys},
pages = {669--690},
publisher = {Springer Fachmedien Wiesbaden},
address = {Wiesbaden},
abstract = {In this chapter, we present a longitudinal approach to the classification of educa- tion as applied to data from Starting Cohort 6 of the NEPS. Arguing that educa- tional achievement is a time-dependent process involving the timing and sequence of transitions in an educational state, we examine the following two questions: 1) How can inter- and intra-individual variations of educational achievement be analytically described and compared ? and 2) How can longitudinal data on ed- ucational careers be adequately measured and coded in analytically meaningful ways ? We present CASMIN and ISCED-97 as helpful coding frames to capture ed- ucational achievement. Referring to life-course data from NEPS Starting Cohort 6, we present a longitudinal assignment scheme of educational attainment that we implemented in a generated transition data file called Education, which accompa- nies the Scientific Use File. Education provides upward transitions in ISCED and CASMIN for respondents in an easy-to-manage event-time format. Using the file, researchers can easily reconstruct the educational level measured in standard clas- sifications for each respondent at each point in the recorded lifetime. Finally, we demonstrate the power of Education through two simple exemplary analyses.},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
In this chapter, we present a longitudinal approach to the classification of educa- tion as applied to data from Starting Cohort 6 of the NEPS. Arguing that educa- tional achievement is a time-dependent process involving the timing and sequence of transitions in an educational state, we examine the following two questions: 1) How can inter- and intra-individual variations of educational achievement be analytically described and compared ? and 2) How can longitudinal data on ed- ucational careers be adequately measured and coded in analytically meaningful ways ? We present CASMIN and ISCED-97 as helpful coding frames to capture ed- ucational achievement. Referring to life-course data from NEPS Starting Cohort 6, we present a longitudinal assignment scheme of educational attainment that we implemented in a generated transition data file called Education, which accompa- nies the Scientific Use File. Education provides upward transitions in ISCED and CASMIN for respondents in an easy-to-manage event-time format. Using the file, researchers can easily reconstruct the educational level measured in standard clas- sifications for each respondent at each point in the recorded lifetime. Finally, we demonstrate the power of Education through two simple exemplary analyses.
Triventi, Moris; Skopek, Jan; Kulic, Nevena; Buchholz, Sandra; Blossfeld, Hans-Peter
Varieties of secondary education models and social inequality – Conclusions from a large-scale international comparison Book Chapter
In: Blossfeld, Hans-Peter; Buchholz, Sandra; Skopek, Jan; Triventi, Moris (Ed.): Models of Secondary Education and Social Inequality. An International Comparison., pp. 377–400, Edward Elgar, Celtenham, UK, 2016.
@inbook{Triventi2016a,
title = {Varieties of secondary education models and social inequality – Conclusions from a large-scale international comparison},
author = {Moris Triventi and Jan Skopek and Nevena Kulic and Sandra Buchholz and Hans-Peter Blossfeld},
editor = {Hans-Peter Blossfeld and Sandra Buchholz and Jan Skopek and Moris Triventi},
year = {2016},
date = {2016-01-01},
booktitle = {Models of Secondary Education and Social Inequality. An International Comparison.},
pages = {377--400},
publisher = {Edward Elgar},
address = {Celtenham, UK},
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Buchholz, Sandra; Skopek, Jan; Zielonka, Markus; Ditton, Hartmut; Wohlkinger, Florian; Schier, Antonia
Secondary school differentiation and inequality of educational opportunity in Germany Book Chapter
In: Blossfeld, Hans-Peter; Buchholz, Sandra; Skopek, Jan; Triventi, Moris (Ed.): Models of Secondary Education and Social Inequality. An International Comparison., pp. 79–92, Edward Elgar, Celtenham, UK, 2016.
@inbook{Buchholz2016,
title = {Secondary school differentiation and inequality of educational opportunity in Germany},
author = {Sandra Buchholz and Jan Skopek and Markus Zielonka and Hartmut Ditton and Florian Wohlkinger and Antonia Schier},
editor = {Hans-Peter Blossfeld and Sandra Buchholz and Jan Skopek and Moris Triventi},
year = {2016},
date = {2016-01-01},
booktitle = {Models of Secondary Education and Social Inequality. An International Comparison.},
pages = {79--92},
publisher = {Edward Elgar},
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Engelhardt, Henriette; Skopek, Jan
Eheschließung und Scheidungstrends in der Bevölkerungssoziologie Book Chapter
In: Niephaus, Yasmin; Kreyenfeld, Michaela; Sackmann, Reinhold (Ed.): Handbuch Bevölkerungssoziologie, pp. 277–301, Springer VS, Wiesbaden, 2016.
@inbook{Engelhardt2016,
title = {Eheschließung und Scheidungstrends in der Bevölkerungssoziologie},
author = {Henriette Engelhardt and Jan Skopek},
editor = {Yasmin Niephaus and Michaela Kreyenfeld and Reinhold Sackmann},
year = {2016},
date = {2016-01-01},
booktitle = {Handbuch Bevölkerungssoziologie},
pages = {277--301},
publisher = {Springer VS},
address = {Wiesbaden},
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}
Skopek, Jan
Childcare as an ‘equalizer'? Early institutional care and educational outcomes of children – new evidence from the NEPS Unpublished
2016.
@unpublished{Skopek2016c,
title = {Childcare as an ‘equalizer'? Early institutional care and educational outcomes of children – new evidence from the NEPS},
author = {Jan Skopek},
year = {2016},
date = {2016-01-01},
booktitle = {Working Paper, European University Institute},
institution = {European University Institute},
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}
Blossfeld, Hans-Peter; Buchholz, Sandra; Skopek, Jan; Triventi, Moris (Ed.)
Models of Secondary Education and Social Inequality: An International Comparison Book
Edward Elgar, Cheltenham, UK and Northampton, MA, USA, 2016, ISBN: 978 1 78536 725 0.
@book{Blossfeld2016b,
title = {Models of Secondary Education and Social Inequality: An International Comparison},
editor = {Hans-Peter Blossfeld and Sandra Buchholz and Jan Skopek and Moris Triventi},
isbn = {978 1 78536 725 0},
year = {2016},
date = {2016-01-01},
publisher = {Edward Elgar},
address = {Cheltenham, UK and Northampton, MA, USA},
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2015
Leopold, Thomas; Skopek, Jan
The Demography of Grandparenthood: An International Profile Journal Article
In: Social Forces, vol. 94, no. 2, pp. 801–832, 2015, ISSN: 0037-7732.
@article{Leopold2015c,
title = {The Demography of Grandparenthood: An International Profile},
author = {Thomas Leopold and Jan Skopek},
url = {https://academic.oup.com/sf/article-lookup/doi/10.1093/sf/sov066},
doi = {10.1093/sf/sov066},
issn = {0037-7732},
year = {2015},
date = {2015-12-01},
journal = {Social Forces},
volume = {94},
number = {2},
pages = {801--832},
abstract = {This comparative study addressed three open questions about the demography of grandparenthood in contemporary societies: First, at what age do people become grandparents? Second, how is grandparenthood sequenced with other transitions in later life? Third, how long is the grandparent life stage? To answer these questions, we analyzed retrospective data from the United States (NSFH) and 24 European countries (GGS, ESS, DEAS). Using survival methods, we estimated (1) age at grandparenthood; (2) demographic overlap with parenting, worker, and filial roles; and (3) expected length of the grandparent life stage. Three central findings emerged from the analysis: First, the timing of grandparenthood varies strongly across countries. Cross-national differences in the median age at grandparenthood are larger than in age at parenthood, age at retirement, and life expectancy. Compared to the United States (49 years among women, 52 years among men), grandparenthood in Eastern Europe occurs up to three years earlier in life; in Western Europe, up to eight years later. Second, cross-national variation in the life-course context of grandparenthood is less pronounced. In all countries, grandparenthood overlaps rarely with active parenting but frequently with worker and filial roles. Third, the length of the grandparent life stage is more strongly influenced by the timing of fertility than by the timing of mortality. The longest years of life shared with grandchildren (35 years) are expected among grandmothers in East Germany and the United States; the shortest (21 years) among grandfathers in West Germany and Spain.},
keywords = {},
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This comparative study addressed three open questions about the demography of grandparenthood in contemporary societies: First, at what age do people become grandparents? Second, how is grandparenthood sequenced with other transitions in later life? Third, how long is the grandparent life stage? To answer these questions, we analyzed retrospective data from the United States (NSFH) and 24 European countries (GGS, ESS, DEAS). Using survival methods, we estimated (1) age at grandparenthood; (2) demographic overlap with parenting, worker, and filial roles; and (3) expected length of the grandparent life stage. Three central findings emerged from the analysis: First, the timing of grandparenthood varies strongly across countries. Cross-national differences in the median age at grandparenthood are larger than in age at parenthood, age at retirement, and life expectancy. Compared to the United States (49 years among women, 52 years among men), grandparenthood in Eastern Europe occurs up to three years earlier in life; in Western Europe, up to eight years later. Second, cross-national variation in the life-course context of grandparenthood is less pronounced. In all countries, grandparenthood overlaps rarely with active parenting but frequently with worker and filial roles. Third, the length of the grandparent life stage is more strongly influenced by the timing of fertility than by the timing of mortality. The longest years of life shared with grandchildren (35 years) are expected among grandmothers in East Germany and the United States; the shortest (21 years) among grandfathers in West Germany and Spain.
Triventi, Moris; Skopek, Jan; Kosyakova, Yuliya; Buchholz, Sandra; Blossfeld, Hans-Peter
Gender Inequalities at Labour Market Entry: A Comparative View from the edu LIFE Project Book Chapter
In: Gender Segregation in Vocational Education (Comparative Social Research, Vol. 31), vol. 31, pp. 25–51, Emerald Group Publishing Limited, 2015, ISBN: 978-1-78560-347-1.
@inbook{Triventi2015,
title = {Gender Inequalities at Labour Market Entry: A Comparative View from the edu LIFE Project},
author = {Moris Triventi and Jan Skopek and Yuliya Kosyakova and Sandra Buchholz and Hans-Peter Blossfeld},
url = {http://www.emeraldinsight.com/doi/10.1108/S0195-631020150000031001},
doi = {10.1108/S0195-631020150000031001},
isbn = {978-1-78560-347-1},
year = {2015},
date = {2015-11-01},
booktitle = {Gender Segregation in Vocational Education (Comparative Social Research, Vol. 31)},
volume = {31},
pages = {25--51},
publisher = {Emerald Group Publishing Limited},
abstract = {This chapter provides an overview of the results from a cross-nationally comparative project analysing gender differences and inequalities at labour market entry. Women's relative gains in educational attainment and the expansion of the service sector suggest that gender inequalities in occupational returns are diminishing or even reversing. In assessing gender differences at labour market entry, we look at a phase of the life course when women's family roles are still of minor importance. Conceptually, we distinguish between horizontal segregation and inequalities in vertical outcomes. The project was based on 13 in-depth case studies contributed by a network of scholars analysing countries with different institutional, socio-economic and cultural settings. The findings demonstrate that occupational gender segregation is still relatively marked among recent cohorts, though it is slightly decreasing over time in several countries. In terms of vertical inequalities, the case studies consistently revealed that while women enter more prestigious jobs than men in most countries, there is a female disadvantage in economic returns among recent labour market entrants. In addition, we found mixed evidence on the variations of gender equality at labour market entry across countries with different institutional characteristics.},
keywords = {},
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}
This chapter provides an overview of the results from a cross-nationally comparative project analysing gender differences and inequalities at labour market entry. Women's relative gains in educational attainment and the expansion of the service sector suggest that gender inequalities in occupational returns are diminishing or even reversing. In assessing gender differences at labour market entry, we look at a phase of the life course when women's family roles are still of minor importance. Conceptually, we distinguish between horizontal segregation and inequalities in vertical outcomes. The project was based on 13 in-depth case studies contributed by a network of scholars analysing countries with different institutional, socio-economic and cultural settings. The findings demonstrate that occupational gender segregation is still relatively marked among recent cohorts, though it is slightly decreasing over time in several countries. In terms of vertical inequalities, the case studies consistently revealed that while women enter more prestigious jobs than men in most countries, there is a female disadvantage in economic returns among recent labour market entrants. In addition, we found mixed evidence on the variations of gender equality at labour market entry across countries with different institutional characteristics.
Kosyakova, Yuliya; Skopek, Jan; Eckman, Stephanie
Do Interviewers Manipulate Responses to Filter Questions? Evidence from a Multilevel Approach Journal Article
In: International Journal of Public Opinion Research, vol. 27, no. 3, pp. 417–431, 2015, ISSN: 0954-2892.
@article{Kosyakova2015,
title = {Do Interviewers Manipulate Responses to Filter Questions? Evidence from a Multilevel Approach},
author = {Yuliya Kosyakova and Jan Skopek and Stephanie Eckman},
url = {https://academic.oup.com/ijpor/article-lookup/doi/10.1093/ijpor/edu027},
doi = {10.1093/ijpor/edu027},
issn = {0954-2892},
year = {2015},
date = {2015-09-01},
journal = {International Journal of Public Opinion Research},
volume = {27},
number = {3},
pages = {417--431},
abstract = {This study provides a theoretically guided analysis of how interviewers might manipulate responses to filter questions (‘triggering rate') in survey interviews. Drawing on principal-agent theory, we examined how the triggering rate varies by survey mode and across interviewers' experience with the survey. Using data from a German survey and multilevel models, we find that interviewers do influence filter questions. Most intriguingly, there is an interaction between mode and experience: with increasing experience interviewers in CATI mode (higher monitoring and hourly payment) tend to collect more positive answers to the filter questions, while interviewers in CAPI mode (lower monitoring and case-based payment) tend to collect fewer. Our results suggest that manipulative interview behavior regarding questionnaire filtering exists and varies across incentive structures.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This study provides a theoretically guided analysis of how interviewers might manipulate responses to filter questions (‘triggering rate') in survey interviews. Drawing on principal-agent theory, we examined how the triggering rate varies by survey mode and across interviewers' experience with the survey. Using data from a German survey and multilevel models, we find that interviewers do influence filter questions. Most intriguingly, there is an interaction between mode and experience: with increasing experience interviewers in CATI mode (higher monitoring and hourly payment) tend to collect more positive answers to the filter questions, while interviewers in CAPI mode (lower monitoring and case-based payment) tend to collect fewer. Our results suggest that manipulative interview behavior regarding questionnaire filtering exists and varies across incentive structures.
Leopold, Thomas; Skopek, Jan
Convergence or Continuity? The Gender Gap in Household Labor After Retirement Journal Article
In: Journal of Marriage and Family, vol. 77, no. 4, pp. 819–832, 2015, ISSN: 00222445.
@article{Leopold2015a,
title = {Convergence or Continuity? The Gender Gap in Household Labor After Retirement},
author = {Thomas Leopold and Jan Skopek},
url = {http://doi.wiley.com/10.1111/jomf.12199},
doi = {10.1111/jomf.12199},
issn = {00222445},
year = {2015},
date = {2015-08-01},
journal = {Journal of Marriage and Family},
volume = {77},
number = {4},
pages = {819--832},
abstract = {This research examined 2 hypotheses about the effect of retirement on couples' division of household labor. The continuity hypothesis posits that the gender gap in household labor remains unaffected by retirement, whereas the convergence hypothesis expects it to close. The authors tested these hypotheses using longitudinal data from the German Socio‐Economic Panel Study (N = 1,302 couples). Fixed effects models revealed that male breadwinners doubled up on total hours of household labor across their transition to retirement. This rise was accompanied by a concurrent, albeit less pronounced, decline in wives' hours. As a result, the gender gap in household labor was cut in half. This convergence involved a moderate trade‐off in female‐typed tasks of routine housework and an increase in husbands' hours spent on male‐typed tasks of repairs and gardening. The study concludes that gendered patterns of time use change substantially after retirement, rendering couples' division of household labor more equitable in later life.},
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This research examined 2 hypotheses about the effect of retirement on couples' division of household labor. The continuity hypothesis posits that the gender gap in household labor remains unaffected by retirement, whereas the convergence hypothesis expects it to close. The authors tested these hypotheses using longitudinal data from the German Socio‐Economic Panel Study (N = 1,302 couples). Fixed effects models revealed that male breadwinners doubled up on total hours of household labor across their transition to retirement. This rise was accompanied by a concurrent, albeit less pronounced, decline in wives' hours. As a result, the gender gap in household labor was cut in half. This convergence involved a moderate trade‐off in female‐typed tasks of routine housework and an increase in husbands' hours spent on male‐typed tasks of repairs and gardening. The study concludes that gendered patterns of time use change substantially after retirement, rendering couples' division of household labor more equitable in later life.
Blossfeld, Hans-Peter; Buchholz, Sandra; Dämmrich, Johanna; Kilpo-Jakonen, Elina; Kosyakova, Yuliya; Skopek, Jan; Triventi, Moris; de Vilhena, Daniele Vono
Gender Differences at Labor Market Entry: The Effect of Changing Educational Pathways and Institutional Structures. Book Chapter
In: Blossfeld, Hans-Peter; Skopek, Jan; Triventi, Moris; Buchholz, Sandra (Ed.): Gender, Education, and Employment: An International Comparison of School-To-Work Transitions, pp. 3–38, Edward Elgar Publishing, Cheltenham, UK, 2015.
@inbook{Blossfeld2015,
title = {Gender Differences at Labor Market Entry: The Effect of Changing Educational Pathways and Institutional Structures.},
author = {Hans-Peter Blossfeld and Sandra Buchholz and Johanna Dämmrich and Elina Kilpo-Jakonen and Yuliya Kosyakova and Jan Skopek and Moris Triventi and Daniele Vono de Vilhena},
editor = {Hans-Peter Blossfeld and Jan Skopek and Moris Triventi and Sandra Buchholz},
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date = {2015-01-01},
booktitle = {Gender, Education, and Employment: An International Comparison of School-To-Work Transitions},
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Skopek, Jan
Book review: Häring, Armando, Thomas Klein, Johannes Staude und Kristian Stoye (Eds.): Der Partnermarkt und die Gelegenheiten des Kennenlernens. Der Partnermarktsurvey (Wiesbaden: Springer VS). Journal Article
In: Kölner Zeitschrift für Soziologie und Sozialpsychologie, vol. 67, no. 3, pp. 606–610, 2015.
@article{Skopek2015,
title = {Book review: Häring, Armando, Thomas Klein, Johannes Staude und Kristian Stoye (Eds.): Der Partnermarkt und die Gelegenheiten des Kennenlernens. Der Partnermarktsurvey (Wiesbaden: Springer VS).},
author = {Jan Skopek},
year = {2015},
date = {2015-01-01},
journal = {Kölner Zeitschrift für Soziologie und Sozialpsychologie},
volume = {67},
number = {3},
pages = {606--610},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Blossfeld, Hans-Peter; Buchholz, Sandra; Dämmrich, Johanna; Kilpi-Jakonen, Elina; Kosyakova, Yuliya; Skopek, Jan
Gender Differences at Labor Market Entry: The Effect of Changing Educational Pathways and Institutional Structures Book Chapter
In: Biossfeld, H -P; Skopek, J; Triventi, M; Buchholz, S (Ed.): Gender, Education and Employment, pp. 3–36, Edward Elgar Publishing, 2015, ISBN: 9781784715038.
@inbook{Blossfeld2015a,
title = {Gender Differences at Labor Market Entry: The Effect of Changing Educational Pathways and Institutional Structures},
author = {Hans-Peter Blossfeld and Sandra Buchholz and Johanna Dämmrich and Elina Kilpi-Jakonen and Yuliya Kosyakova and Jan Skopek},
editor = {H -P Biossfeld and J Skopek and M Triventi and S Buchholz},
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Blossfeld, Hans-Peter; Skopek, J; Kosyakova, Y; Triventi, M; Buchholz, S
Gender, education and employment: Lessons learned from the comparative perspective Book
Edward Elgar Publishing, Cheltenham, UK, 2015, ISBN: 9781784715038.
@book{Blossfeld2015b,
title = {Gender, education and employment: Lessons learned from the comparative perspective},
author = {Hans-Peter Blossfeld and J Skopek and Y Kosyakova and M Triventi and S Buchholz},
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doi = {10.4337/9781784715038.00027},
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date = {2015-01-01},
booktitle = {Gender, Education and Employment: An International Comparison of School-to-Work Transitions},
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Blossfeld, Hans-Peter; Skopek, Jan; Triventi, Moris; Buchholz, Sandra
Gender, Education and Employment. An International Comparison of School-to-Work Transitions Book
Edward Elgar Publishing, Celtenham, UK, 2015, ISBN: 9781784715038.
@book{Blossfeld2015c,
title = {Gender, Education and Employment. An International Comparison of School-to-Work Transitions},
author = {Hans-Peter Blossfeld and Jan Skopek and Moris Triventi and Sandra Buchholz},
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address = {Celtenham, UK},
abstract = {For much of the twentieth century, women lagged considerably behind men in their educational attainment. However, in recent decades, young women have become an important source of human capital for labor markets in modern societies, as well as potential competitors to the male workforce. This book asks whether or not women have been able to convert their educational success into gains on the labor market.},
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For much of the twentieth century, women lagged considerably behind men in their educational attainment. However, in recent decades, young women have become an important source of human capital for labor markets in modern societies, as well as potential competitors to the male workforce. This book asks whether or not women have been able to convert their educational success into gains on the labor market.
Buchholz, Sandra; Skopek, Jan; Blossfeld, Hans-Peter
Young Women Outcompeting Young Men? A Cohort Comparison of Gender Differences at Labor Market Entry in West Germany Book Chapter
In: Blossfeld, H -P; Skopek, J; Triventi, M; Buchholz, S (Ed.): Gender, Education and Employment: An International Comparison of School-to-Work Transitions, pp. 246–266, Edward Elgar Publishing, Cheltenham, UK, 2015, ISBN: 9781784715038.
@inbook{Buchholz2015,
title = {Young Women Outcompeting Young Men? A Cohort Comparison of Gender Differences at Labor Market Entry in West Germany},
author = {Sandra Buchholz and Jan Skopek and Hans-Peter Blossfeld},
editor = {H -P Blossfeld and J Skopek and M Triventi and S Buchholz},
url = {http://www.elgaronline.com/view/9781784715021.00021.xml},
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booktitle = {Gender, Education and Employment: An International Comparison of School-to-Work Transitions},
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Skopek, Jan
2015.
@unpublished{Skopek2015a,
title = {One Hammer, Different Nails – A Note on the Confusing Sociologists ' Debate on Comparing Coefficients in Logistic Regression},
author = {Jan Skopek},
url = {https://www.researchgate.net/publication/304567615_One_Hammer_Different_Nails_-_A_Note_on_the_Confusing_Sociologists'_Debate_on_Comparing_Coefficients_in_Logistic_Regression},
doi = {10.13140/RG.2.1.2181.7846},
year = {2015},
date = {2015-01-01},
booktitle = {European University Institute},
number = {Dezember},
keywords = {},
pubstate = {published},
tppubtype = {unpublished}
}
Skopek, Jan; Dronkers, Jaap
Performance in Secondary School in German States – A Longitudinal Three-Level Approach Unpublished
2015.
@unpublished{Skopek2015b,
title = {Performance in Secondary School in German States – A Longitudinal Three-Level Approach},
author = {Jan Skopek and Jaap Dronkers},
doi = {10.13140/RG.2.1.4534.1929},
year = {2015},
date = {2015-01-01},
booktitle = {EUI Working Paper},
institution = {European University Institute},
abstract = {This paper contributes to the ongoing debate on how educational systems impact on academic performance in secondary schools by studying the impact of tracking on achievement in secondary education in Germany. We exploit federal heterogeneity in the 16 German states' educational systems by classifying them into three tracking regimes. Using recent, representative, and longitudinal from the NEPS, our study overcomes three severe methodological drawbacks of previous research on the impact of tracking and educational differentiation on level and (social) inequality in achievement: (1) the exclusion of the mediating level of schools, (2) the reliance on cross-sectional data, (3) the failure to account for students' prior ability especially before tracking occurred. Our findings based on a three-level model incorporating states, schools and students highlight the importance of accounting for the mediating role of schools when analyzing effects of educational systems but also the importance of including prior abilities in the study of secondary school performance.},
keywords = {},
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tppubtype = {unpublished}
}
This paper contributes to the ongoing debate on how educational systems impact on academic performance in secondary schools by studying the impact of tracking on achievement in secondary education in Germany. We exploit federal heterogeneity in the 16 German states' educational systems by classifying them into three tracking regimes. Using recent, representative, and longitudinal from the NEPS, our study overcomes three severe methodological drawbacks of previous research on the impact of tracking and educational differentiation on level and (social) inequality in achievement: (1) the exclusion of the mediating level of schools, (2) the reliance on cross-sectional data, (3) the failure to account for students' prior ability especially before tracking occurred. Our findings based on a three-level model incorporating states, schools and students highlight the importance of accounting for the mediating role of schools when analyzing effects of educational systems but also the importance of including prior abilities in the study of secondary school performance.
Leopold, Thomas; Skopek, Jan
The Delay of Grandparenthood: A Cohort Comparison in East and West Germany Journal Article
In: Journal of Marriage and Family, vol. 77, no. 2, pp. 441–460, 2015, ISSN: 00222445.
@article{Leopold2015b,
title = {The Delay of Grandparenthood: A Cohort Comparison in East and West Germany},
author = {Thomas Leopold and Jan Skopek},
url = {http://doi.wiley.com/10.1111/jomf.12169},
doi = {10.1111/jomf.12169},
issn = {00222445},
year = {2015},
date = {2015-01-01},
journal = {Journal of Marriage and Family},
volume = {77},
number = {2},
pages = {441--460},
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2014
Leopold, Thomas; Skopek, Jan
Gender and the Division of Labor in Older Couples: How European Grandparents Share Market Work and Childcare Journal Article
In: Social Forces, vol. 93, no. 1, pp. 63–91, 2014, ISSN: 0037-7732.
@article{Leopold2014,
title = {Gender and the Division of Labor in Older Couples: How European Grandparents Share Market Work and Childcare},
author = {Thomas Leopold and Jan Skopek},
url = {https://academic.oup.com/sf/article-lookup/doi/10.1093/sf/sou061},
doi = {10.1093/sf/sou061},
issn = {0037-7732},
year = {2014},
date = {2014-09-01},
journal = {Social Forces},
volume = {93},
number = {1},
pages = {63--91},
abstract = {Grandmothers provide far more childcare than grandfathers do. The present study investigated whether, and to what extent, this gender gap was explained by grandparent couples' division of labor into market work and childcare. The analysis was based on panel data from two waves of the SHARE, comprising respondents from 10 European countries. Linear regression models yielded four main findings. First, the average trade-off between hours of market work and childcare within grandparent couples was one for six. Second, transitions to retirement narrowed the gender gap in grandparenting: if a single-earning grandfather retired, his share of a couple's total grandparenting hours increased by more than 50 percent. Third, controlling for couples' division of market work, the gender gap in grandparenting was smallest in the north and largest in the south of Europe, corresponding to a geographical gradient in the family-state division of caring responsibilities and the societal framing of gender roles. Fourth, in egalitarian and traditional countries, the effects of market work arrangements were relatively weak, suggesting the primacy of gender norms as a macro-level force governing the division of childcare in grandparent couples.},
keywords = {},
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Grandmothers provide far more childcare than grandfathers do. The present study investigated whether, and to what extent, this gender gap was explained by grandparent couples' division of labor into market work and childcare. The analysis was based on panel data from two waves of the SHARE, comprising respondents from 10 European countries. Linear regression models yielded four main findings. First, the average trade-off between hours of market work and childcare within grandparent couples was one for six. Second, transitions to retirement narrowed the gender gap in grandparenting: if a single-earning grandfather retired, his share of a couple's total grandparenting hours increased by more than 50 percent. Third, controlling for couples' division of market work, the gender gap in grandparenting was smallest in the north and largest in the south of Europe, corresponding to a geographical gradient in the family-state division of caring responsibilities and the societal framing of gender roles. Fourth, in egalitarian and traditional countries, the effects of market work arrangements were relatively weak, suggesting the primacy of gender norms as a macro-level force governing the division of childcare in grandparent couples.
Zillmann, Doreen; Schmitz, Andreas; Skopek, Jan; Blossfeld, Hans-Peter
Survey topic and unit nonresponse: Evidence from an online survey on mating Journal Article
In: Quality and Quantity, vol. 48, no. 4, pp. 2069–2088, 2014, ISSN: 15737845.
@article{Zillmann2014,
title = {Survey topic and unit nonresponse: Evidence from an online survey on mating},
author = {Doreen Zillmann and Andreas Schmitz and Jan Skopek and Hans-Peter Blossfeld},
doi = {10.1007/s11135-013-9880-y},
issn = {15737845},
year = {2014},
date = {2014-01-01},
journal = {Quality and Quantity},
volume = {48},
number = {4},
pages = {2069--2088},
abstract = {Survey topic as a factor influencing participation rates is becoming increasingly important, as there is a growing trend in social science research for surveying specific populations about specific topics. Previous research has shown that respondents with high topic interest (often referred to as salience) are more likely to participate in surveys. However, the identification of mechanisms that affect respondents' interest in a survey topic has been largely neglected in research literature. We present an explanatory model of participation that conceptualizes topic interest as a function of an actor's relational position in a particular social setting. To illustrate the relationship between survey topic and participation behavior, we use an online survey on mating conducted on the user population of an online dating site. For our nonresponse analysis we use web-generated process data, consisting of profile and interaction data, which describe all units of the sample frame. Thus, comprehensive information is available for both participants and non-participants of the online survey on an individual level, enabling a particularly accurate analysis of nonresponse. Results show that the probability of participation varies according to a user's chances of success on the mating market. Users who can be described as less attractive (e.g. older people, less educated men, overweight women) show a higher probability of participation, which we explain with the mechanism of topic salience. We conclude with general implications regarding (1) the relationship between survey topic and survey participation and (2) the potential of web-generated process data for (online) survey research.},
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Survey topic as a factor influencing participation rates is becoming increasingly important, as there is a growing trend in social science research for surveying specific populations about specific topics. Previous research has shown that respondents with high topic interest (often referred to as salience) are more likely to participate in surveys. However, the identification of mechanisms that affect respondents' interest in a survey topic has been largely neglected in research literature. We present an explanatory model of participation that conceptualizes topic interest as a function of an actor's relational position in a particular social setting. To illustrate the relationship between survey topic and participation behavior, we use an online survey on mating conducted on the user population of an online dating site. For our nonresponse analysis we use web-generated process data, consisting of profile and interaction data, which describe all units of the sample frame. Thus, comprehensive information is available for both participants and non-participants of the online survey on an individual level, enabling a particularly accurate analysis of nonresponse. Results show that the probability of participation varies according to a user's chances of success on the mating market. Users who can be described as less attractive (e.g. older people, less educated men, overweight women) show a higher probability of participation, which we explain with the mechanism of topic salience. We conclude with general implications regarding (1) the relationship between survey topic and survey participation and (2) the potential of web-generated process data for (online) survey research.
2013
Skopek, Jan; Pink, Sebastian; Bela, Daniel
Data Manual. Starting Cohort 4 – School and Vocational Training. NEPS SC4 1.1.0. Technical Report
NEPS Research Data Paper Bamberg, Germany, 2013.
@techreport{Skopek2013,
title = {Data Manual. Starting Cohort 4 – School and Vocational Training. NEPS SC4 1.1.0.},
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2012
Skopek, Jan
VS Verlag für Sozialwissenschaften, Wiesbaden, 2012, ISBN: 978-3-531-18315-2.
@book{Skopek2012,
title = {Partnerwahl im Internet. Eine quantitative Analyse von Strukturen und Prozessen der Online-Partnersuche},
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url = {http://link.springer.com/10.1007/978-3-531-94064-9},
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isbn = {978-3-531-18315-2},
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Skopek, Jan; Pink, Sebastian; Bela, Daniel
Data Manual. Starting Cohort 3 – From Lower to Upper Secondary School. NEPS SC3 1.0.0. Technical Report
NEPS Research Data Paper Bamberg, Germany, 2012.
@techreport{Skopek2012a,
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Skopek, Jan; Pink, Sebastian; Bela, Daniel
Data Manual. Starting Cohort 2 – From Kindergarten to Elementary School. NEPS SC2 1.0.0. Technical Report
NEPS Research Data Paper. Bamberg, Germany, 2012.
@techreport{Skopek2012b,
title = {Data Manual. Starting Cohort 2 – From Kindergarten to Elementary School. NEPS SC2 1.0.0.},
author = {Jan Skopek and Sebastian Pink and Daniel Bela},
year = {2012},
date = {2012-01-01},
address = {Bamberg, Germany},
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Zielonka, Markus; Skopek, Jan; Raab, Marcel
Data Manual. NEPS – Additional Study. Organizational Reform Study in Thuringia. NEPS TH 1.0.0. Technical Report
NEPS Research Data Paper Bamberg, Germany, 2012.
@techreport{Zielonka2012,
title = {Data Manual. NEPS – Additional Study. Organizational Reform Study in Thuringia. NEPS TH 1.0.0.},
author = {Markus Zielonka and Jan Skopek and Marcel Raab},
year = {2012},
date = {2012-01-01},
address = {Bamberg, Germany},
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2011
Skopek, Jan; Schulz, Florian; Blossfeld, H -P
Who Contacts Whom? Educational Homophily in Online Mate Selection Journal Article
In: European Sociological Review, vol. 27, no. 2, pp. 180–195, 2011, ISSN: 0266-7215.
@article{Skopek2011a,
title = {Who Contacts Whom? Educational Homophily in Online Mate Selection},
author = {Jan Skopek and Florian Schulz and H -P Blossfeld},
url = {https://academic.oup.com/esr/article-lookup/doi/10.1093/esr/jcp068},
doi = {10.1093/esr/jcp068},
issn = {0266-7215},
year = {2011},
date = {2011-04-01},
journal = {European Sociological Review},
volume = {27},
number = {2},
pages = {180--195},
abstract = {Data from an online dating platform are used to study the importance of education for initiating and replying to online contacts. We analyse how these patterns are influenced by educational homophily and opportunity structures. Social exchange theory and mate search theory are used to explain online mate selection behaviour. Our results show that educational homophily is the dominant mechanism in online mate choice. Similarity in education significantly increases the rate of both sending and replying to initial contacts. After controlling for the opportunity structure on the platform, the preference for similar educated others is the most important factor, particularly among women. Our results also support the exchange theoretical idea that homophily increases with educational level. If dissimilarity contacting patterns are found, women are highly reluctant to contact partners with lower educational qualifications. Men, in contrast, do not have any problems to contact lower-qualified women. Studies of educational homogamy generally show that couples where women have a higher level of education are rare. Our study demonstrates that this is mainly the result of women's reluctance to contact lower qualified men.},
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Data from an online dating platform are used to study the importance of education for initiating and replying to online contacts. We analyse how these patterns are influenced by educational homophily and opportunity structures. Social exchange theory and mate search theory are used to explain online mate selection behaviour. Our results show that educational homophily is the dominant mechanism in online mate choice. Similarity in education significantly increases the rate of both sending and replying to initial contacts. After controlling for the opportunity structure on the platform, the preference for similar educated others is the most important factor, particularly among women. Our results also support the exchange theoretical idea that homophily increases with educational level. If dissimilarity contacting patterns are found, women are highly reluctant to contact partners with lower educational qualifications. Men, in contrast, do not have any problems to contact lower-qualified women. Studies of educational homogamy generally show that couples where women have a higher level of education are rare. Our study demonstrates that this is mainly the result of women's reluctance to contact lower qualified men.
Skopek, Jan; Schmitz, Andreas; Blossfeld, Hans-Peter
The gendered dynamics of age preferences - Empirical evidence from online dating Journal Article
In: Zeitschrift fur Familienforschung, vol. 23, pp. 267–290, 2011, ISSN: 14372940.
@article{Skopek2011,
title = {The gendered dynamics of age preferences - Empirical evidence from online dating},
author = {Jan Skopek and Andreas Schmitz and Hans-Peter Blossfeld},
issn = {14372940},
year = {2011},
date = {2011-01-01},
journal = {Zeitschrift fur Familienforschung},
volume = {23},
pages = {267--290},
abstract = {This study uses innovative data from online dating to analyze men's and women's preferences regarding the age of a partner. These data include observations on how individuals behaved on online dating platforms as well as information on which preferences individuals stated in a survey from an online panel. The paper analyzes how male and female age preferences can be explained by an individual's own age, preferences for other traits, and own market-relevant traits that are favorable or unfavorable for others. Our results show that age preferences essentially shift with age, but in different ways for men and women: Whereas men increasingly prefer younger women as they age, women's age preferences become increasingly diverse. They also show that age preferences are confounded with gender-specific preferences for attractiveness and education. Finally, preferences for age also vary with marketrelevant traits such as education and parenthood, but not with prior marital experience. Altogether, our analyses point to a gender-specific decline in mate value with differential consequences for men's and women's mating preferences.},
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This study uses innovative data from online dating to analyze men's and women's preferences regarding the age of a partner. These data include observations on how individuals behaved on online dating platforms as well as information on which preferences individuals stated in a survey from an online panel. The paper analyzes how male and female age preferences can be explained by an individual's own age, preferences for other traits, and own market-relevant traits that are favorable or unfavorable for others. Our results show that age preferences essentially shift with age, but in different ways for men and women: Whereas men increasingly prefer younger women as they age, women's age preferences become increasingly diverse. They also show that age preferences are confounded with gender-specific preferences for attractiveness and education. Finally, preferences for age also vary with marketrelevant traits such as education and parenthood, but not with prior marital experience. Altogether, our analyses point to a gender-specific decline in mate value with differential consequences for men's and women's mating preferences.
Leopold, Thomas; Raab, Marcel; Skopek, Jan
Data Manual. Starting Cohort 6: Adult Education and Lifelong Learning. NEPS Research Data Paper. Technical Report
NEPS Research Data Paper Bamberg, Germany, 2011.
@techreport{Leopold2011,
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2010
Schulz, Florian; Skopek, Jan; Blossfeld, Hans-Peter
Partnerwahl als konsensuelle Entscheidung. Das Antwortverhalten bei Erstkontakten im Online-Dating Journal Article
In: Kölner Zeitschrift für Soziologie und Sozialpsychologie, vol. 62, no. 3, pp. 485–514, 2010, ISSN: 0023-2653.
@article{Schulz2010,
title = {Partnerwahl als konsensuelle Entscheidung. Das Antwortverhalten bei Erstkontakten im Online-Dating},
author = {Florian Schulz and Jan Skopek and Hans-Peter Blossfeld},
url = {http://link.springer.com/10.1007/s11577-010-0107-0},
doi = {10.1007/s11577-010-0107-0},
issn = {0023-2653},
year = {2010},
date = {2010-09-01},
journal = {Kölner Zeitschrift für Soziologie und Sozialpsychologie},
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2009
Skopek, Jan; Schulz, Florian; Blossfeld, Hans-Peter
Partnersuche im Internet Journal Article
In: Kölner Zeitschrift für Soziologie und Sozialpsychologie, vol. 61, no. 2, pp. 183–210, 2009, ISSN: 0023-2653.
@article{Skopek2009,
title = {Partnersuche im Internet},
author = {Jan Skopek and Florian Schulz and Hans-Peter Blossfeld},
url = {http://link.springer.com/10.1007/s11577-009-0050-0},
doi = {10.1007/s11577-009-0050-0},
issn = {0023-2653},
year = {2009},
date = {2009-06-01},
journal = {Kölner Zeitschrift für Soziologie und Sozialpsychologie},
volume = {61},
number = {2},
pages = {183--210},
abstract = {In der vorliegenden Studie untersuchen wir die Bedeutung der Bildung im Prozess der Partnerwahl auf „digitalen Heiratsmärkten“. Hierzu werten wir einen einzigartigen Datensatz einer Online-Kontaktbörse aus, der es ermöglicht, frühe Phasen des Partnerwahlprozesses von Männern und Frauen bei der Online-Partnersuche anhand des wechselseitigen elektronischen Nachrichtenverkehrs anonymisiert zu rekonstruieren. Unsere Ergebnisse zeigen zunächst eine klare Tendenz zu bildungshomophilem Kontaktverhalten, also einer Partnerwahl „auf Augenhöhe“. Unsere Resultate stützen zudem die austauschtheoretische Hypothese, dass die Bildungshomophilie mit dem Niveau der eigenen Bildung stark zunimmt; dies zeigt sich gerade bei Frauen recht stark. In bildungsheterophilen Konstellationen zeigen Frauen eine deutliche Abneigung, sich bildungsmäßig „abwärts“ zu orientieren; zudem kontaktieren sie auch absolut häufiger Partner mit höheren Bildungsabschlüssen. Bei den Männern ist dies umgekehrt. Sie kontaktieren häufig Partnerinnen mit niedrigerem Bildungsniveau. Unsere Ergebnisse sprechen insgesamt für eine weitgehende Übertragung traditioneller geschlechtsspezifischer Suchstrategien in die neuen digitalen Heiratsmärkte und dämpfen die in der Literatur verbreitete Annahme, das Internet wirke eher sozial öffnend als schließend.},
keywords = {},
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In der vorliegenden Studie untersuchen wir die Bedeutung der Bildung im Prozess der Partnerwahl auf „digitalen Heiratsmärkten“. Hierzu werten wir einen einzigartigen Datensatz einer Online-Kontaktbörse aus, der es ermöglicht, frühe Phasen des Partnerwahlprozesses von Männern und Frauen bei der Online-Partnersuche anhand des wechselseitigen elektronischen Nachrichtenverkehrs anonymisiert zu rekonstruieren. Unsere Ergebnisse zeigen zunächst eine klare Tendenz zu bildungshomophilem Kontaktverhalten, also einer Partnerwahl „auf Augenhöhe“. Unsere Resultate stützen zudem die austauschtheoretische Hypothese, dass die Bildungshomophilie mit dem Niveau der eigenen Bildung stark zunimmt; dies zeigt sich gerade bei Frauen recht stark. In bildungsheterophilen Konstellationen zeigen Frauen eine deutliche Abneigung, sich bildungsmäßig „abwärts“ zu orientieren; zudem kontaktieren sie auch absolut häufiger Partner mit höheren Bildungsabschlüssen. Bei den Männern ist dies umgekehrt. Sie kontaktieren häufig Partnerinnen mit niedrigerem Bildungsniveau. Unsere Ergebnisse sprechen insgesamt für eine weitgehende Übertragung traditioneller geschlechtsspezifischer Suchstrategien in die neuen digitalen Heiratsmärkte und dämpfen die in der Literatur verbreitete Annahme, das Internet wirke eher sozial öffnend als schließend.
Schmitz, Andreas; Skopek, Jan; Schulz, Florian; Klein, Doreen; Blossfeld, Hans-Peter
Indicating mate preferences by mixing survey and process-generated data. The case of attitudes and behaviour in online mate search Journal Article
In: Historical Social Research, vol. 34, pp. 77–93, 2009, ISSN: 01726404.
@article{Schmitz2009,
title = {Indicating mate preferences by mixing survey and process-generated data. The case of attitudes and behaviour in online mate search},
author = {Andreas Schmitz and Jan Skopek and Florian Schulz and Doreen Klein and Hans-Peter Blossfeld},
issn = {01726404},
year = {2009},
date = {2009-01-01},
journal = {Historical Social Research},
volume = {34},
pages = {77--93},
abstract = {Web-based process-generated data is produced by social agency of users and recorded by the respective provider without any originally scientific purpose. We support our idea of advantageous applications of process-generated data by outlining a research example that uses data generated by email contacting on an online dating website for the investigation of mate preferences. This approach follows the paradigm of indicating or 'revealing' preferences by observing choosing acts. Advantages and disadvantages of this approach in comparison to the traditional 'stated preference'- paradigm of survey research are discussed. Both approaches suffer different informational restrictions and induce different problems of valid inference. In conclusion we offer an outlook towards research strategies of an integration of the two quantitative paradigms. [ABSTRACT FROM AUTHOR]},
keywords = {},
pubstate = {published},
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}
Web-based process-generated data is produced by social agency of users and recorded by the respective provider without any originally scientific purpose. We support our idea of advantageous applications of process-generated data by outlining a research example that uses data generated by email contacting on an online dating website for the investigation of mate preferences. This approach follows the paradigm of indicating or 'revealing' preferences by observing choosing acts. Advantages and disadvantages of this approach in comparison to the traditional 'stated preference'- paradigm of survey research are discussed. Both approaches suffer different informational restrictions and induce different problems of valid inference. In conclusion we offer an outlook towards research strategies of an integration of the two quantitative paradigms. [ABSTRACT FROM AUTHOR]
Schmitz, A; Klein, D; Skopek, Jan; Schulz, Florian
Die Integration von Befragungs-und Prozessdaten einer Online-Kontaktbörse Journal Article
In: Methoden und Instrumente der Sozialwissenschaften, vol. 1, pp. 31–44, 2009.
@article{Schmitz2009a,
title = {Die Integration von Befragungs-und Prozessdaten einer Online-Kontaktbörse},
author = {A Schmitz and D Klein and Jan Skopek and Florian Schulz},
url = {http://www.gesis.org/fileadmin/upload/dienstleistung/fachinformationen/servicepublikationen/sofid/Fachbeitraege/Methoden_09-01-02_FB.pdf%5Cnpapers3://publication/uuid/3E2F7622-B88D-437E-8A41-2A8388132AC7},
year = {2009},
date = {2009-01-01},
journal = {Methoden und Instrumente der Sozialwissenschaften},
volume = {1},
pages = {31--44},
abstract = {Zusammenfassung Online-Befragungen stellen mittlerweile ein Standardwerkzeug der empirischen Sozialforschung dar, dessen Potentiale und Grenzen seit längerem diskutiert werden. Im Kontext vieler Internetanwendungen fallen jedoch zusätzliche Daten an, deren ... $backslash$n},
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Zusammenfassung Online-Befragungen stellen mittlerweile ein Standardwerkzeug der empirischen Sozialforschung dar, dessen Potentiale und Grenzen seit längerem diskutiert werden. Im Kontext vieler Internetanwendungen fallen jedoch zusätzliche Daten an, deren ... $backslash$n
2008
Schulz, Florian; Skopek, Jan; Klein, Doreen; Schmitz, Andreas
Wer nutzt Internetkontaktbörsen in Deutschland? [Who is using internet dating platforms in Germany?] Journal Article
In: Zeitschrift für Familienforschung [Journal of Family Ressearch], vol. 20, pp. 271–292, 2008, ISSN: 14372940.
@article{Schulz2008,
title = {Wer nutzt Internetkontaktbörsen in Deutschland? [Who is using internet dating platforms in Germany?]},
author = {Florian Schulz and Jan Skopek and Doreen Klein and Andreas Schmitz},
issn = {14372940},
year = {2008},
date = {2008-01-01},
journal = {Zeitschrift für Familienforschung [Journal of Family Ressearch]},
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pages = {271--292},
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2006
Skopek, Jan; Hofäcker, Dirk
Rationale Wahl und Emotionen am Beispiel der Menschlichen Partnerwahl Inproceedings
In: Seewald, Christian; Seirafi, Kasra; Vötsch, Mario (Ed.): Rationalität - Placebo der Wahrheit, Peter Lang, Frankfurt am Main, 2006.
@inproceedings{Skopek2006,
title = {Rationale Wahl und Emotionen am Beispiel der Menschlichen Partnerwahl},
author = {Jan Skopek and Dirk Hofäcker},
editor = {Christian Seewald and Kasra Seirafi and Mario Vötsch},
year = {2006},
date = {2006-01-01},
booktitle = {Rationalität - Placebo der Wahrheit},
publisher = {Peter Lang},
address = {Frankfurt am Main},
keywords = {},
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}