Fellowships and Visiting Positions:
Workshops and Conferences:
Summer term 2014:
Inequality and intergenerational mobility in developed and developing countries
Current Research Projects:
|"Intergenerational mobility and the rise and fall of inequality: Lessons from Latin America"|
Countries with a high level of inequality show also a high association between parents' and childrens' economic outcomes; i.e. low intergenerational mobility. So far, this relationship has been investigated in cross-country comparisons and for rising inequality. This study focuses on countries where inequality has fallen, measuring the intergenerational mobility of two different cohorts: people who faced high and low inequality in childhood respectively (when parental investment is essential). The laboratory for this exercise is Latin America: On the one hand, the region displays the world's highest levels of inequality and intergenerational persistence of socioeconomic status; on the other, while worldwide inequality has been rising, most Latin American countries experienced a significant decrease in inequality in the last decade. Two sources of data are used: i) the public opinion survey Latinobarometro. ii) the Socio-Economic Database for Latin America and the Caribbean. Both data sources share the great advantage of comparability between countries and over time. One main finding is that in countries where inequality has significantly fallen, measurably higher intergenerational mobility can be observed. Moreover, changes in inequality and changes in mobility are negatively associated. However, a general trend towards higher mobility can be observed, too, also in some of the countries where inequality has not fallen. Hence, patterns which has been identified in the past literature to influence intergenerational mobility (e.g. economic growth, returns to education and public investment in human capital) are evaluated, shedding light on the different developments across countries.
|"Parental background matters: Intergenerational mobility and assimilation of Italian immigrants in Germany" with Timm Bönke|
We investigate the hypothesis of failed integration and low social mobility of immigrants. For this purpose, an intergenerational assimilation model is tested empirically on household survey data and validated against administrative data provided by the Italian Embassy in Germany. In line with previous studies, we confirm substantial inequality of educational achievements between immigrants and natives. However, we find that the children of Italian immigrants exhibit fairly high intergenerational mobility. Furthermore, holding parental education constant, Italian second generation immigrants show no less opportunities than natives to achieve high schooling degrees. These findings suggest a rejection of the failed integration hypothesis.
Discussion paper available at: http://edocs.fu-berlin.de/docs/receive/FUDOCS_document_000000021023
|"Who dares, wins? - A sibling-analysis on tertiary education transition in Germany" with Tamás Keller|
Past studies have found that parental background has a considerable impact on educational decisions. Our knowledge is, however, still limited regarding educational transitions later in life, such as into tertiary education. Is parental background a predominant factor in this relatively late educational decision, or do individual talent and determination have an impact of their own? We address this question by decomposing the probability of success – regarded by rational choice models in sociology as a major component in the explanation of educational choices – as a function of observable and unobservable characteristics, using school grades and subjective perceptions about future educational success. Tocontrol for the overall effect of family background, a sibling analysis is performed. The data is derived from the German Socioeconomic Panel (SOEP), where we can follow those pupils who participated in the survey at the age of 17 later in life. Our results are twofold. Parental background (through school grades) exerts a strong influence at the time of transition to university; however, subjective perceptions also have an effect that is independent of parental background.
Discussion paper available at: http://www.diw.de/sixcms/detail.php?id=diw_01.c.492446.de