Backgrounds and intergenerational educational mobility in a developing country: Three empirical approaches for Uruguay
No. 92 (2022-10-01)Author(s)
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Santiago Soto
Abstract
This paper analyzes the influence of backgrounds (i.e., parents’ education, observable and non-observable circumstances) on formal educational outcomes for cohorts born between 1955 and 1989 in a developing country: Uruguay. The information is taken from the Longitudinal Survey of Social Protection which contains information on parents, children, and siblings (regardless of cohabitation). Three complementary approaches are analyzed. The percentage of the variance of the years of education explained by each model is used as a summary measure. The father’s education explains 28.6% of the total variance and the mother’s 29.2%. Based on an equality opportunities approach using a broad set of observable circumstances, this value was estimated at 39.6%. In turn, family and neighborhood contexts shared by siblings were estimated at 63% of the variance of the years of education. The study of the importance of backgrounds has been growing consistently for the last cohorts. No relevant differences were found between men and women.
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