How Has Educational Expansion Shaped Social Mobility Trends in the United States?. Social Forces, 94(1), pp. 143-180. http://dx.doi.org/10.1093 /sf/ sov045. Working Paper Version: PSC Research Report, 14-817, 2014. http://www.psc.isr.umich.edu/pubs/pdf/rr14-817.pdf.
Class Mobility Across Three Generations in the U.S. and Germany. Research in Social Stratification and Mobility, 35, pp. 35–52. dx.doi.org/10.1016/j.rssm.2013.09.007. Working Paper Version: open Access provided by the University Library of University of Bremen, http://elib.suub.uni-bremen.de/edocs/00104230-1.pdf.
Florian Hertel (2016): Social Mobility in the 20th Century. Class Mobility and occupational Change in the United States and Germany. . ISBN 978-3-658. Wiesbaden: Springer VS. http://www.springer.com/us/book/9783658147846
The land of opportunity? Trends in social mobility and education in the United States. EUI MWP; 2016/14 URI: http://hdl.handle.net/1814/41786 ISSN: 1830-7728.
This contribution provides a long-term assessment of intergenerational social mobility trends in the United States across the 20th and early 21st centuries and assesses the determinants of those trends. In particular, we study how educational expansion has contributed to the observed changes in mobility opportunities for men across cohorts. Drawing on recently developed decomposition methods, we empirically identify the contribution of each of the multiple channels through which changing rates of educational participation shape mobility trends. We find that a modest but gradual increase in social class mobility can nearly exclusively be ascribed to an interaction known as the compositional effect, according to which the direct influence of social class backgrounds on social class destinations is lower among the growing number of individuals attaining higher levels of education. This dominant role of the compositional effect is also due to the fact that, despite pronounced changes in the distribution of education, class inequality in education has remained stable while class returns to education have shown no consistent trend. Our analyses also provide a cautionary tale about mistaking increasing levels of social class mobility for a general trend toward more fluidity in the United States. The impact of parental education on son's educational and class attainment has grown or remained stable, respectively. Here, the compositional effect pertaining to the direct association between parental education and son's class attainment counteracts a long-term trend of increasing inequality in educational attainment tied to parents' education.
Social Forces, 94(1), pp. 143-180. http://dx.doi.org/10.1093 /sf/ sov045. Working Paper Version: PSC Research Report, 14-817, 2014. http://www.psc.isr.umich.edu/pubs/pdf/rr14-817.pdf.
Research in Social Stratification and Mobility, 35, pp. 35–52. dx.doi.org/10.1016/j.rssm.2013.09.007. Working Paper Version: open Access provided by the University Library of University of Bremen, http://elib.suub.uni-bremen.de/edocs/00104230-1.pdf.
Based on a novel class scheme and a unique compilation of German and American data, this book reveals that intergenerational class mobility increased over most of the past century. While country differences in intergenerational mobility are surprisingly small, gender, regional, racial and ethnic differences were initially large but declined over time. At the end of the 20th century, however, mobility prospects turned to the worse in both countries. In light of these findings, the book develops a narrative account of historical socio-political developments that are likely to have driven the basic resemblances across countries but also account for the initial decline and the more recent increase in intergenerational inequality.
ISBN 978-3-658. Wiesbaden: Springer VS. http://www.springer.com/us/book/9783658147846