Västerled tur och retur : Del 1: Utbildning och ekonomi. En ekonomhistorisk studie av Sverige-Amerika Stiftelsens stipendieverksamhet 1919-2006

Transnationella strategier inom den högre utbildningen. Sveriges förhållande till Frankrike och USA, 1919-200

Västerled tur och retur : Del 1: Utbildning och ekonomi. En ekonomhistorisk studie av Sverige-Amerika Stiftelsens stipendieverksamhet 1919-2006

Transnationella strategier inom den högre utbildningen. Sveriges förhållande till Frankrike och USA, 1919-200

The Value of Education : Distributions, Returns and Social Reproduction during the 20th Century

This thesis focuses on changes in the value of educational capital over time. Taking as a point of departure Pierre Bourdieu’s notion of a multidimensional social space, the thesis examines how this value is affected when educational assets—through the democratization of education—are becoming more widespread across this space (i.e. the population). The studies are based on datasets from Statistics Sweden, comprising the complete censuses of 1960 to 1990, LISA-registers, and registers of wealth and income. Different approaches are employed: the use of the Gini-coefficient to catch changes in the distribution of education; comparative models to investigate cohorts at different points in time; and specific multiple correspondence analysis to study the distribution of several assets simultaneously.  Three aspects are explored: the distributions, returns, and uses of education. Firstly, while there is a steady increase in the average number of years of schooling, there is a different pattern in the development of the distribution of education. Three phases were distinguished: one of increasing levels of inequality, one of decreasing inequality, and one in which the inequality levelled out. Secondly, the returns of education have diminished as far as economic gains are concerned, causing a fracture between different social generations, at the same time as the returns in a wider social sense have remained relatively stable. However, the relative stability hides crucial discrepancies. Groups with the lowest level of education are further marginalized and distances between ‘economic’ and ‘cultural’ groups are growing. Thirdly, in their modes of using the educational system, there are glaring differences between the economic elite and the cultural elite, although both utilize prestigious educational institutions as sites of social reproduction. The fundamental difference consists in that exclusive educational strategies are not as necessary to the dominant fraction of the economic elite. Their children are able to choose more freely among the offers of higher education.  The paradoxical development of the value of education is that while the absolute value of educational capital has decreased in general, the differences in relative value persist

Modes of reproduction in the Swedish economic elite : education strategies of the children of the top one per cent

Most sociological studies on the economic elite have focused on groups holding formal power in the economic field. In this paper, the Swedish economic elite is constructed in line with Thomas Piketty’s notions on the richest top one per cent, but the scope extended beyond the economic analysis by combining it with a sociological perspective. Differences within this distributional group are found in the volume and composition of economic capital – as well as in other forms of capital. The elite is structured by an opposition between, first, those holding large wealth and those receiving high-wage incomes and, second, between the established elite and newcomers. Moreover, many elite studies pay attention to the routes to elite position. This paper also examines modes of reproduction from elite positions, using the education strategies employed by children of the economic elite within Swedish higher education. Such strategies are more important – and narrow – for the children of the high-income elite, revealed by their overrepresentation at certain highly selective educational institutions.Studielån, lön och förmögenhet inom högskolan. Sociala gruppers studiefinansiering, 1998-200

The Value of Education : Distributions, Returns and Social Reproduction during the 20th Century

This thesis focuses on changes in the value of educational capital over time. Taking as a point of departure Pierre Bourdieu’s notion of a multidimensional social space, the thesis examines how this value is affected when educational assets—through the democratization of education—are becoming more widespread across this space (i.e. the population). The studies are based on datasets from Statistics Sweden, comprising the complete censuses of 1960 to 1990, LISA-registers, and registers of wealth and income. Different approaches are employed: the use of the Gini-coefficient to catch changes in the distribution of education; comparative models to investigate cohorts at different points in time; and specific multiple correspondence analysis to study the distribution of several assets simultaneously.  Three aspects are explored: the distributions, returns, and uses of education. Firstly, while there is a steady increase in the average number of years of schooling, there is a different pattern in the development of the distribution of education. Three phases were distinguished: one of increasing levels of inequality, one of decreasing inequality, and one in which the inequality levelled out. Secondly, the returns of education have diminished as far as economic gains are concerned, causing a fracture between different social generations, at the same time as the returns in a wider social sense have remained relatively stable. However, the relative stability hides crucial discrepancies. Groups with the lowest level of education are further marginalized and distances between ‘economic’ and ‘cultural’ groups are growing. Thirdly, in their modes of using the educational system, there are glaring differences between the economic elite and the cultural elite, although both utilize prestigious educational institutions as sites of social reproduction. The fundamental difference consists in that exclusive educational strategies are not as necessary to the dominant fraction of the economic elite. Their children are able to choose more freely among the offers of higher education.  The paradoxical development of the value of education is that while the absolute value of educational capital has decreased in general, the differences in relative value persist

The Value of Education : Distributions, Returns and Social Reproduction during the 20th Century

This thesis focuses on changes in the value of educational capital over time. Taking as a point of departure Pierre Bourdieu’s notion of a multidimensional social space, the thesis examines how this value is affected when educational assets—through the democratization of education—are becoming more widespread across this space (i.e. the population). The studies are based on datasets from Statistics Sweden, comprising the complete censuses of 1960 to 1990, LISA-registers, and registers of wealth and income. Different approaches are employed: the use of the Gini-coefficient to catch changes in the distribution of education; comparative models to investigate cohorts at different points in time; and specific multiple correspondence analysis to study the distribution of several assets simultaneously.  Three aspects are explored: the distributions, returns, and uses of education. Firstly, while there is a steady increase in the average number of years of schooling, there is a different pattern in the development of the distribution of education. Three phases were distinguished: one of increasing levels of inequality, one of decreasing inequality, and one in which the inequality levelled out. Secondly, the returns of education have diminished as far as economic gains are concerned, causing a fracture between different social generations, at the same time as the returns in a wider social sense have remained relatively stable. However, the relative stability hides crucial discrepancies. Groups with the lowest level of education are further marginalized and distances between ‘economic’ and ‘cultural’ groups are growing. Thirdly, in their modes of using the educational system, there are glaring differences between the economic elite and the cultural elite, although both utilize prestigious educational institutions as sites of social reproduction. The fundamental difference consists in that exclusive educational strategies are not as necessary to the dominant fraction of the economic elite. Their children are able to choose more freely among the offers of higher education.  The paradoxical development of the value of education is that while the absolute value of educational capital has decreased in general, the differences in relative value persist

Västerled tur och retur : Del 1: Utbildning och ekonomi. En ekonomhistorisk studie av Sverige-Amerika Stiftelsens stipendieverksamhet 1919-2006

Transnationella strategier inom den högre utbildningen. Sveriges förhållande till Frankrike och USA, 1919-200