Educational Reproduction in the Czech Lands from 1916 to the Present: A Mobility Perspective

1. Educational Reproduction in the Czech Lands from 1916 to the Present: A Mobility Perspective Natalie Simonová Petr Soukup The analysis and its presentation are based on work carried out during a visit to the European Centre for Analysis in the Social Sciences (ECASS) at the Institute for Social and Economic Research, University of Essex supported by the Access to Research Infrastructure action under the EU Improving Human Potential Programme.

2. Outline of presentation • Aims & research questions • Absolute mobily analysis • Relative mobily analysis • Related research-some results • Conclusions

3. AIMS & RESEARCH QUESTIONS

4. Aims of the analysis • to show with the help of mobility analysis the development of educational reproduction in the Czech Lands from 1916 so far • to give detailed insight on structural contexts, which formed chances on educational transitions in 3 main époques (before-socialism, socialism, post-socialism)

5. General starting points • in the beginning of 20th century the Czechs were the most educated nation among Eastern European nations, e.g. differences between the Czech and German society were negligible • after 1948 high degree of status inconsistency was taking place • after the fall of socialism relations between education, occupation and income strenghten again • i.e. after 1989 the association between education of parents and offspring should weaken

6. Conditions for educational reproduction formation • it seems so far, that after the Velvet revolution educational reproduction doesn't decrease • individuals continuation to tertiary level is highly determinated by his previous choice of secondary school • educational aspirations grow noticeably (demand), as well as possibilities to study at secondary and tertiary level schools (supply) • process of Czech higher education's liberalisation is rather at its beginning, in comparison to Poland the CR has 10-year delay (Simonová, Antonowicz 2006)

7. Research questions • Is the Czech education system becoming more/ less open after 1989? • Are there any differences between men and women in their mobility patterns? • What mechanisms are hidden behind found inequality levelsin all 3 historical periods?

8. ABSOLUTE MOBILITY ANALYSIS

9. Data and methods • 9 data sets combined (TSS 1978, 1984, 1991; SIALS; SSVE; ISSP 1997, 1999; ESS 2004; Cohesion 2005), n = 41 460 • variables = education of father, mother, respondent, respondent’s sex and his age cohort • 1888 to 1985 covered (by respondent’s birth) or 1906 to 2003 (by the year of 18th birthday)

10. 6,85 8,05 8,6 15,8 31,6 34,9 3,9 7,25 1888-1920 1906-1938 6,5 1921-1926 1939-1944 18,55 1927-1930 1945-1948 33,3 1931-1950 1949-1968 32,2 1951-1971 1969-1989 1972-1985 1990-2003 1,3 2,4 2,9 6,1 18,05 33,15 Net mobility 3,65 6,5 5,9 16,55 32,1 38,95 parent-daughter parent-son mother-daughter father-son Development of net mobility from 1906 to 2003

11. Upward educational mobility for individual age cohorts

12. Downward educational mobility for individual age cohorts

13. 1,26 2,12 2,0 2,87 1,47 0,83 9,44 8,9 1888-1920 1906-1938 12,29 1921-1926 1939-1944 2,93 1927-1930 1945-1948 1,21 1931-1950 1949-1968 0,56 1951-1971 1969-1989 1972-1985 1990-2003 11,50 10,73 8,57 13,23 4,33 1,87 upward / downward ratio 10,69 10,19 14,9 3,47 1,66 1,0 parent-daughter parent-son mother-daughter father-son Upward/ downward mobility ratio1906 to 2003

14. Absolute mobility analysis conclusions • total mobility increasingly formed by net mobility continues still after 1989 • educational system expanded with upward mobility prevailing until 1968, after 1968 stagnation and downward mobility increase • educational opportunities have been weakening for both sexes after 1989 • upward mobility equal to downward mobility in men, upward mobility twice as big as downward mobility in women after 1989 • women profit from the educational development after 1989 (twice as much as men), men stagnate

15. RELATIVE MOBILITY ANALYSIS

16. Relative mobility analysis • log-linear analysis eliminates impact of marginal distributions (quantitative changes in the system) • aimed to find the model best accounting for correlations between education of parents, respondents and the cohort • conditional independence model, constant fluidity model and log-multiplicative model were compared • the log-multiplicative model captured data structure best in all 4 cases Model: log(mabc)=λa+λb+λc+λab+λac+Φaλbc, where a - cohort, b-parent education, c-child’s education, Φ-association parameter (for parent and child’s education)

17. Model Description L2 df sig. BIC delta PC DC(PD)x Log-multiplicative model 57,3 15 0,0000 -91,9 0,0111 PC SC (PS)x Log-multiplicative model 14,7 15 0,4721 -132,5 0,0060 MC DC(MD)x Log-multiplicative model 31,4 15 0,0079 -117,5 0,0048 FC SC(FS)x Log-multiplicative model 14,9 15 0,4581 -131,8 0,0066 Results of log-linear analysis of associations between mother’s (M) education, daughter’s (D) education and cohort (C),father’s (F) education, son’s (S) education and cohort (C), education of the parent with higher level of education (P), his/her child’s education (son and/or daughter) and cohort (C)

18. Coefficient of association* in log-multiplicative models in individual cohorts for boys and girls (20th century) *betweenparent and child’s education See next slide Note: Base (reference) category are sons born in 1901-1920

19. Coefficient of association* in log-multiplicative models in individual cohorts for boys and girls (1931-nowadays) *betweenparent and child’s education Note: Base (reference) category are sons born in 1931-1950

20. Relative mobility analysis conclusions • association between parent and offspring education exists and changes in time (for cohorts) • the association consistently weakened until 1968, cca to one half of the original value in all cases • thus, intergenerational educational reproduction weakened • after 1968 till 1989 moderate strengthening or stagnation, after 1989 the same

21. RELATED RESEARCH

22. Results of other (related) studies IOdds according to gender and father's education Sons of fathers with univ. edu. have the highest probability to get university education, while daughters of fathers with basic edu. the lowest. Source: Simonova, Soukup: ISA RC 28 (Brno, May 2007)

23. Results of other (related) studies IIFactors influencing child’s aspiration on university education Source: Mateju,Soukup, Basl : ECSR (Prague, September 2006)

24. CONCLUSIONS

25. Overall summary – answers to questions posed in the beginning • Is the Czech education system becoming more/ less open after 1989?From 1949 mostly just in women. • Are there any differences between men and women in their mobility patterns?After 1989 upward mobility equal to downward mobility in men, upward mobility twice as big as downward mobility in women. Women continue to profit from the educational development after 1989 (twice as much as men), men stagnate. • What mechanisms are hidden behind found inequality levels?Educational system expanded with upward mobility prevailing until 1968, then stagnation and downward mobility increase.

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