Project Description

Intergenerational Dynamics in Learning Engagement, Life Chances and Well-Being of Young People

We examine two intergenerational processes.  The first concerns how parental education influences child education.  While others have explored this, our paper is the first to deal with the censored nature of child and parent education; such censoring being introduced by the existence of a minimum school-leaving age.  We show that failure to account for this can bias inference.  Our second paper examines ethnic variations in well-being and how this differs across recent migrants, longer-term first generation migrants, second generation migrants and “natives” (those born in the UK and with both parents also born in the UK).  We also explore characteristics and circumstances that appear correlated with well-being.

Outputs

Dorsett, R., Rienzo, C. and Weale, M. (2018) Intergenerational and inter-ethnic well-being: an analysis for the UK Population, Space and Place 25(2) PDF

Dorsett, R., Rienzo, C. and Weale, M. (2018) Censoring and Instrumental Variable Estimation: Biases in Estimates of the Relationship between Father’s and Children’s Years of Education Westminster Business School working paper 2018/006 PDF

  • Earlier version: Dorsett, R. and Weale, M. (2017) The Inter-generational Effect of Education: Controlling for Bias due to Compulsory Schooling.  LLAKES research paper 57 PDF

Funder

Economic and Social Research Council

Partners

Part of the programme of research carried out by the LLAKES centre.