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Stratification Theory, Socioeconomic Background, and Educational Attainment

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  • Samuel R. Lucas

    (University of California-Berkeley, Lucas@demog.berkeley.edu)

Abstract

Three proposals explicate the social origins/education transitions association. Maximally maintained inequality (MMI) (Raftery and Hout 1993) claims the association declines only at transitions high origin persons universally or nearly universally make. Relative risk aversion (RRA) (Breen and Goldthorpe 1997) suggests broader inequality reduction is possible and depends on changing costs and norms. Effectively maintained inequality (EMI) (Lucas 2001) contends meaningful inequality reduction is elusive because qualitatively different types of education maintain consequential inequality, even at universal transitions. Each proposal has evidentiary support, yet because proposals highlight different association indices, most are described informally, and their distinctiveness is disputed, comparative evaluation requires a prior, clarifying, formal analysis. Formal analysis reveals that MMI is non-falsifiable. RRA and EMI are falsifiable and are potentially but not necessarily complementary. Future research should investigate whether and why RRA, EMI, both, or neither, apply.

Suggested Citation

  • Samuel R. Lucas, 2009. "Stratification Theory, Socioeconomic Background, and Educational Attainment," Rationality and Society, , vol. 21(4), pages 459-511, November.
    • Handle: RePEc:sae:ratsoc:v:21:y:2009:i:4:p:459-511
    DOI: 10.1177/1043463109348987
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    References listed on IDEAS

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    1. Eskil Heinesen & Richard Davies & Anders Holm, 2002. "The relative risk aversion hypothesis of educational choice," Journal of Population Economics, Springer;European Society for Population Economics, vol. 15(4), pages 683-713.
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    Cited by:

    1. Anders Holm & Richard Breen, 2016. "Behavioral and statistical models of educational inequality," Rationality and Society, , vol. 28(3), pages 270-298, August.
    2. Catherine A. Manly & Ryan S. Wells & Genia M. Bettencourt, 2017. "Financial Planning for College: Parental Preparation and Capital Conversion," Journal of Family and Economic Issues, Springer, vol. 38(3), pages 421-438, September.
    3. Marginson, Simon, 2018. "Higher education, economic inequality and social mobility: Implications for emerging East Asia," International Journal of Educational Development, Elsevier, vol. 63(C), pages 4-11.
    4. José Joaquín Brunner, 2013. "The Rationale for Higher Education Investment in Ibero-America," OECD Development Centre Working Papers 319, OECD Publishing.
    5. Mitchell D. Lingo, 2019. "Stratification in Study Abroad Participation After Accounting for Student Intent," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(8), pages 1142-1170, December.
    6. Eyal Bar-Haim & Carmel Blank, 2019. "Second-Chance Alternatives and Maintained Inequality in Access to Higher Education in Israel," Social Inclusion, Cogitatio Press, vol. 7(1), pages 28-37.
    7. Fabrizio Bernardi & Gabriele Ballarino, 2011. "Participation, equality of opportunity and returns to tertiary education in contemporary Europe," Working Papers 10, AlmaLaurea Inter-University Consortium.
    8. Salazar, Leire & Cebolla-Boado, Héctor & Radl, Jonas, 2020. "Educational expectations in the great recession: has the impact of family background become stronger?," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 18(2), pages 465-491.
    9. Mads M. Jæger & Anders Holm, 2012. "Conformists or rebels? Relative risk aversion, educational decisions and social class reproduction," Rationality and Society, , vol. 24(2), pages 221-253, May.

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