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Not All Transitions Are Equal: The Relationship Between Effects on Passing Steps in a Sequential Process and Effects on the Final Outcome

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  • Maarten L. Buis

Abstract

This article deals with a model for describing a sequence of events, for example, education is typically attained by a set of transitions from one level of education to the next. In particular, this article tries to reconcile measures describing the effect of a variable on each of these transitions, with measures describing the effect of this variable on the final outcome of that process. Such a relationship has been known to exist within a sequential logit model, but it has hardly been used in empirical research mainly because of an absence of a practical way of giving it a substantive interpretation. This article tries to provide such an interpretation by showing that the effect on the final outcome is a weighted sum of the effects on each transition, such that a transition gets more weight if more people are at risk of passing that transition, passing the transition is more differentiating, and people gain more from passing.

Suggested Citation

  • Maarten L. Buis, 2017. "Not All Transitions Are Equal: The Relationship Between Effects on Passing Steps in a Sequential Process and Effects on the Final Outcome," Sociological Methods & Research, , vol. 46(3), pages 649-680, August.
  • Handle: RePEc:sae:somere:v:46:y:2017:i:3:p:649-680
    DOI: 10.1177/0049124115591014
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    3. Stephen V. Cameron & James J. Heckman, 1998. "Life Cycle Schooling and Dynamic Selection Bias: Models and Evidence for Five Cohorts," NBER Working Papers 6385, National Bureau of Economic Research, Inc.
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    2. Patrick-Hervé Mbouombouo Mfossa, 2022. "Mobile money-driven financial inclusion, exposure to shocks and households' financial resilience strategies adoption process: Evidence from Cameroon [Inclusion financière via le mobile money, expos," Working Papers hal-03614064, HAL.
    3. Xiangyang Bi & Xueling Liu, 2024. "From “transitions” to “trajectories”: towards a holistic interactionistic analysis of educational inequality in contemporary China," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-16, December.
    4. Fabio Sánchez & Alexis Munari & Tatiana Velasco & María Camila Ayala & Xiomara Pulido, 2016. "Beneficios económicos y laborales de la educación media y acceso a la educación superior," Documentos de trabajo 17660, Escuela de Gobierno - Universidad de los Andes.
    5. El-Saadani, Somaya & Metwally, Soha, 2019. "Inequality of opportunity linked to disability in school enrollment among youth: Evidence from Egypt," International Journal of Educational Development, Elsevier, vol. 67(C), pages 73-84.
    6. Fabio Sánchez & Tatiana Velasco & María Camila Ayala & Xiomara Pulido, 2016. "Trayectorias de permanencia, deserción y repitencia en la educación secundaria colombiana y sus factores asociados," Documentos de trabajo 17659, Escuela de Gobierno - Universidad de los Andes.
    7. Katarina Weßling & Nora Bechler, 2019. "Where do regional influences matter? The impact of socio-spatial indicators on transitions from secondary school to university [Wo hat Region einen Einfluss? Effekte sozialräumlicher Indikatoren au," Review of Regional Research: Jahrbuch für Regionalwissenschaft, Springer;Gesellschaft für Regionalforschung (GfR), vol. 39(2), pages 163-188, October.
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