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- Andersson, Linus, 1985-
(författare)
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Essays on Family Dynamics : Partnering, Fertility and Divorce in Sweden
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Diversity in household and family structures poses interesting questions for scientific inquiry. What accounts for patterns of reproduction, partnering, household formation and household dissolution? This dissertation investigates facets of this question in the context of modern Sweden from a longitudinal and individual level perspective. It consists of three empirical studies using data from administrative registers and panel survey data. The first study begins with noting a rapid expansion in online education and analyzes whether this development leads to higher fertility in student populations. The second study asks whether individuals’ predispositions towards divorce change after exposure to the experience of parenthood, union formation and union dissolution. The third study builds on the literature on assortative mating and investigates what drives underlying preferences for this behavior.
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| 2. |
- Dollmann, Jörg, et al.
(författare)
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Classroom composition and language skills: the role of school class and friend characteristics
- 2020
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346.
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Tidskriftsartikel (refereegranskat)abstract
- The present study addresses the question to what extent language skills among students are influenced by the composition of the overall classroom context and the composition of friendship networks within school classes. Furthermore, we ask whether the effects differ between stratified school systems, with a more homogenous student body in school classes, and comprehensive school systems, with a more heterogeneous student body. Focusing only on classroom characteristics, we find positive effects of the socioeconomic and cognitive overall composition of the school class in Germany’s selective school system, but not in Sweden’s comprehensive system. In contrast, the ethnic composition does not matter significantly in any of the systems, while direct peer interactions, captured with social networks measures targeting friends in a school class, matter slightly more in Sweden’s comprehensive school system.
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| 4. |
- Dollmann, Jörg, et al.
(författare)
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Ethnic Differences in Language Skills : How Individual and Family Characteristics Aid and Prohibit the Linguistic Integration of Children of Immigrants
- 2018
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Ingår i: Growing Up in Diverse Societies.. - Oxford : Oxford University Press. - 9780197266373
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Bokkapitel (refereegranskat)abstract
- Proficiency in the language of a new country is perhaps the most important precondition for the successful integration of immigrants in various other integration aspects, like educational and vocational success, interethnic relations and ethnic identify formation. Explaining ethnic disparities in linguistic integration therefore has the potential to aid our understanding of ethnic differences along various other integration dimensions. In the present contribution, we first demonstrate substantial heterogeneity of adolescents’ language proficiency in four European countries depending on their ethnic origin and their migration history. In order to further understanding these differences we examine very different individual and family factors that can be hypothesised to influence language learning processes. Besides an influence of social background on language learning, we show that ethnic specific factors such as language use in the family are at least partly relevant for the language acquisition process.
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| 5. |
- Dollmann, Jörg, et al.
(författare)
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Ethnic gaps in Swedish upper secondary school completion : Is 'immigrant optimism' the problem?
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- In many Western countries, researchers have documented ‘immigrant optimism’ in education, i.e., the tendency for immigrant-background students to choose academically more demanding routes than others at given levels of grade point averages (GPA). For some, this indicates structural integration, while others alert against an ‘immigrant optimism trap’ when ambition trumps ability, leading to high risks of non-completion. Using longitudinal Swedish population data (n≈90,000), we estimate the upper secondary ‘completion gap’ to 12% to the detriment of immigrant-background students. We then address the ‘trap hypothesis’ via two counterfactual analyses. The first shows that if immigrant-background youth made similar educational choices as other students at the same GPA, the completion gap would shrink by 3.4 percentage points. The second analysis suggests that restricting admission to programmes based on prior GPA, which would lead to a massive relocation of low- and mid-GPA students to vocational programmes, would reduce the completion gap by 2.2 percentage points. These changes must be considered marginal in view of the substantial restrictions of choice that either of these measures would entail. We conclude that completion gaps are not primarily a result of immigrant optimism, and optimistic choices are likely to be a net positive for structural integration.
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| 6. |
- Dollmann, Jörg, et al.
(författare)
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Is ‘immigrant optimism’ in educational choice a problem? Ethnic gaps in Swedish upper secondary school completion
- 2023
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Ingår i: European Sociological Review. - : Oxford University Press. - 0266-7215 .- 1468-2672. ; 39:3, s. 384-399
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Tidskriftsartikel (refereegranskat)abstract
- In many Western countries, researchers have documented ambitious educational choices among students of immigrant origin, for example, the tendency to choose academically more demanding routes than others at given levels of school achievement (e.g. grades, GPA). While this may indicate integration, some warn against an ‘immigrant optimism trap’, because choosing more demanding tracks at lower levels of GPA may increase risks of non-completion. Using longitudinal Swedish population data (n ≈ 90,000), we estimate an upper secondary ‘ethnic completion gap’ of 12 per cent to the detriment of students of immigrant background. We then address the ‘trap hypothesis’ via two analyses. The first shows that if students of immigration background would make similar educational choices as other students at the same GPA, the completion gap would shrink by 3.4 percentage points. The second analysis, based on simulations, suggests that restricting admission to academic programmes based on prior GPA, would lead to a massive relocation of low- and mid-GPA students to—usually less demanding—vocational programmes, but would only reduce the completion gap by 2.2 percentage points. These changes must be considered marginal in view of the substantial restrictions of choice that either of these measures would entail. We conclude that completion gaps are not primarily a result of unfounded immigrant optimism, and that optimistic choices are likely to be a net positive for integration by improving the chances of immigrant youth to reach tertiary-level qualifications and professional occupations.
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| 7. |
- Erikson, Robert, 1938-, et al.
(författare)
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Change in social selection to upper secondary school - primary and secondary effects in Sweden
- 2010
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Ingår i: European Sociological Review. - : Oxford University Press. - 0266-7215 .- 1468-2672. ; 26:3, s. 291-305
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Tidskriftsartikel (refereegranskat)abstract
- Inequality of educational opportunity (IEO) depends on two separate mechanisms: children from advantaged social backgrounds perform better at school—primary effects—and tend more than others to choose to continue in education—secondary effects. IEO in the transition from compulsory to academic upper secondary education has earlier been shown to have decreased in Sweden since the middle of the 20th century. We investigate whether this change can be accounted for by changing primary or secondary effects, or perhaps by both. The analysis is based on longitudinal data for six cohorts of children, born from 1948 to 1982. Primary and secondary effects are separated both by grade point averages and cognitive test results. The estimation of the effects is based on the comparison of actual and counterfactual transitions among children from different social classes. Results show that the decrease in IEO overall seems to be related to corresponding changes in the primary and secondary effects. Secondary effects are greater when the separation is based on cognitive ability tests rather than grades and we end by discussing the consequences of this observation for the separation of primary and secondary effects.
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