El efecto del origen social con el paso del tiempola inserción laboral de los graduados universitarios españoles durante la democracia

  1. Torrents Vilà, Dani
  2. Fachelli, Sandra
Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Ano de publicación: 2015

Volume: 26

Número: 2

Páxinas: 331-349

Tipo: Artigo

DOI: 10.5209/REV_RCED.2015.V26.N2.43070 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista complutense de educación

Resumo

This article aims to analyse the role of social background on the labor insertion of graduates in Spain between 1975 and 1998. In previous research we analysed salaried graduates who obtained their degrees between 1999 and 2002. Now we aim to replay the same model exploring if social background influences the labor insertion, but considering the analysis over time. We argue that social background effect could reappear as an explanatory variable as time passes. To carry out the analysis we use the Survey of Living Conditions 2005 (INE) and observe the effect of social background controlled by personal and occupational factors, using binary logistic regression with the hourly wage earned as a dependent variable. The conclusions we have reached compel us to reject our hypothesis. Some further analysis must be done including additional factors such as the degree, as we cannot consider the university as a homogeneous group, and analysing the impact of the crisis through a more actualized database.

Referencias bibliográficas

  • AQU (2008) Génere i inserció laboral del col·lectiu universitari. Barcelona: Agencia per a la Qualitat del Sistema Universitari de Catalunya (AQU)
  • AQU (2012). Génere i inserció laboral. Dones i homes deu anys després de graduarse, iguals o diferents?. Barcelona: Agencia per a la Qualitat del Sistema Universitari de Catalunya (AQU)
  • BALLARINO, G.; BERNARDI, F. y PANICHELLA, N. (2013) Educational expansion and return to credentials. A comparison between Italy and Spain. XI Congreso Español de Sociología: Madrid.
  • BECKER, G. (1975). Human capital. Nueva York: NBER.
  • BERNSTEIN, B. (1988). Clases, códigos y control. Madrid: Arkal.
  • BLAU, P. y DUNCAN, O. (1967). The Americal Occupational Structure. Nueva York: Wiley and Sons.
  • BOURDIEU, P. (1984). Distinction: A social critique of the Judgement of Taste. Londres: Routledge & Kegan Paul.
  • BOURDIEU, P. y PASSERON, J. (1990). Reproduction in Education, Society, and Culture. Londres: Sage in association with Theory Culture & Society Dept. of Administrative and Social Studies Teesside Polytechnic.
  • BREEN, R. y GOLDTHORPE, J. (1997). Explaining Educational Differentials: Towards a Formal Rational Action Theory. Rationality & Society, nº9: 273 – 305.
  • BRENNAN, J. y SHAH, T. (2003). Access to what? Converting education opportunity into employment opportunity. Final report. Londres: Center for Higher Education Research and Information.
  • CACHÓN, L. (2001). ¿Movilidad social o trayectorias de clase?. Madrid: Centro de Investigaciones sociológicas.
  • CHEVALIER, A. (2007). Education, Occupation and Career Expectations: Determinants of the Gender Pay Gap for UK Graduates. Oxford Bulletin of Economics and Statistics, 69 (6): 819-843.
  • DUNCAN, O. (1966). Path Analysis: Sociological Examples. The American Journal of Sociology, 72 (1): 1-16.
  • DUNCAN, O. y FEATHERMAN, D. (1972). Socioeconomic background and achievement. Nueva York: Academic Press.
  • ERIKSON, R. y GOLDTHORPE, J. (1992). The Constant Flux. Oxford: Clarendon Press.
  • ERIKSON, R. y JONSSON. J. (1998). Social Origin as an Interest-bearing Asset: Family Background and Labour-market Rewards among Employees in Sweden. Acta Sociologica, 41 (1): 19-36
  • FACHELLI, S. (2009). Nuevo modelo de estratificación social y nuevo instrumento para su medición. El caso argentino. Tesis doctoral leída en Octubre de 2009. Universidad Autónoma de Barcelona.
  • FACHELLI, S.; TORRENTS, D. y NAVARRO-CENDEJAS, J. (2014) ¿La universidad española suaviza las diferencias de clase en la inserción laboral? Revista de Educació, (364): 119-144.
  • GAMBETTA, D. (1987). Were they pushed or did they jump? Londres: Cambridge University Press.
  • GOLDTHORPE, J. (2007). On Sociology: numbers, narrative and the integration of research and theory. California: Stanford Univesity Press.
  • GRAHAMA, J. W. y Smith, S. A. (2005). Gender differences in employment and earnings in science and engineering in the US. Economics of Education Review, 24: 341-354.
  • HALLER, A. O. y PORTES, A. (1973). Status attainment processes. Sociology of Education, nº46: 51-91.
  • HANSEN, M. (2001). Education and economic rewards. Variations by social-class origin and income measures. European Sociological Review, 17 (3): 209–231.
  • HOUT, M. (1988). More universalism, less structural mobility: the american occupational structure in the 1980s. American Journal of Sociology, 93:1358-1400.
  • JOY, L. (2003). Salaries of recent male and female college graduates: educational and labor market effects. Industrial and Labor Relations Review, 56 (4): 606-621.
  • JOY, L. (2006). Occupational differences between recent male and female college graduates. Economics of Education Review, 25: 221-231.
  • LANGA, D. (2005). Las «experiencias académicas» de estudiantes universitarios de diferentes clases sociales. Témpora, 8: 159-187.
  • MARQUÉS-PERALES, I. Y HERRERA-USAGRE, M. (2010). ¿Somos más móviles? Nuevas evidencias sobre la movilidad intergeneracional de clase en España en la segunda mitad del siglo XX. Revista Española de Investigaciones Sociologicas, nº 131: 43-73.
  • MERINO, R. Y GARCÍA, M. (2007). Itineraris de formació i inserció laboral dels joves a Catalunya. Barcelona: Fundació Jaume Bofill.
  • MORA, J.G. (2008) El éxito laboral de los jóvenes graduados universitarios europeos. Revista de Educación, nº extraordinario 2008, 41-58.
  • MOREAU, M. Y LEATHWOOD, C. (2006). Balancing paid work and studies: working (-class) students in higher education. Studies in Higher Education, 31 (1): 23-42.
  • NAVARRO-CENDEJAS, J. (2013). Universidad y mercado de trabajo en Cataluña: un análisis de la inserción laboral de los titulados universitarios. Tesis doctoral leída en Octubre de 2013. Universidad Autónoma de Barcelona.
  • PLANAS, J. y FACHELLI, S. (2010). Les universitats catalanes, factor d’equitat i de mobilitat profesional. Barcelona: AQU.
  • OPHEIM, V. (2007). Equal opportunities? The effect of social background on transition from education to work among graduates in Norway. Journal of Education and Work, 20 (3): 255-282.
  • RAHONA, M. (2005) “La influencia del entorno socioeconómico en la realización de estudios universitarios: una aproximación en el caso español en la década de los noventa” en Documento de Trabajo, num. 215.
  • SHAVIT, Y.; YAISH, M. Y BAR-HAIM, E. (2007). The persistence of persistent inequality. En S. Scherer; R. Pollak; G. Otte y M. Gangl (eds.) From origin to destination: trends and mechanismes in social stratification research. Frankfurt: Campus Verlag
  • STINA LYON, E. (1996). Success with qualifications: comparative perspectives on women graduates in the labour market. Higher Education, 31 (3): 301-323.
  • TORCHE, F. (2011). Is a college degree still the great equalizer? Intergerational mobility across levels of schooling in the US. American Journal of Sociology, 117 (3): 763-807.
  • TRIVENTI, M. (2011). Stratification in Higher Education and Its Relationship with Social Inequality: A Comparative Study of 11 European Countries. European Sociological Review, (November), 1–14.
  • TORRENTS, D. (2015). Trayectorias juveniles y factores de la demanda de educación universitaria española para el año 2009. Papers. Revista de Sociología, 100 (1): 131-149.
  • TORRES-MINOLDO, M. Y ANDRADA, M. (2013). Herencia social y logros educativos en Argentina ¿Meritocracia o herencia social?. Revista Complutense de Educación, 24 (2), 421-442.
Fonte de datos: Dialnet