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bihagen.pdf
Does Class Matter Equally for Men and Women? A study of the impact of class on wage mobility in Sweden 1999-2003(Erik Bihagen)download this file
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erikson.pdf
Social Selection in Stockholm Schools: Primary and secondary effects on the transition to upper secondary education(Robert Erikson)It was early observed that children from higher social classes on average perform better at school and that they, given performance, tend to choose academic tracks in school to a larger extent than children from lower social origins (Boalt 1947; Härnqvist 1958; Jencks (1974) labelled these two mechanisms primary and secondary effects. In a recent paper Jackson et.al. (2005) show that secondary effects since around 1970 account for between a quarter and a half of social selection to A-levels in Britain, and that no substantial change could be observed in this respect. In this paper we intend to make a comparable study for Sweden, where inequality of educational attainment has diminished, in difference to the development in Britain.download this file
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korpi_tahlin.pdf
Skill mismatch, wages, and wage growth: Overeducation in Sweden, 1974 – 2000(Tomas Korpi, Michael Tåhlin)We examine the impact of skill mismatch on wages in Sweden in the context of static and dynamic versions of the ORU model. The empirical analyses, based on cross-sectional and panel data from the Swedish Level of living surveys 1974-2000, are guided by two main hypotheses: (a) that skill mismatch reflects human capital compensation rather than real mismatch, and (b) that skill mismatch is real but dissolves with time spent in the labor market so that its impact on wages tends toward zero over a typical worker’s career. Our findings give mixed support to these two hypotheses. First, while there are some indications that overeducated (undereducated) workers are less (more) able than correctly matched workers, significant differences in contemporaneous economic returns to education across match categories remain even after variations in ability are taken into account. Second, there is some evidence that rates of wage growth are not lower for mismatched workers than for others, but we find no evidence that their growth rate is higher. Our main conclusion is that the overeducated are (on average) penalized early on by an inferior rate of return to schooling from which they do not recover.
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tahlin.pdf
Skills and Wages in European Labour Markets: Structure and Change(Michael Tåhlin)This paper contains an empirical analysis of the structure and change in skills and wages in five European countries (Germany, Spain, France, Great Britain and Sweden) based on cross-sectional micro data from the 2004 wave of the European Social Survey (ESS) and aggregate data on class location among men and women 1975-2004. The main results are as follows.
(1) Firm-based skill formation seems to be more widespread and more important in Britain than in several other European countries considered here, including Germany and Sweden. (2) Women are disadvantaged in firm-based skill formation. This is true for all countries, and to a roughly similar extent. (3) There is no strong indication of an interaction effect between class and gender, such that women’s disadvantage relative to men is larger in the service class than in the working class. (4) The gender wage gap, just like the class wage gap, is relatively large in Britain. Class and gender gaps tend to go together rather than trade off. (5) Class and skill are tightly connected in all countries, to a remarkably similar extent. This appears to be a universal trait across labor markets. (6) Most of the class wage gap is due to skill-related factors. In contrast, most of the gender wage gap – in all countries – seems to depend on other factors than skill. But differences between men and women in firm-based (rather than school-based) skill formation accounts for a significant part of the gender wage gap in all countries. (7) Class dominates other considered dimensions of stratification – industry, contract and gender – with regard to the distribution of skills and wages. Industry tends to be significantly related to school-based but not firm-based skill requirements. Fixed-term contracts carry significant wage penalties in Germany, Spain and Sweden but not in Britain or France. (8) The evolution of class structures over time indicates a significant increase in skill demand in all countries. In Germany, Britain and Sweden, this upgrading of the occupational structure has been larger for women than for men. The overall rise in skill demand appears to have been strongest in Britain. (9) The distribution of skill demand has been fairly stable in Germany, France and Sweden. By contrast, Britain is marked by a strong polarization of its job structure, both among men and women. This has probably contributed significantly to the rise in wage inequality. (10) Gender segregation of the class structure has changed very little in overall terms. Disaggregation reveals, however, that horizontal segregation has increased somewhat over time, while vertical segregation has declined. Women’s occupational attainment has improved more in Britain and Sweden than in Germany and France.download this file
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vonotter_stenberg.pdf
Social Capital and Social Inequalities in Educational Attainment. Evidence from a Swedish Cohort(Cecilia von Otter, Sten-Åke Stenberg)download this file
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