My research interests are concerned with the formation of social inequalities across the life course. Current research focuses on three themes: 1) child development in dynamic family contexts, 2) social inequality in educational attainment, and 3) the interplay of inter- and intragenerational mobility among graduates. To address these research themes, I commonly apply quantitative methods to large-scale longitudinal data.
Markus Klein
Sociologist
Research
Child development in dynamic family contexts
Early childhood conditions are crucial for life course outcomes and play a significant role in the intergenerational social reproduction. These conditions change over the child’s early life course and may thus be of variable consequence for children’s development depending on the timing and duration of exposure. This research investigates the association between dynamic childhood circumstances (e.g. mothers’ employment, TV consumption, housing and residential area) and children’s developmental outcomes. We use recently developed methods from biostatistics and epidemiology to account for complex temporal and causal interdependencies between different contextual factors. This project is a long-term collaboration with Michael Kühhirt (University of Cologne)
We published the first paper in this framework in Child Development:
This paper has been nominated for the prestigious Elizabeth Ross Kanter Award for Excellence in Work-Family Research (see here).
Work in progress:
- Parental education, Television Exposure, and Children’s Early Cognitive, Language and Behavioral Development The paper is currently under revise & resubmit.
- The “Boy Crisis” in Context: Academic Achievement and Behavior Problems during Childhood at the Intersection of Gender and Family Environment
We presented an earlier version of this paper at the ISA Joint Conference for RC06 (Family) and RC41 (Population) in Singapore, 17-19 May 2018. An updated version of this paper will be presented at the SLLS (Society for Longitudinal and Life Course Studies) Annual Conference in Potsdam, 25-27 September 2019. - Direct and indirect effects of grandparents’ education on grandchildren’s cognitive development: The role of parental cognitive ability
We presented this paper in the RC28 session Multigenerational Perspectives on Stratification at the ISA World Congress in Toronto (July 15-21, 2018). - Decomposing family background differences on early cognitive and language development. The role of parental class, status, education, and occupational skills (with Katherin Barg)
At the ISA World Congress, Michael Kühhirt and I organised and chaired an RC28 session on the Social stratification of Child Development. The session aimed to integrate social stratification research with current theoretical models and concepts of human development.
Together with Jianghong Li (WZB Berlin), we are organizing another session on “Social Stratification and Child Development” for Research Committee 28 (Social Stratification) at the ISA Forum of Sociology 2020, July 14-18 in Brazil (http://bit.ly/2I4gP8X).
Submit your paper abstract until Sept 30 here: http://bit.ly/2XRWIBc
Social inequality in educational attainment
This research is concerned with changes in social inequalities in educational attainment over time, the relationship between macro-level education policy and social inequality and the micro-level mechanisms for educational inequality.
My first empirical work on this topic investigated how social disparities in attending Gymnasium and qualifying for higher education in Germany have developed since the 1930s until very recently (together with Steffen Schindler, Reinhard Pollak, and Walter Müller).
Within AQMeN, we analysed the association between school curricula, examination results, and university entrance requirements and social inequalities in access to higher education comparing the Scottish and Irish education system (together with Cristina Iannelli and Emer Smyth). This paper was published in the British Educational Research Journal and has been shortlisted for the 2017 BERJ Editor’s Choice Award.
My newest paper (together with Katherin Barg and Michael Kühhirt) investigated whether social inequalities in the eligibility for higher education were smaller in East Germany than West Germany before reunification and how that changed after reunification. This paper was published in Sociological Science in January 2019.
In September 2018, I gained funding from the ESRC Secondary Data Analysis Initiative for a project investigating the mediating role of school absenteeism for social inequalities in educational attainment and post-school destinations.
A further project with Strathclyde colleagues is concerned with nurturing school ethos to improve educational attainment and to help to decrease the poverty-related attainment gap in a secondary school in Glasgow. Glasgow City Council funds this research.
Interplay of inter- and intragenerational mobility among graduates
Whereas the literature on intergenerational mobility found that the influence of the class of origin on class destinations is weaker among the highly educated than among individuals with lower educational attainment, several studies (including my work with Marita Jacob and Cristina Iannelli) showed that social origin still matters for labour market outcomes even for graduates. However, these studies commonly restrict their analyses to labour market entry or two snapshot measures in the life course (e.g. entry and occupational maturity).
In this project, we use a holistic approach and model social inequalities in long-term career trajectories among graduates across the life course. Using birth cohort studies (e.g. BCS70) and growth curve modelling, we assess whether initial disparities at labour market entry perpetuate over the life course, increase or whether career developments offer the potential to compensate for initial differences. Furthermore, we will look at within-graduate heterogeneity of social inequalities in career progression.
The paper “Family of Origin, Field of Study and Graduates’ Career Progression. Does Social Inequality Vary Across Fields? (with Marita Jacob) is forthcoming in the British Journal of Sociology. A Pre-Print can be accessed here.
Work in Progress
Do Selective Institutions Pay Off Equally for Graduates from Diverse Backgrounds? Social Origin, HE Institutions and Long-term Career Trajectories. The paper is currently under review. A working paper can be accessed here.
Current Research Funding
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Klein, Markus (Principal Investigator), & Sosu, Edward (Co-investigator)
Period: 01/09/2018 – 28/02/2020
Significant social inequalities in educational attainment are well-established in Scotland and elsewhere. Closing the poverty-related attainment gap has therefore been identified as the key priority in Scottish education policy. The literature on the mechanisms underpinning socio-economic differences in educational attainment has not yet seriously considered school absenteeism. Yet missing out frequently from school may hinder children’s ability to develop to their full academic potential and may, therefore, be detrimental not only for individuals’ life courses but also for Scotland’s economy and society. Investigating the prevalence, determinants and consequences of school absenteeism in Scottish schools is, therefore, an essential requirement for evidence-based changes in policy and practice.
This project aims to investigate whether differences in school attendance account for social inequalities in educational attainment and post-school destinations among pupils in Scotland. Due to differences in health-related behaviour, residential and school mobility, family structure and environment, and parental employment characteristics, children from lower socio-economic backgrounds may be more frequently absent from school than children from higher socio-economic backgrounds. In turn, missing out on important parts of the curriculum due to lower attendance, truancy, or exclusion may result in lower performance in school exams, decreased likelihood of continuing school after the compulsory schooling age, and lowering the likelihood of progressing to higher education. In addition, we will investigate whether school absenteeism is more detrimental to pupils from lower socio-economic backgrounds than to pupils from higher socio-economic backgrounds. Our results will have important implications for policy and practice.
The secondary data analysis will make use of the unique Scottish Longitudinal Study (SLS) which links Census data in 2001 and 2011 with administrative School Census and Scottish Qualifications Authority (SQA) data. The SLS is a large-scale, anonymised linkage study designed to capture 5.5% of the Scottish population based on 20 semi-random birthdates. These large-scale administrative data are unique in providing detailed and accurate information on family background, school attendance and school attainment among secondary pupils in Scotland. The use of administrative data on school attendance is advantageous as it provides more reliable data than survey information.
Our study will explore whether, and to what extent, school absenteeism explains socio-economic differences in school performance and post-school destinations among secondary school students. It will provide a novel and comprehensive understanding of whether the type of school absenteeism, such as truancy, exclusion or legitimate absence matters. Finally, it will shed light on whether absenteeism is particularly detrimental for children from lower socio-economic backgrounds.
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Cassidy, Claire (Principal Investigator) Holmes, Joanna (Co-investigator) Klein, Markus (Co-investigator) Sosu, Edward (Co-investigator)
Period: 01-Aug-2017 – 31-Mar-2019
This research and development project is designed to be sustainable, innovative and inclusive while focusing on three particular areas in addressing the Scottish Government’s Attainment Challenge. The over-arching goal of the project is to improve educational attainment by nurturing and building on the school ethos and environment. A whole school approach to meeting the demands of raising attainment is built around:
- Developing a data literate school community;
- Developing middle managers in leading and managing change;
- Developing teacher’s pedagogy and children’s metacognitive skills through philosophy with children
Together with Edward Sosu, I am responsible for the first part of the project.