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Ascription and achievement from a historical contextual perspective The Netherlands, 1887-1941

Research funded by NWO MAGW Grant 400-05-054. Ascription and achievement from a historical contextual perspective The Netherlands, 1887-1941. Social Stratification Research Seminar Utrecht, September 8-9 2010. Richard L. Zijdeman | Utrecht University | r.l.zijdeman@uu.nl. Introduction.

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Ascription and achievement from a historical contextual perspective The Netherlands, 1887-1941

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  1. Research funded by NWO MAGW Grant 400-05-054 Ascription and achievement from a historical contextual perspectiveThe Netherlands, 1887-1941 Social Stratification Research Seminar Utrecht, September 8-9 2010 Richard L. Zijdeman | Utrecht University | r.l.zijdeman@uu.nl

  2. Introduction • Research on contemporary intergenerational status attainment draws on detailed data and advanced methods but seldom takes context into account • Research on status attainment in the past often uses marriage records, which has no information on educational attainment

  3. Research questions • How much did the status attainment process change in the Netherlands at the end of the 19th and beginning of the 20th century? • Can these changes be explained by differences in regional developments (“modernization”)?

  4. Two approaches to status attainment

  5. Zierikzeesche Nieuwsbode, May 31st 1881, p2/2. Source: http://beeldbank.zeeuwsebibliotheek.nl/krantenbank/

  6. Mass communication - - Father’s occupation Son’s occupation Son’s education

  7. + Educational expansion In-migration Educational expansion Urbanization Mass communication - - + - - - - - -

  8. Approach (1) • Start with a representative sample of those entering higher secondary education (VHMO) in 1880/81 and 1920 • Trace back their marriage records • Combine these data with marriage records of the Historical Sample of the Netherlands

  9. Approach (2) • Compare status attainment models within cohorts (1880-’81 and 1920) in more and less advanced municipalities of marriage (e.g. more/less urbanized) • Compare between cohorts within more and less advanced municipalities

  10. Data

  11. Coverage of the municipalities of birth 1880-’81 1920

  12. Results HSN

  13. VHMO pupils

  14. Status attainment 1880 / 1920 Son’s occupational status Father’s occupational status Son’s educational attainment

  15. Change at one point in time within context

  16. Difference over time within contexts

  17. Conclusions • Overall: • Direct influence of father on son’s occupational status decreases • Educational attainment becomes more important for a son’s occupational status • Context specific: • Most of these changes only occur in the more advanced regions (cities) over time • Little difference between less and more advanced regions • Industrialism thesis or status maintenance theory? • Industrialism thesis, but little evidence for decreasing effect of social background on educational attainment

  18. To do • Use continuous measures rather than more / less advanced context • add indicators (e.g. railway stations, industrialization) • or maybe go back to “modernization”?

  19. Backup

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