Bez nadpisu

1
Trends in educational homogamy in Central
European Countries between 1976 and 2003 Tomáš
Katrnák Faculty of Social Studies Masaryk
University Brno katrnak_at_fss.muni.cz
2
Research theme

• Educational homogamy in Czech, Slovak and
  Hungarian society and trends in this homogamy
  between 1976 and 2003
• Educational homogamy is the indicator of
  societal openness, more concretely it is the
  indicator of educational differences and their
  role among people (Smits, Ultee, Lammers, 1998a
  1998b)
• High educational homogamy means, that people
  perceive educational differences as high and
  these differences are reflected in their marital
  option in selection of husband or wife
• Lower educational homogamy indicates, that in
  perception of people the educational differences
  are not significant, the educational differences
  among people are not reflected in marital
  selection
• For instance Smits, Ultee a Lammers says (a)
  society in which many marriages take place
  between persons belonging to different social
  groups () can be considered a more open society
  than one in which few socially mixed marriages
  occur (ASR 1998a 265)

3
The aim of the research

• To map educational homogamy in the Czech
  Republic, Slovakia and Hungary
• To analyze trends in educational homogamy
• In the period of socialism between 1976 and 1989
  in all analyzed countries
• During the transformation from socialism to
  capitalism in the first half of nineties of 20th
  century
• In the beginning of the first decade of 21th
  century in all analyzed countries
• To answer the question about the trends in
  educational inequalities indicated by educational
  homogamy in all analyzed countries

4
Results of social mobility research in former
socialistic countries

• Gerber and Hout (2005) analyzed intergenerational
  social mobility in Russian society between 1988
  and 2000 and showed that class structure of
  Russian society is closing, because social
  fluidity is decreasing and inequalities in labor
  market are growing.
• Pollak and Müller (2002) formulated the same
  result in their comparison of intergenerational
  mobility in western and eastern part of Germany
  in nineties of 20th century. In both countries
  the class structure was closing and social
  fluidity was going down in this period.

5
Hypothesis concerning the trends educational
homogamy in postsocialistic countries

• Gerber and Hout (2005) and Pollak and Müller
  (2002) showed, that we can expect the closing of
  class structure and the decrease of relative
  social mobility in former central European
  socialistic countries in nineties of 20th century
  
• Other social scientists (Ultee, Luijkx, 1994)
  showed that there is negative relationship
  between relative social mobility and relative
  educational homogamy
• Decrease of relative social mobility means the
  increase of educational homogamy and vice versa

• It means that we can expect, that relative
  educational homogamy is increasing in nineties of
  20th century and educational diferences are
  growing (when relative social mobility is
  decreasing)
• The question is what happened with educational
  homogamy between 1976 and 1989 in all analyzed
  countries???

6
Data

• aggregated (tabulated) data
• All marriages sorted by mans and womans
  education (elementary, vocational training,
  secondary, tertiary) in analyzed countries (the
  Czech Republic, Slovakia, Hungary) in years
  (1976, 1979, 1982, 1985, 1988, 1991, 1994, 1997,
  2000 and 2003 period was 3 years)
• Structure of the data 4 x 4 x 10 x 3 (M x W x Y
  x C)
• Source of data National statistical offices
  

7
(No Transcript)
8
(No Transcript)
9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
Type of analysis and standardization of the data

• Log linear and log-multiplicative analysis,
  because we can see changes in marginal
  distributions of men and women getting married in
  analyzed period in each country
• Because of comparative reasons it was done in
  each two-way table random sample M x W by their
  education
• The total N for each table was 25 000
• It means that I analyzed sample of 250 000
  marriages in each country (Y x 25 000)
• The total number of analyzed marriages in all
  countries was 750 000 (C x Y x 10 000)

14
Results
15
(No Transcript)
16
Conclusions I

• Trends in absolute educational homogamy are very
  similar in all analyzed countries.
• The lowest relative educational homogamy was in
  1976 as well as in 2003 in the Czech Republic,
  higher relative educational homogamy was in
  Hungary and the highest relative educational
  homogamy was in Slovakia
• From the time point of view we can conclude that
  the trend in all analyzed countries is the same
  this trend has the form of U
• - from 1976 to the beginning of nineties
  relative educational homogamy is decreasing in
  all analyzed countries, during the first part of
  nineties the relative educational homogamy
  reaches its minimum in all countries and from the
  half of nineties relative educational homogamy is
  in strong increase (the Czech Republic and
  Slovakia) or in slight increase (Hungary)

17
Conclusions II

• If we admit, that changes in relative educational
  homogamy indicate educational openness, it
  means that educational inequalities is going to
  the same level, in which they were in the half of
  seventies of 20th century in all analyzed
  countries.
• Socialism (from 1976 to 1989) meant decreasing of
  educational inequalities, because educational
  homogamy was in decrease, but the transformation
  from socialism to capitalism in all analyzed
  countries means the change of this trend
  educational inequalities are in increase in all
  former socialistic countries at the moment
  because we can see the increase of educational
  homogamy in marriage market in all former
  socialistic countries