By Stefan Svallfors
Examining Inequality summarizes key matters in today’s theoretically guided empirical study on social inequality, lifestyles direction, and cross-national comparative sociology. It describes the development made when it comes to facts assets, either cross-sectional and longitudinal; the hot tools that make inequality learn attainable; new methods of considering and explaining; and empirical findings or very important contributions of rigorous empirical examine to our understanding.The chapters, each one written through a unusual social scientist, are of curiosity to either students and scholars. this can be the one e-book up to now to take inventory of the state-of-the-art in stratification examine, reading information, equipment, thought, and new empirical findings. reading Inequality bargains an strangely and impressively extensive assurance of sizeable subject matters within the box.
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Extra resources for Analyzing Inequality: Life Chances and Social Mobility in Comparative Perspective
6 the research literature on what researchers currently know about life course outcomes. 7 In the United States, universal and comprehensive schooling without institutionalized apprenticeships make for a fairly standardized age at leaving secondary school around 17 (with a non-negligible rate of high school dropouts). Labor market entry comes early even for college graduates, but the transition between education and full labor market integration is often marked by a sequence of stop-gap jobs (Allmendinger 1989a, 1989b; Oppenheimer and Kalmijn 1995).
26 Karl Ulrich Mayer The early industrial life course regime is well captured in Rowntree’s (1914) image of a life cycle of poverty where industrial workers could only for a short time in their lives rise above poverty when the family was still small and physical working capacity at its peak. Schooling was compulsory but ended at a relatively early age. Dependent work started with ages 12 –14 and ended only with physical disability in old age. Marriage was delayed until sufﬁcient resources for establishing a household (furniture, dowry) were accumulated and until employers were prepared to pay a family wage.
It is obvious that such a task is quite formidable and would require a satisfactory solution of at least the following problems: 1. Deﬁning a set of properties of life courses such as states, durations, transitions, and risks 2. Demonstrating some degree of internal contingency of these aspects across the lifetime 3. Demonstrating some degree of nonrandomness and systematic covariation, that is, “regimes” between life course aspects in a given society 4. Measuring single aspects or patterns of aspects of the life course in a rigorous and comparable manner 5.