Ineke Maas

Cultural and Educational Careers: The Dynamics of Social Reproduction

Using data from the Surveys of Public Participation in the Arts conducted in 1982, 1985 and 1992, the authors analyze the relationship between cultural careers and educational careers. Drawing on ideas of cultural reproduction (Bourdieu) and cultural mobility (DiMaggio), they formulate two competing sets of hypotheses regarding the importance of high brow cultural capital at different ages on the likelihood of making particular educational transitions. They find that cultural capital plays a strong role in determining school success. The effects of parental cultural capital, cultural participation before age 12 and cultural participation between ages 12 to 17 and 18 to 24 are largely independent and have enduring effects across the educational career. All cultural effects decline over the course of the educational career. The context of participation is significant - cultural participation in school has less of an effect on educational success than does participation elsewhere. Generally, they find stronger support for the cultural mobility model, although social reproduction still governs the most important educational transition - entering college

Resources That Make You Generous: Effects of Social and Human Resources on Charitable Giving

In this study we examine whether and why human and social resources increase charitable giving. Using the Giving in The Netherlands Panel Study 2003, we find that people with more extended networks and higher education are more generous. However, these effects can be completely explained by financial resources, church attendance, requests for donations, and pro-social personality characteristics. People with more extended social networks are mainly more generous because they receive more solicitations for donations, and are more integrated in extended religious networks that promote charitable giving. The generosity of people with higher formal education can be explained by their larger financial resources, and stronger verbal abilities. Whereas the effect of education seems mainly causal, that of network extension appears largely spurious.

Everyday competence in old and very old age: An inter-disciplinary perspective

In the present paper the focus is on structural aspects of everyday competence and its relationship with various personal resources, such as health, social status, self concept and cognition. The findings support the hypothesis that two distinct, albeit intercorrelated, components of everyday competence are differentially related to the various resources examined in this paper. The two components are a basic level of competence (BaCo) which is defined mainly by self-care related activities, and an expanded level of competence (ExCo) associated mostly with leisure and social activities and advanced instrumental activities of daily living. In general, BaCo is more strongly related to health-related resources, and ExCo is more strongly associated with behavioural, psychological and social resources. 90.6% of the reliable variance in ExCo and 82.4% in BaCo are explained by these selected resources. Furthermore, all of the age-related variance in everyday competence is accounted for by these health-related and socio-behavioural resources.

Creating a Historical International Standard Classification of Occupations: An Exercise in Multinational Interdisciplinary Cooperation

This major international history project succeeded because of the goodwill, commitment, and collaborative endeavor of a team of researchers drawn not only from different countries but also from different disciplines. Its immediate product is a recently published book, HISCO: Historical International Standard Classification of Occupations (van Leeuwen, Maas, and Miles 2002). The authors describe the substantive issues, methodological questions, and practical arrangements behind the HISCO scheme, which is a classification tool designed to enable researchers working with historical occupational titles in a variety of linguistic and geographical contexts to communicate with each other and to make international comparisons across the nineteenth and twentieth centuries in social, economic, and other fields of history. HISCO is rooted in the 1968 version of the International Labour Organisation [then known as Office]s International Standard Classification of Occupations (ISCO68) (ILO 1969). This means that in addition to comparing historical information across national boundaries, we can establish linkages between historical and contemporary data sets. The authors also note some recent developments on the application of HISCO in historical research.

The Construction of HISCAM: A Stratification Scale Based on Social Interactions for Historical Comparative Research

Abstract A new occupational stratification scale, “HISCAM” (historical CAMSIS), has been developed to facilitate the analysis of data coded to the Historical International Standard Classification of Occupations. This article describes the derivation and properties of the HISCAM measure. The scale was derived using patterns of inter-generational occupational connections, replicating a method of “social interaction distance” analysis which is widely used in contemporary sociology. Analysis was performed on data for the period of 1800–1938, principally derived from marriage registers covering Belgium, Britain, Canada, France, Germany, the Netherlands, and Sweden, and encompassing over two million inter-generational relationships. Researchers report how several different HISCAM scales were evaluated and show how this approach can explain social stratification and inequality in the past.

Endogamy and Social Class in History: An Overview

The social identities of marriage partners [...] are among the most sensitive and acute indicators of community or class feelings. Who marries whom, without courting alienation or rejection from a social set, is an acid test of the horizons and boundaries of what each particular social set regards as tolerable and acceptable, and a sure indication of where that set draws the line of membership.

Ethnic ingroup friendships in schools: Testing the by-product hypothesis in England, Germany, the Netherlands and Sweden

This study set out to examine to what extent ethnic ingroup friendship in secondary school classes are a by-product of cultural and socioeconomic ingroup friendship. Based on homophily theory, we expected similar opinions, leisure activities, religion, risk behaviour and socioeconomic factors to (partly) explain ethnic ingroup preferences. Multilevel p2 models on 13,272 pupils in 625 secondary school classes in England, Germany, the Netherlands and Sweden showed that adolescents tend to have friends similar in ethnicity, cultural and socioeconomic characteristics. We find no evidence, however, that ethnic homophily is explained by cultural and socioeconomic homophily.

Total and Relative Endogamy by Social Origin: A First International Comparison of Changes in Marriage Choices during the Nineteenth Century

The introductory chapter to this volume presented a number of theories and hypotheses on the determinants of endogamy; the following chapters described endogamy in different historical settings and tested some of those hypotheses. The tests looked especially at the effects of individual characteristics of spouses, and sometimes of their parents. Results relating to changes in macro characteristics over time and their effect on the likelihood of endogamy were presented. Because all these chapters refer to only one country or region, regional comparisons are seldom made (there are some exceptions: Bras and Kok on differences between parts of the province of Zeeland; Pelissier et al . on differences between rural and urban areas, and Van de Putte et al . on differences between several Belgian cities and villages).

Status attainment as a competitive process. A theoretical and empirical study on the implications of Boudon's status attainment model

The typical status attainment approach assumes a purely individual-level process, disregarding that individuals are interdependent because status positions are scarce. In line with arguments by Thurow [1975] and Coleman [1987] we reanalyze and extend Boudons [1974] model in which status attainment is modeled as a competitive process. We use computer simulations to derive testable predictions from this model under different circumstances. In line with previous studies, we find that Boudons assertion that mobility is not affected by educational inequality does not hold in all circumstances. Furthermore, we extend Boudons model by allowing the distribution of jobs to shift upwards (in line with modernization arguments), and find that this has complex and counterintuitive effects on status inequality. We test the hypotheses that we derive from the simulation on comparative data. Although not all hypotheses are supported, the results do lend support to the notion that status attainment is indeed a competitive process.Copyright

Industrialization and Intergenerational Mobility in Sweden

The relationship between industrialization and intergenerational mobility has been a topic of discussion for over forty years. In this article both total mobility and relative mobility chances are studied in the decades preceding industrialization and the decades during industrialization. A high-quality data set is used covering the male population of a region in the north of Sweden during the 19th century. Total intergenerational mobility increased during industrialization until, at the end of the century, both industrialization and the growth of mobility stagnated. Sectorial barriers resulted in unequal relative mobility chances before and also during industrialization. However, sons from self-employed classes were less likely to inherit the class position of their father after the onset of industrialization. At the same time, mobility between classes differing in status became less frequent. These results show a decline in the importance of the direct transfer of resources between generations and may indicate the increasing importance of education.