Mads Meier Jæger

What Makes People Support Public Responsibility for Welfare Provision: Self-interest or Political Ideology? A Longitudinal Approach

This article investigates which socio-economic and ideological factors make individuals support the normative principles of the welfare state. Two principal theoretical perspectives, relating to self-interest and the political ideology, respectively, have been proposed in the literature as causal explanations. However, as most studies utilize solely cross-sectional data, causal interpretations of which factors make people express support for the welfare state have so far been hard to sustain. This article, using panel data from the Canadian ‘Equality, Security, and Community’ survey and an extended random-effect model, exploits the longitudinal nature of the data and econometric methods to provide a more accurate analysis of the extent to which self-interest and political ideology actually determine support for welfare state principles. The empirical analysis indicates that both self-interest and political ideology variables to some extent are significant predictors of support for welfare state principles. In addition, the article discusses several avenues for future research.

Equal Access but Unequal Outcomes: Cultural Capital and Educational Choice in a Meritocratic Society

This article argues that existing studies on cultural capital and educational success fail to distinguish the different channels through which cultural capital promotes educational success. Following Bourdieu, the article proposes that for cultural capital to promote educational success three conditions must hold: (1. parents must possess cultural capital, (2. they must transfer their cultural capital to children, and (3. children must absorb cultural capital and convert it into educational success. This research develops an empirical model that analyzes the significance of the three effects with respect to Danish children’s choice of secondary education. Denmark is well-suited for this study because access to secondary education is particularly meritocratic. The empirical analysis shows that all three channels through which cultural capital affects educational success are important.

Does Cultural Capital Really Affect Academic Achievement? New Evidence from Combined Sibling and Panel Data

This paper provides new estimates of the causal effect of cultural capital on academic achievement. I use a difference-in-difference design which addresses the problem of omitted variable bias which has led to too optimistic estimates of the effect of cultural capital on educational success in previous research. After controlling for family and individual fixed effects, I find that (1) cultural capital (measured by indicators of participation in cultural activities, reading climate, and extracurricular activities) has a positive effect on children’s reading and math test scores; (2) the effect of cultural capital is generally smaller than previously reported; and (3) the effect of cultural capital varies across different SES groupings. My results also suggest that the effect of cultural capital on academic achievement varies in low-SES and high-SES environments.

The Extended Family and Children’s Educational Success:

Research on family background and educational success focuses almost exclusively on two generations: parents and children. This study argues that the extended family contributes significantly to the total effect of family background on educational success. Analyses using the Wisconsin Longitudinal Study show that, net of family factors shared by siblings from the same immediate family, factors shared by first cousins account for a nontrivial part of the total variance in children’s educational success. Results also show that grandparents’, aunts’, and uncles’ socioeconomic characteristics have few direct effects on educational success. Furthermore, resources in the extended family compensate for lacking resources in low-SES families, which in turn promote children’s educational success. The main conclusion is that the total effect of family background on educational success originates in the immediate family, the extended family, and in interactions between these two family environments.

Antisocial personality disorder as a predictor of criminal behaviour in a longitudinal study of a cohort of abusers of several classes of drugs: Relation to type of substance and type of crime

Mixed findings have been made with regard to the long-term predictive validity of antisocial personality disorder (ASPD) on criminal behaviour in samples of substance abusers. A longitudinal record-linkage study of a cohort of 1052 drug abusers admitted 1977-1995 was undertaken. Subjects were recruited from a detoxification and short-term rehabilitation unit in Lund, Sweden, and followed through criminal justice registers from their first treatment episode to death or to the year 2004. In a ML multinomial random effects regression, subjects diagnosed with antisocial personality disorders were 2.16 times more likely to be charged with theft only (p<0.001), and 2.44 times more likely to be charged committing multiple types of crime during an observation year (p<0.001). The findings of the current study support the predictive validity of the DSM-III-R diagnosis of ASPD. ASPD should be taken seriously in drug abusers, and be targeted in treatment to prevent crime in society.

The effect of macroeconomic and social conditions on the demand for redistribution: A pseudo panel approach

This paper analyses the effect of macroeconomic and social conditions on the demand for redistribution. Using a synthetic cohort design to generate panel data at the level of socio-demographic groups, analysis of fives waves of data from the European Social Survey (2002–2010) shows that differences across countries in macroeconomic and social conditions have an effect on the demand for redistribution. Consistent with theoretical expectations, economic growth generates a lower demand for redistribution, while higher income inequality generates a higher demand. By contrast, differences across countries in unemployment levels and social expenditure are unrelated to the demand for redistribution. The analysis also suggests that empirical results depend to a considerable extent on the assumptions underlying different methodological approaches.

The Rise of the Eclectic Cultural Consumer in Denmark, 1964–2004

Existing research on cultural stratification and consumption patterns rarely presents a cross-time comparative perspective and rarely goes back before the 1980s. This article employs a unique series of surveys on cultural participation collected in Denmark over the period 1964–2004 to map the historical development of three distinct cultural consumption groups (eclectic, moderate, limited) also identified in previous research. We report two major findings. First, the eclectic (or “omnivorous”) cultural consumption group existed as far back as the 1960s and has since the 1980s comprised about 10 percent of the Danish population. Second, the major stratification variables—income, education, and social class—are strong predictors of cultural eclecticism in Denmark, and the predictive power of these stratification variables appears not to have declined in any substantive way over the past 40 years.

A dynamic model of cultural reproduction

The authors draw on Pierre Bourdieu’s theory of cultural reproduction to develop a formal model of the pathways through which cultural capital acts to enhance children’s educational and socioeconomic success. The authors’ approach brings conceptual and empirical clarity to an important area of study. Their model describes how parents transmit cultural capital to their children and how children convert cultural capital into educational success. It also provides a behavioral framework for interpreting parental investments in cultural capital. The authors review results from existing empirical research on the role of cultural capital in education to demonstrate the usefulness of their model for interpretative purposes, and they use National Longitudinal Survey of Youth 1979—Children and Young Adults survey data to test some of its implications.

Cultural capital in context: heterogeneous returns to cultural capital across schooling environments.

This paper tests two competing explanations of differences in returns to cultural capital across schooling environments: Cultural reproduction (cultural capital yields a higher returns in high-achieving environments than in low-achieving ones) and cultural mobility (cultural capital yields higher returns in low-achieving environments). Using multilevel mixture models, empirical results from analyses based on PISA data from three countries (Canada, Germany, and Sweden) show that returns to cultural capital tend to be higher in low-achieving schooling environments than in high-achieving ones. These results principally support the cultural mobility explanation and suggest that research should pay explicit attention to the institutional contexts in which cultural capital is converted into educational success.

Incomplete equalization: The effect of tracking in secondary education on educational inequality

This paper tests whether the existence of vocationally oriented tracks within a traditionally academically oriented upper education system reduces socioeconomic inequalities in educational attainment. Based on a statistical model of educational transitions and data on two entire cohorts of Danish youth, we find that (1) the vocationally oriented tracks are less socially selective than the traditional academic track; (2) attending the vocationally oriented tracks has a negative effect on the likelihood of enrolling in higher education; and (3) in the aggregate the vocationally oriented tracks improve access to lower-tier higher education for low-SES students. These findings point to an interesting paradox in that tracking has adverse effects at the micro-level but equalizes educational opportunities at the macro-level. We also discuss whether similar mechanisms might exist in other educational systems.