FIGURE 3 - uploaded by Deni Mazrekaj
Content may be subject to copyright.
-CUMULATIVE NUMBER OF YEARS CHILDREN FROM PREVIOUS HETEROSEXUAL RELATIONSHIPS SPENT IN A SAME-SEX FAMILY (N = 440)
Source publication
This doctoral dissertation employs quasi-experimental empirical methods on administrative population data to investigate the causal relationship between high school dropout and its selected predictors, labour market consequences, and policies. Within this broad research agenda, contributions are made in four specific research topics. I first use co...
Contexts in source publication
Context 1
... models (available upon request) lead to very similar conclusions. Nonetheless, as most of the children have resided with a same-sex family since birth (see Figure 3 in Section 5), the cell sizes for each year are rather small. Therefore, we opted for a dummy variable in the main analyses. ...
Context 2
... children are neither birth children nor adopted children; they have either (a) entered a same-sex family after birth, or (b) entered a same-sex family at birth with parents being divorced either prior to or in the year of the child's birth. Figure 3 presents the cumulative number of years spent in a same-sex family for these children. Only 20% of the children from a prior heterosexual relationship spent 25 By adoption, we mean same-sex couples adopting a child who was conceived by another couple, and not secondparent adoptions. ...
Context 3
... children from parents' prior heterosexual relationships enter a same-sex family around the period of divorce, the effect of living in a same-sex family is conflated with the potential independent negative effect of family instability (McLanahan, Tach and Schneider 2013). Moreover, as seen in Figure 3, these children often did not reside with a same-sex family for a long time. Similarly, adopted children and foster children may face exceptional challenges during their lives and may be at a disproportionate risk of adverse outcomes throughout life (Doyle 2007, Font, et al. 2018). ...
Context 4
... an additional labour market outcome, we consider an indicator for employment given value of 1 if the person had at least one paid job and 0 otherwise. These results are provided in Table A10 and Figure A3 in the Appendix. Due to data restrictions, we mainly study outcomes one year after students finished their last exit exam. ...
Similar publications
Une appréhension de l’espace social des jeunes décrocheurs, de leurs pratiques spatiales et de leur espace vécu par le biais de l’analyse de leurs mobilités résidentielles permet d’établir que ces jeunes décrocheurs ont un rapport à l’espace et à leur territoire qui n’est pas très différent de celui des autres jeunes plus diplômés puisque la métrop...
Absence from school, especially frequent or prolonged absence, is acknowledged as a potential factor in school dropout and suboptimal academic achievement. The issue of absence from school took on added significance in 2020 with the onset of the COVID-19 crisis, which resulted in schooling interruptions in several jurisdictions. However, there is l...
Over the years, MOOCs have been an attractive research area and has yielded large quantities of empirical and review studies. However, existing review studies in MOOCs are characterized by short year coverage or focusing on a specific theme. Therefore, we aim to examine the overall research topics, focuses and research productivity of the empirical...
Citations
... What complicates matters is that education is neither purely private nor public (Levin, 1987(Levin, , 2009. Rather, it is a 'mixed' good because it provides both types of benefits. ...
Social justice in education refers to the expectation that the education system provides fairness in its access to opportunities and results. Proponents of educational privatisation believe this would not only open up opportunities for those that otherwise are restricted from attending good schools, but that it would also improve overall efficiency in the education system through pressures of market competition. This article first provides a framework for analysing a quasi-market in education and for considering the potential effects of privatisation. It then applies this framework to the Netherlands, a school system premised completely on choice where two thirds of the schools are privately sponsored. We conclude that the Dutch system, thanks to a series of policies and regulations in place, performs relatively well on social justice, when looking at freedom of choice and overall productive efficiency. However, for equity and social cohesion, despite clear policy efforts, the privatised system seems to undermine social justice for certain groups in the population. The dilemma observed here is that some private benefits of education must be compromised to achieve greater equity and social cohesion. It is an open question whether policy makers are willing to make such tradeoffs.
