Publication


Teresa Martín-García, Marta Seiz and Teresa Castro-Martín
Women’s and men’s education and partnership formation: Does the field of education matter?
Families & Societies, 2016,
URL, JabRef BibTex, Abstract
Using data from the GGS, this study explores the effect of field of education on first union formation for women and men born since the 1960s in Norway, Austria, Belgium and Poland. Educational attainment is known to influence differently the union patterns of men and women. These differences in partnership formation have been traditionally explained using the economic interpretation of education. We suggest that looking at fields of study may yield additional insights and offer a more complete picture for understanding union entry patterns. The analysis focuses on the effect of two dimensions of education –educational level and educational field– on first union entry and union type. We find that, in some countries, differences between educational fields have the same weight as those between educational levels. The findings suggest that the field of study reflects unobserved value orientations but also different degrees of opportunities in the labour market. The inclusion of this covariate contributes thus to nuancing and expanding our understanding of how education influences family formation

Reference


@techreport{Martín-García2016a,
  author = {Teresa Martín-García, Marta Seiz and Teresa Castro-Martín},
  title = {Women’s and men’s education and partnership formation: Does the field of education matter?},
  year = {2016},
  institution = {Families & Societies},
  month = {Jun},
  url = {http://www.familiesandsocieties.eu/wp-content/uploads/2016/05/WP52Martin-GarciaSeizCastro-Martin2016.pdf},
  timestamp = {24.06.2016},
  abstract = {Using data from the GGS, this study explores the effect of field of education on first union formation for women and men born since the 1960s in Norway, Austria, Belgium and Poland. Educational attainment is known to influence differently the union patterns of men and women. These differences in partnership formation have been traditionally explained using the economic interpretation of education. We suggest that looking at fields of study may yield additional insights and offer a more complete picture for understanding union entry patterns. The analysis focuses on the effect of two dimensions of education –educational level and educational field– on first union entry and union type. We find that, in some countries, differences between educational fields have the same weight as those between educational levels. The findings suggest that the field of study reflects unobserved value orientations but also different degrees of opportunities in the labour market. The inclusion of this covariate contributes thus to nuancing and expanding our understanding of how education influences family formation}
}

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