Meu (ante)passado me condena? Três ensaios sobre mobilidade intergeracional

Abstract

This thesis presents three essays with the same theme, intergenerational mobility of education and occupation. For its realization, primary and secondary data were used. In essays one and two, data collected through a structured questionnaire, answered by 1031 students from universities located in Porto Alegre, were used. Essay three was constructed using data from the 2014 National Household Sample Survey. The first essay aims to i) highlight characteristics related to the social, cultural and financial capital of university students in the city of Porto Alegre; ii) verify the level of intergenerational and multigenerational mobility of education and occupation of respondents; and iii) estimate the effect of social, cultural and financial capital on the intergenerational mobility of education and occupation of these students regarding their parents. For data analysis, descriptive statistics, exploratory factor analysis and multiple binary logistic regression were used. It was identified that most respondents have very abundant social, cultural and financial capital. Most students are cases of intergenerational immobility of education and occupation in relation to parents and upward intergenerational mobility of education and occupation regarding grandparents. It was found that financial capital and social capital are linked to a lower chance of individuals being mobility cases regarding their parents. On the other hand, if individuals pay only part of their higher education or do not pay (for studying at a public university or private university), if they attended elementary or high school in a public school, and if they are non-white, the chance of being cases increases mobility in relation to the father and/or the mother. The second essay aims to quantitatively identify the effect of motivation on higher education students' intergenerational mobility. The ordered logistic regression method was used to analyze the results, which showed that students with more extrinsic motivation-identification regulation and more intrinsic motivation are more likely to be cases of intergenerational mobility of ascending education in relation to parents. However, the probability concerning in cases of low mobility, that is, when the father and/or mother has completed high school. The third essay estimates the multigenerational persistence of education in Brazil. Furthermore, we investigate whether the effect of grandparents' education on grandchildren's educational attainment differs by gender and distinguishes between the indirect and direct effects of grandparents' education on grandchildren's education. The study is composed of data from 2,073 families, and there are schooling data for at least one individual in each of the three consecutive generations. The results show that grandparents' education is essential for grandchildren's education and that intergenerational effects can persist for more than two generations only through the matrilineal lineage, for grandsons. We found that the educational status of the grandmother and grandfather directly influences the educational achievement of their grandson, in addition to the effect transmitted by the mother.