Primarily using data from the 2010 European Social Survey, we analyze intergenerational educational persistence in 20 European countries, studying cross-country and cross-cluster differences in intergenerational mobility; the role of gender in determining educational persistence across generations; and changes in the degree of intergenerational persistence over time. We find that persistence is highest in the Southern and Eastern European countries, and lowest in the Nordic countries. While intergenerational persistence in the Nordic and Southern countries has declined over time, it has remained relatively steady in the rest of Europe. Further, we find evidence of differences in intergenerational persistence by gender, with mothers' education being a stronger determinant of daughters' (instead of sons') education and fathers' education a stronger determinant of the education of their sons. Finally we see that for most clusters differences over time are largely driven by increasing mobility for younger women. (authors' abstract) / Series: Department of Economics Working Paper Series

Doctor of Philosophy / Department of Sociology, Anthropology, and Social Work / W. R. Goe / This qualitative research explores the relationship between urban amenities and the employment of creative Indian workers using personal interviews conducted with Indian professional workers and their families working and residing in the Kansas City (KC) Metropolitan Area. In addressing the debate of whether creative workers follow jobs or jobs follow creative workers, the findings indicate that the decision of Indian creative workers to locate in the Kansas City metropolitan area was primarily influenced by the availability of job opportunities and had little to do with available amenities. A key finding from this study is that the presence of local amenities central to the lifestyles of American professional workers was more important to Indian professional workers than the availability of ethnic Indian amenities such as Indian grocery stores, restaurants, temples, and the screening of Bollywood movies in local theaters. It was also found that “social” amenities (e.g. participation in ethnic Indian associations and formation of networks with other Indian workers residing in the city) are crucial to the retention of Indian professional workers rather than amenities offered through the market. Further, Indian workers preferred residing in suburbs over inner city neighborhoods because of their strong emphasis on the educational achievement of their children and the presence of better schooling opportunities in the suburbs. While ‘distance from work’ and ‘safety of the neighborhood’ were other amenity considerations shaping the settlement decisions of Indian professionals, the presence of co-ethnics in the neighborhood was not an influential factor. The study revealed that most Bengali professionals considered themselves to be assimilated in United States and they appreciated the fact that they are not forced to forsake any aspects of their ethnic culture in the United States. However, some considered that their hectic work schedule, family responsibilities, and involvement with ethnic Indian associations often inhibit adequate assimilation with Americans outside of work. Furthermore, the research found that most Bengali professionals preferred not to impose career or marital choices on their children. However, most second-generation Bengalis were skeptical of their parents’ overemphasis on academic achievement and interference in their personal lives.

This thesis investigates in what ways the family matters for educational outcomes. Six research questions are answered. First, is family size associated with familial resources? Second, is having a large family associated with lower levels of objective and subjective educational outcomes and has this changed over the 20th century? Third, is there evidence of an association between family size and emotional health and life perspectives of young people? Fourth, is there any evidence of an association between family size and the degree of confidence and sociability? Fifth, do parenting strategies vary by family size? Sixth, is there evidence if a causal relationship between family size and educational outcomes? The British Household Panel Survey, the Longitudinal Survey of Young People in England and the ONS Longitudinal Study are used to answer these questions. The key findings from the observational studies are as follows. First, as family size increases there is a reduction in familial resources. Second, as a result of resource dilution there is a reduction in the highest qualification attained; this finding is robust to alternative measures of educational outcomes. Third, there is a positive relationship between family size and reporting poor emotional health and external locus of control. Fourth, there is some evidence that the manner in which the young person socialises varies by family size. Fifth, parenting strategies vary by family size; these strategies are positively associated with GCSE achievement and ameliorate the negative family size association. Sixth, testing the resource dilution model using twins as an exogenous increase in family size found that there is weak evidence of a causal relationship between family size and educational outcomes. This thesis addresses the influence of the family on inequalities in education. The findings have important implications for future research on this topic.

We employ 2011 European Union Survey on Income and Living Conditions (EU-SILC) data for Austria to perform Markovian mobility matrix analysis and uni- and multivariate econometric analysis to study intergenerational educational mobility by gender and migration background. We find that the educational attainment of girls and migrants relative to their parents is less mobile than for boys and natives. Further, the immobility of educational attainment is enhanced by the intersection of these identities: migrant girls are the least educationally mobile group and are especially likely to follow their mothers 19 educational footsteps, while native boys are the most mobile, especially compared to their mothers. / Series: WWWforEurope

A pesquisa aqui apresentada teve por objetivo estudar os processos de socialização a que são submetidos jovens que aderem a organizações que buscam preservar ou subverter a ordem. Por meio de entrevistas, observações de campo, análise de documentos e pesquisa bibliográfica, procurei desvendar: 1) os processos de socialização conduzidos por essas organizações; 2) como se desenham as teias familiares, afetivas, profissionais e escolares, nas quais os jovens integrantes estavam ou estão enredados e de que forma elas os compeliram a aderir a movimentos que buscam preservar ou subverter a ordem; 3) como agem essas organizações para reforçar ou atenuar em seus integrantes determinadas formas de sentir, pensar, agir e se relacionar com os outros e com o mundo. Foram escolhidas, para a condução do estudo, a Academia da Força Aérea (AFA), instituição que forma oficiais para a Aeronáutica, uma das três Forças Armadas (FFAA), protetoras da ordem por excelência, e a Juventude Pátria Livre (JPL), grupo marxista-leninista subordinado ao Partido Pátria Livre (PPL), antigo Movimento Revolucionário 8 de Outubro (MR8), siglas que defendem, a longo prazo, a subversão da ordem para a implantação de uma sociedade igualitária e socialista (ou seja, a construção de uma nova ordem). Os dados coletados sugerem pontos de convergência na socialização de militares da AFA/Aeronáutica e de militantes da JPL/PPL, como também identificam falsas similaridades e diferenças significativas. Os pontos de convergência são os seguintes: 1) forte identidade de grupo e preocupação com a sociedade (senso de coletividade acima do senso de individualidade); 2) apego a valores patrióticos e nacionalistas; 3) ética da missão dada - missão cumprida; 4) diferente percepção do ser voluntário, em comparação com o que estamos habituados no senso comum; 5) ética corporal e de vestuário explícita e institucionalizada, no caso dos militares, e implícita e não institucionalizada, mas também perceptível, no caso dos militantes; 6) recrutamento endógeno; 7) vigorosa preocupação com a doutrina. As falsas similaridades e divergências significativas também podem ser agrupadas em sete pontos: 1) diferentes relações com a cidade; 2) escolarização dos entrevistados e dos antepassados; 3) religião; 4) adesão a outras organizações; 5) vida itinerante; 6) apoio familiar; 7) sacrifícios. / The research presented here had the objective of studying the socialization processes that young people are subjected to adhere to organizations that seek to preserve or overturn the order. Through interviews, field observations, analysis of documents and literature, I tried to unravel: 1) socialization processes conducted by these organizations; 2) how to design the family, emotional, professional and educational webs, in which young members were or are caught and how they compelled them to join movements that seek to preserve or overturn the order; 3) how act these organizations to enhance or mitigate its members in certain ways to feel, think, act and relate with others and with the world. I chose to study Academia da Força Aérea (AFA), an institution that forms officials for Aeronautics, one of the three Armed Forces, protective order par excellence, and Juventude Pátria Livre (JPL), marxist-leninist group subordinate to the Partido Pátria Livre (PPL), former Movimento Revolucionário 8 de Outubro (MR8), groups that stand, in the long term, the subversion of the order for the deployment of an egalitarian socialist society (ie, building of a new order). Results suggest points of convergence in the socialization of military AFA/Aeronautics and militants JPL/PPL, but also identify false similarities and differences. Convergent points are: 1) strong group identity and concern for society (sense of collectivity above the sense of individuality); 2) attachment to patriotic and nationalist values; 3) ethics given mission - mission accomplished; 4) different perception of \"volunteering\", compared to what we used in the common sense; 5) body and explicit and institutionalized ethical clothing, in the case of the military, and implicit and not institutionalized, but also noticeable, in the case of the militants; 6) endogenous recruitment; 7) strong concern with doctrine. False similarities and significant differences can also be grouped into seven points: 1) different relationships with the city; 2) education of the respondents and ancestors; 3) religion; 4) adherence to other organizations; 5) itinerant life; 6) family support; 7) sacrifices.

Esta pesquisa visa contribuir para o desenvolvimento do conceito de rede cultural, instância fundamental na promoção de trocas simbólicas e interações indispensáveis aos processos culturais de construção de sentidos. O paradigma norteador deste estudo exploratório é a rede intergeracional, como modalidade da rede cultural, tomada sob perspectiva teórica e metodológica a partir de enfoque histórico-cultural e quanto às possibilidades como dispositivo de reterritorialização das relações entre idosos e jovens. Foi utilizada metodologia colaborativa, modalidade que envolve a atuação direta da pesquisadora nas oficinas com os grupos de idosos que compõem a Estação Memória e com as crianças e jovens que participam do Núcleo Educação Cidadã, do Programa Einstein na Comunidade de Paraisópolis. A fundamentação teórico-metodológica está centrada nas abordagens do conceito das redes, porém ressalta-se o vazio relacionado à conceituação das redes culturais e das redes intergeracionais sob a perspectiva cultural. Nesse sentido, são apresentadas as potencialidades da estrutura das redes em sua dimensão estratégica para colocar em prática ações culturais marcadas pela aproximação entre as diferentes gerações. Propõe-se a apropriação dos recursos tecnológicos e de comunicação, como as ferramentas de redes sociais on-line e os blogs, para estabelecer as conexões rompidas. O estudo conclui que a rede intergeracional, como modalidade da rede cultural, revela-se de fato possível e relevante para estabelecer e sustentar os laços sociais e simbólicos entre as diferentes gerações, além de reforçar a identidade tanto dos sujeitos como dos grupos geracionais. / This research aims to contribute to the development of the cultural network concept, basic instance in the promotion of symbolic exchanges and indispensable interactions to the cultural processes of meaning construction. The paradigm that directed this exploratory study is the network between generations, as a cultural network`s way, taken on theoretical and methodological perspective, from the historical and cultural aspect and the possibilities as a device to repossession of relations between older people and youth. A collaborative research methodology was used that envolves the direct intervention of the researcher in the workshops with groups of elderly who compose the Estação Memória (Station Memory) and groups of children and youth who participates in the Citizen Education Area, from Programa Einstein na Comunicadade de Paraisópolis (Einstein in the Paraisópolis Community Program). The theoretical references is focused on the concept of networks, however, there are gaps related to the cultural networks concept and intergenerational networks in the cultural perspective. Therefore, we present the potential of the networks structure in its strategic dimension to put in practice cultural activities marked by the rapprochement between different generations. Besides concluding the appropriation of the technological and communication resources, like online social networks and blogs, can contribute for the reestablishment of breached social bows. To conclude, the intergenerational networks, as a modality from the cultural network, revels in fact, possible and relevant to establish and support the social and symbolic bows between the different generations, moreover, to reinforcing the identity of both groups of subjects as the generational group.

Esta tese reafirma a importância das trocas de experiências intergeracionais na qualificação de processos de construção de conhecimento e cultura, na contemporaneidade, a partir do desenvolvimento de um dispositivo educacional e cultural - a Oficina intergeracional - em uma instituição que atende crianças e jovens, na comunidade de Paraisópolis, situada na região sul da cidade de São Paulo. A pesquisa foi realizada com base nos pressupostos da metodologia colaborativa, onde os sujeitos são compreendidos e tratados como criadores de conhecimento e cultura que atuam em associação com o pesquisador, construindo ações em conjunto em torno do objeto comum das trocas intergeracionais. Ao promoverem a interrupção nos fluxos cotidianos habituais dos membros de diferentes faixas etárias da comunidade de Paraisópolis e do PECP (Programa Einstein na Comunidade de Paraisópolis), as oficinas intergeracionais promoveram e permitiram a emergência e a recriação de uma corrente de saberes e fazeres que constituem, dão apoio, conferem, constroem e reconstroem identidades, signos e práticas relacionais e culturais. O encontro da saberes e fazeres intergeracionais, somados à articulação de saberes e fazeres científicos, profissionais e da experiência pode constituir-se em caminho para a instauração de novas e promissoras relações entre informação e significação, preservando e valorizando processos de apropriação e criação de conhecimento e cultura na \"era da informação\" / This thesis reaffirms the importance of intergenerational exchange of experiences in the qualification of construction processes of knowledge and culture, in contemporaneity, based on the development of an educational and cultural mechanism - the Intergenerational Workshop - in an institution that assists children and youths in the community of Paraisópolis, located in the southern region of São Paulo. The research was based upon the assumptions of the collaborative methodology, where the subjects are understood and treated as creators of knowledge and culture that act in association with the researcher, building actions together around the common object of the intergenerational exchanges. By promoting the interruption in the usual daily flows of members of different age groups of the Paraisópolis community and of the PECP (Einstein Program in the Paraisópolis Community), Intergenerational Workshops promoted and allowed the emergence and the recreation of a stream of knowledge and practices that constitute, give support, confer, reconstruct identities, signs and relational and cultural practices. In other words, the meeting of the intergenerational knowledge and practices, added to the articulation of scientific, professional and experienced knowledge and doings, can be the way for the introduction of new and promising relationships between information and signification, preserving and valuing creative processes of knowledge and culture in the \"information age\".

Made available in DSpace on 2016-04-28T20:37:52Z (GMT). No. of bitstreams: 1 Bruna Francinetti Menezes Castro dos Santos.pdf: 486716 bytes, checksum: a2d8cd231579f80945f35c897e8f33fc (MD5) Previous issue date: 2011-10-21 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study aimed to understand the repetition of the given name within a family considering two concepts: Family Loyalty, by Boszormenyi-Nagy and Differentiation of Self, by Bowen. We became interested in this issue when we realized that the given name repetition within families is perceived to be something present in all regions of Brazil, regardless of social, economic and cultural strata. In addition to this there is a scarcity of studies that relate the repetition of the first name with the Family Loyalty and Differentiation of Self. This study was done through a qualitative research design of case study and was conducted in the city of Macapá - Amapá, with two people from the same family who have family roots in the city of Cametá, state of Pará. The participants were the father and the son who have the first name in common, belonging to a family in which seven people have the same first name over five generations. The semi-structured interview was used in the data collection with one participant and secondly, the construction of the Family Genogram was done with the participant who was in the previous step and his son. The results showed that in the history of the participants lives both Family Loyalty and Differentiation of Self are present, however it was noticed there is a loyalty to himself and to the Accredited Family that in many instances, is more pronounced than the loyalty to his origin family / Este trabalho teve como objetivo compreender a repetição de nome próprio em uma mesma família a partir de dois conceitos: Lealdade Familiar, de Boszormenyi-Nagy, e Diferenciação de Bowen. Ficamos interessados nessa questão ao percebermos que a repetição de nome próprio em uma mesma família é algo presente em todas as regiões do Brasil, independentemente da classe social, econômica e cultural. Soma-se a isso a escassez de pesquisas que relacione a repetição de nome próprio com a Lealdade Familiar e a Diferenciação. O estudo se deu por meio de uma pesquisa qualitativa com delineamento de estudo de caso e foi realizado na cidade de Macapá Amapá, com duas pessoas de uma mesma família que possuem raízes familiares no município de Cametá, no estado do Pará. Os participantes foram pai e filho que possuem o prenome em comum, sendo que pertencem a uma família na qual sete pessoas têm esse mesmo prenome ao longo de cinco gerações. Na coleta de dados foi utilizada a entrevista semiestruturada com um participante e em um segundo momento, ocorreu à construção do Genograma da família, com o participante que estava na etapa anterior e seu filho. Os resultados mostraram que na história de vida dos participantes tanto a Lealdade familiar como a Diferenciação são presentes. Contudo, observou-se a existência da lealdade a si próprio e a Família Credenciada que em muitos momentos é mais acentuada do que à lealdade com a sua Família de Origem

A presente pesquisa tem por objetivo investigar quais ações educativas intergeracionais podem contribuir para aproximar jovens e idosos na Educação Intergeracional a Distância. O envelhecimento da população mundial evidencia a necessidade de aumentar a participação social e a educação ao longo da vida para propiciar um envelhecimento mais saudável. Além disso, o aumento do consumo das tecnologias por idosos apontam para uma oportunidade de inclusão digital. Nessa perspectiva, a Educação a Distância (EAD) pode se constituir em uma alternativa para o público idoso, incluindo-o na sociedade e aproximando-o ainda mais de outras gerações através da Educação Intergeracional (EI). Países como Estados Unidos, Portugal, Espanha e Brasil vem ofertando atividades intergeracionais envolvendo jovens e idosos. Contudo, tais iniciativas ocorrem em contextos de educação presencial, ocasionando por vezes uma dificuldade em conciliar a disponibilidade dos envolvidos, conforme relatado por Patrício (2014). Sendo assim, a presente pesquisa objetiva investigar quais ações educativas intergeracionais podem contribuir para aproximar jovens e idosos na Educação Intergeracional a Distância. A metodologia adotada foi análise quali-quantitativa, do tipo estudo de casos múltiplos. Para coleta de dados, utilizou-se questionários semiestruturados, entrevistas abertas, observação participante, mapa social (uma ferramenta que analisa as interações dentro do ambiente virtual) e interações em grupos no WhatsApp. O público-alvo foi 24 idosos com 60 anos ou mais, que participam de um curso de inclusão digital na Unidade de Inclusão Digital (UNIDI) da UFRGS. Além destes, também participaram 5 jovens com idade entre 15 a 29 anos. Os dados coletados apontaram que ambos os públicos possuem um perfil semelhante no que se refere ao uso das tecnologias para a interação a distância. No entanto, mesmo sabendo utilizar as ferramentas e tendo acesso a esses recursos de comunicação alguns idosos não se comunicaram com os jovens. Tal constatação evidencia a necessidade de se pensar em estratégias pedagógicas que auxiliem os idosos a interagirem à distância. A análise das trocas entre jovens e idosos possibilitou o mapeamento de 11 ações educativas intergeracionais que podem ser utilizadas na Educação Intergeracional a Distância, com vistas a aproximar jovens e idosos e apontou ainda para a necessidade de ampliação dos estudos nessa área. / This research aims to investigate which actions can contribute to getting closer elderly and young on Distance Intergenerational Education. The aging of world’s population evidence the importance of increase the education and social participation during the lifelong to possibility a healthier aging. Moreover, the increasing of technology consumption for the elderly, reveals an opportunity for digital including. In this perspective, the Distance Education (DE), can be an alternative way to include and getting close elderly to the other generations and society through the Intergenerational Education (IE). Countries such as United States, Portugal, Spain and Brazil have been offering intergenerational activities involving young and elderly. However, this initiatives occurs on a classroom in person. This kind of environmental, sometimes, causes difficulties to reconcile the availability of people involved according Patrício (2014). Therefore, this research aims to investigate which intergenerational education actions can contribute to approximate elderly and young in the Distance Intergenerational Education. The adopted methodology, was a qualitative and quantitative analysis of multiple cases of studies. For the data collect, it was used semi-structured questionnaires, interviews, participant observation, social map (a tool that analyses the interaction inside of a virtual environment) and analysis over the WhatsApp group interactions. The target audience was 24 elderly which 60 years or more, and 5 young people with ages between 15 and 29 years that participated of a digital inclusion course in the Unity of Digital Inclusion (UNIDI) of UFRGS. The data collected pointed that both groups of ages has a similar profile in the use of technologies to distance interaction. However, and spite of this knowledge and free access over this resources for distance interaction, some elderly don’t communicated with young. This results shows the necessity of develop pedagogical strategies to help elderly to interact at distance. The exchange analysis between young and elderly made possible the mapping of 11 intergeneration educative actions that may be used to getting closer elderly and young in a Distance Intergenerational Education. In addition the results pointed the necessity of increasing researches in this area.

A situação do abandono e as condições estruturais das organizações de abrigamento no Brasil são questões que têm suscitado atenção crescente, gerando intensos debates na contemporaneidade. O presente estudo focaliza o modelo de abrigamento organizado a partir de famílias sociais que acolhem crianças em situação de risco psicossocial, até que seja possível sua reintegração à família consanguínea ou adoção por família substituta. A proposta de abrigamento temporário não se cumpre na prática, uma vez que, para a maioria das crianças e adolescentes, essa medida se torna definitiva, até que completem sua maioridade legal, o que torna as famílias sociais substitutas suas únicas referências familiares, depois do rompimento dos vínculos afetivos com a família biológica. Este estudo teve por objetivo investigar os conteúdos da transmissão psíquica intersubjetiva presentes na díade mãe socialadolescente, no espaço familiar de abrigamento. Participaram do estudo mães sociais e seus filhos adolescentes, oriundos de uma organização não governamental, totalizando 24 participantes. Foi utilizada como proposta metodológica a análise do discurso realizada a partir das histórias de vidas relatadas pelos participantes da pesquisa. As entrevistas foram realizadas individualmente e foram audiogravadas. Para alcançar o objetivo, três eixos da teoria psicanalítica serviram como referência: a construção psicanalítica sobre a família, a compreensão do contexto institucional e a transmissão psíquica intersubjetiva. Os relatos possibilitaram a identificação das marcas emocionais do abandono, da construção da parentalidade, da compreensão dos conteúdos compartilhados pela instituição de abrigamento, das similaridades e diferenças entre mães sociais e adolescentes no que se refere aos mecanismos de defesa, interdições e vinculações estabelecidas. Os resultados indicaram que os vínculos construídos nas famílias sociais são marcados pela parcialidade, pelo pacto denegativo, pela violência e por interdições utilizadas para perpetuar a sua ordem interna e também a ordem institucional. Foi possível concluir que as relações familiares investigadas são marcadas por lacunas criadas, inicialmente, pela situação de abandono, perpetuação de padrões relacionais agressivos na família social constituída posteriormente e por mecanismos de defesa que, muitas vezes, dificultam ou impedem novas vinculações e o aprofundamento das relações sociais e consanguíneas. / The situation of abandonment and the structural conditions of housing organizations in Brazil are issues that have attracted increasing attention, generating heated debates in contemporary times. The present study focuses on the housing model organized by social families, which house children at psychosocial risk until their reintegration into their consanguineous family or are adopted by a foster family. The proposal of temporary housing is not fulfilled in practice, as, for most children and adolescents, this measure becomes permanent until they complete their legal majority, which makes social families their only reference of family after breaking affective bonds with their biological family. The aim of this study was to investigate the contents of intersubjective psychic transmission present in the dyad social motheradolescent in the family environment of the housing organization. Subjects were social mothers and their teenage children from a non-governmental organization, totaling 24 participants. Discourse analysis was used as a methodological approach, and it was performed from the life stories reported by the participants. The interviews were conducted individually and were audio recorded. To reach the goal three axes of psychoanalytic theory were used as framework: the psychoanalytic construction of the family, understanding the institutional context and intersubjective psychic transmission. The reports permitted to identify the emotional scars of abandonment, the construction of parenting, understanding of the content shared in the housing institution, the similarities and differences between social mothers and adolescents with regard to the mechanisms of defense, interdiction and established attachments. The results indicated that attachments built in social families are marked by bias, by a denial pact, violence and interdictions used to perpetuate their internal order and also the institutional order. It was concluded that the investigated family relationships are marked by gaps initially created by the situation of abandonment, the perpetuation of patterns of aggressive relationships in the social family that is later comprised and defense mechanisms, which often hinder or prevent new attachments and the deepening of social and consanguineous relationships.