Persona: Bernardi, Fabrizio
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Publicación Compensatory advantage in educational transitions: trivial or substantial? A simulated scenario analysis(SAGE Publications, 2020-02) Bernardi, Fabrizio; Triventi, MorisIn this article, first, we present new evidence on a specific type of compensatory advantage (CA) mechanism in educational transitions and attainment, whereby students from socio-economically advantaged families compensate the negative event of achieving poor grades by ignoring them and disproportionally moving on to the next level of education. Using two independent data sources, we focus on the attainment of an upper secondary degree and the transition from high school to university in Italy, investigating the role of parental education and social class in compensating for an early poor academic performance. Second, we develop a simulated scenario analysis to assess how much of the observed social background inequality is due to the educational outcomes of poorly performing students from high social backgrounds. The results are consistent with the notion that a CA mechanism is in place and show that the advantage of individuals with higher backgrounds over those from lower backgrounds is much larger among students with bad marks in earlier school stages. We estimate that at least one-third of the observed social background inequality in educational transitions in Italy can be attributed to the CA mechanism. This result is consistent across different outcomes, samples and birth cohorts, and is robust to a number of sensitivity checks.Publicación Sticky educational expectations: A cross-country comparison(Elsevier, 2021-10) Bernardi, Fabrizio; Valdés Fernández, Manuel TomásThis work studies the cross-country variability in the interaction effect between academic achievement and social origin on the configuration of the expectation of enrolment in the academic track of upper secondary education. Drawing on the Relative Risk Aversion Theory and the Compensatory Advantage model, we anticipate that academic achievement and social origin interact so that high-SES students’ expectations are irresponsive to low academic achievement. We call this phenomenon “stickiness in expectations”. However, we expect to observe sticky educational expectations of high-SES students particularly in those countries where the transition into the academic track of upper secondary education is consequential for their social status maintenance. To test this hypothesis, we use 2018 PISA data for 11 OECD countries and carry out a two-stage regression analysis. We estimate stickiness in expectations for each country using a counterfactual decomposition method. We then regress the country-specific estimate of stickiness in educational expectations on macro-level indicators of the risk of downward mobility associated with non-enrolment in the academic track and the economic capacity to compensate for low achievement in each country. We find sticky educational expectations in 6 of the 11 countries studied and show that stickiness is larger in those countries where not enrolling the academic track in Upper Secondary Education entails a larger risk of social status demotion for high-SES students.Publicación The Social-Origins Gap in Labour Market Outcomes: Compensatory and Boosting Advantages Using a Micro-Class Approach(Oxford University Press, 2021-01) Bernardi, Fabrizio; Gil Hernández, Carlos J.Recent studies document a social-origins gap or direct effect of social origin (DESO) on labour market outcomes over and above respondents’ education, challenging the idea that post-industrial societies are education-based meritocracies. Yet, the literature offers insufficient explanations on DESO heterogeneity across education and different labour market outcomes. Little is also known about underlying mechanisms. We contribute by answering two questions: (i) How does DESO vary when comparing college-degree holders with non-holders? (ii) For which specific parental and children’s occupations is the largest DESO observed? We focus on Spain, using a large new dataset (n = 144,286). Firstly, we find a larger DESO on socioeconomic status among non-degree holders, and on income among degree holders. We propose the notions of compensatory advantage in occupational attainment and boosting advantage in income for high social-origin individuals to explain these opposite patterns, drawing from ‘downward mobility avoidance’ and ‘effectively maintained inequality’ theories. Secondly, we map origin and destination micro-classes where DESO is largest. High-grade managerial and professional parental occupations, characterized by social closure and influence in large organizations, are the origin micro-classes exerting the largest DESO. We also find that compensatory advantage for low-educated children from advantaged origins is related to their higher chances of accessing managerial occupations, while boosting advantage on income among college graduates is observed for high-grade managers and liberal professionals, suggesting that micro-class reproduction may partially account for boosting advantage. We conclude by discussing the generalizability of our findings to other countries and their implications for research on DESO, meritocracy and social mobility.Publicación Gendered Diverging Destinies: Changing Family Structures and the Reproduction of Educational Inequalities Among Sons and Daughters in the United States(Duke University Press, 2022-02-01) Boertien, Diederik; Bernardi, FabrizioThe prevalence of nontraditional family structures has increased over time, particularly among socioeconomically disadvantaged families. Because children's socioeconomic attainments are positively associated with growing up in a two-parent household, changing family structures are considered to have strengthened the reproduction of social inequalities across generations. However, several studies have shown that childhood family structure relates differently to educational outcomes for sons than for daughters. Therefore, we ask whether there are gender differences in the extent to which changing family structures have contributed to the college attainment gap between children from lower and higher socioeconomic backgrounds. We use data from the National Longitudinal Survey of Youth 1979 and 1997 cohorts to estimate extended Oaxaca-Blinder decomposition models that take into account cross-cohort changes in the prevalence of family structures and heterogeneity in the effects of childhood family structure on college attainment. We find that the argument that changes in family structures contributed to diverging destinies in college attainment holds for daughters but not for sons. This result is due to the different changes over time in the effects of childhood family structure by gender and socioeconomic background.Publicación Poor air quality at school and educational inequality by family socioeconomic status in Italy(Elsevier, 2024-06) Bernardi, Fabrizio; Conte Keivabu, RistoThis paper investigates social stratification in the context of poor air quality's impact on educational achievement in Italy, a country characterized by high levels of air pollution and significant geographical diversity. We address two primary questions: firstly, whether students from different socio-economic backgrounds vary in their exposure to high levels of particulate matter (PM2.5) at school, and secondly, if the effect of exposure to poor air quality on academic performance differs between children from high and low socio-economic status families. Utilizing a novel dataset comprising test scores in math and reading for 456,508 8th-grade students, collected nationally in Italy in 2019, we geocode the locations of 6882 schools based on their addresses and link the level of air pollution in the surrounding areas using PM2.5 data from the Atmospheric Composition Analysis Group. To address potential confounding factors, we estimate municipality and province fixed effects and control for indicators of school neighborhood characteristics and school quality. Our analysis yields three key findings. Firstly, students from higher socio-economic backgrounds tend to attend schools with higher PM2.5 levels. However, the positive association between SES and exposure to PM2.5 disappears when adding province and municipality fixed effects, suggesting that the positive association can be explained by selection into provinces and municipalities by SES. Secondly, we identify a small yet consistent negative effect of PM2.5 on math and reading test scores. Thirdly, this adverse impact is primarily observed among students from low socio-economic backgrounds. We conclude that the relationship between environmental risks and disparities in educational achievement based on social background in Italy is nuanced and critically influenced by the country's specific context.