This exploratory study examines the individual and family effects on intergenerational educational attainment mobility giving focus to the Commonwealth of The Bahamas, a small, newly-independent nation in the Caribbean region.
This study used a quantitative approach to provide an educational attainment profile of The Bahamas and to examine the effects of individual and family factors on the transmission of education from parent to child. The principal data sources used were the last three census reports produced in The Bahamas and the Bahamas Living Conditions Survey (BLCS) 2001dataset. Descriptive and inferential statistical analysis techniques were engaged. Transitional matrices, calculated using various soico-demographic variables, enabled the intergenerational mobility regarding education to be determined. Logistic regression, using a range of explanatory variables, allowed for the measurement of individual and family effects on three states of intergenerational educational attainment mobility (IEM).
Findings revealed that while the majority of Bahamians have an 'intermediate' level of education, over the last two decades the percentage of persons with only a 'basic' education declined while the percentage of those with an 'advanced' education increased. Additionally, the Prais-Shorrock Mobility Index suggests that, from an educational attainment point of view, children are fairly independent of their parents. However, some socio-demographic groupings, such as the younger birth cohorts, urban dwellers and those entering school after the establishment of the Ministry of Education in 1964 are more educationally mobile than others.
When measuring the effects of parental education, individual and family factors on the three states of IEM, the following conclusions were drawn. Regarding parents' education, the educational attainment of the father appears to be more of a predictor of IEM than the education of the mother. Nationality, as an individual explanatory variable, seems rather predictable. The other three individual factors, while having some predictive value, seem far less consistent as predictors of IEM. Finally, parental occupational status is the only family factor that has demonstrated any effect on IEM.
|Commitee:||Johnson, Pandora, Valverde, Gilbert|
|School:||State University of New York at Albany|
|Department:||Educational Administration and Policy Studies|
|School Location:||United States -- New York|
|Source:||DAI-A 75/06(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Caribbean Studies, Education Policy|
|Keywords:||Anglophone caribbean, Educational attainment, Family effects, Intergenerational transmission|
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