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THE IMPACT OF THE FAMILY: Your Parents’ Influence on Your Education, Your Fertility, Your Wealth, and Your
Health
© Dr. Francis Adu-Febiri, 2015
Presentation Content
Central Question, Main Thesis, and Main Argument
Major Concepts THE IMPACT OF THE FAMILY ON:
1. Educational Attainment & Educational Achievement
2. Economic Attainment 3. Fertility 4. HealthTheoretical PerspectivesConclusion
CENTRAL QUESTION & MAIN THESIS
QUESTION: What is the main predictor of one’s experiences in the
changing socio-economic system in a stratified society and what strategic resources make a sustainable difference in these experiences?
THESIS: Until the elimination of stratification from the social
structure, the intersection of one’s parentage and education will continue to be the major predictor of one’s fertility, wealth, and health. What could make a sustainable difference are changes in one’s access to transformative education.
MAIN ARGUMENT
In every socioeconomic system since the Industrial Revolution, there has been unemployment (demand-supply gap in the labor market), and, clearly, since the emergence of the post-industrial global economy, increasing education-jobs gap, income/wealth gap, fertility gap, and health gap are a reality. Peoples’ experiences in these structural conditions are related to the intersection of their parentage and education. Therefore, it is education that transforms one’s parenting skills, knowledge-base, skills-set, entrepreneurship ability, and/or social interaction/relationships that can make sustainable difference.
MaMarrshmallow Test”shmallow Test” https://www.youtube.com/watch?v=QX_oy9614HQ
MAJOR CONCEPTS
Educational Attainment and Educational Achievement Parents’ Social Class (Parents Education Level and Income) Socioeconomic StatusSocioeconomic Status Evolution of the Economic System: Pre-industrial, Industrial, Post-
industrial, post-industrial global Employment and Unemployment The Three Sectors of the Economy: Primary Sector, Secondary Primary Sector, Secondary
Sector, Tertiary Sector.Sector, Tertiary Sector. The Two Labor Markets: Primary Labor Market, Secondary Labor The Two Labor Markets: Primary Labor Market, Secondary Labor
marketsmarkets The Education – Jobs GapThe Education – Jobs Gap The Cashflow QuadrantThe Cashflow Quadrant Theoretical Perspectives: Functionalism, Social Conflict, Theoretical Perspectives: Functionalism, Social Conflict,
Interactionism, Feminism, and Postmodernism Interactionism, Feminism, and Postmodernism
IMPACT OF THE FAMILY ON EDUCATIONAL IMPACT OF THE FAMILY ON EDUCATIONAL ATTAINMENT & EDUCATIONAL ACHIEVEMENTATTAINMENT & EDUCATIONAL ACHIEVEMENT
Educational Attainment = Level of EducationEducational Attainment = Level of Education
Educational Achievement = Test Scores Educational Achievement = Test Scores
““Family background proves to be more Family background proves to be more important than test scores [educational important than test scores [educational achievement] in predicting who attends achievement] in predicting who attends university [educational attainment]” (Henslin university [educational attainment]” (Henslin et al 2004: 342). et al 2004: 342).
http://www.openthedoors.ca/backpacks?utm_campaign=harvest_intro_c&utm_medium=email&utm_source=fpse
IMPACT OF THE FAMILY ON IMPACT OF THE FAMILY ON EDUCATIONAL ATTAINMENTEDUCATIONAL ATTAINMENT
Dr. Martha Piper and Dr. Bill Piper have Dr. Martha Piper and Dr. Bill Piper have two daughters. Emily is officially Dr. two daughters. Emily is officially Dr. Emily Piper, 34, a consulting Emily Piper, 34, a consulting Psychologist…and maintains a private Psychologist…and maintains a private practice aside. Her younger sister is now practice aside. Her younger sister is now Dr. Hannah Piper, 29, who, having Dr. Hannah Piper, 29, who, having graduated from Princeton (BSC) and graduated from Princeton (BSC) and Harvard (MD) is in the midst of a general Harvard (MD) is in the midst of a general surgical residency (Trek, Winter/Spring surgical residency (Trek, Winter/Spring 2006, p. 21). 2006, p. 21).
IMPACT OF THE FAMILY ON IMPACT OF THE FAMILY ON EDUCATIONAL ATTAINMENTEDUCATIONAL ATTAINMENT
The family has the strongest influence on the The family has the strongest influence on the educational aspirations, experiences, educational aspirations, experiences, achievements, attainments, and expectations achievements, attainments, and expectations of students. But for working class families in of students. But for working class families in which neither the mother nor the father has a which neither the mother nor the father has a university degree, higher education is a university degree, higher education is a foreign territory (Gilbert and McRoberts foreign territory (Gilbert and McRoberts 1977).1977).
What makes the most difference in our lives is family What makes the most difference in our lives is family socialization and not education socialization and not education per seper se, because of the , because of the power of the family’s value and definition of power of the family’s value and definition of education. education.
THE EDUCATION SYSTEMTHE EDUCATION SYSTEM
Many families erroneously see education as the transmission of information and ideas, instead of seeing education as the training needed to generate and make use of creative ideas (Pamela Hieronymi (2012, p. A5 CAUT Bulletin)
1. 1. Transmission of Information and IdeasTransmission of Information and Ideas: This involves ability to memorize, : This involves ability to memorize, recall, and paraphrase. It is a lower order thinking recall, and paraphrase. It is a lower order thinking (Arum R. and Roksa J. 20110; Eickles, M.L. et al 2013).
. 2. Generate and make use of creative ideas: This involves ability to evaluate and
extrapolate information from one domain and apply it to another: it is a higher order thinking; in effect the ability to transform information into a resource to solve complex problems. These are the learners who are able to do close reading and transit from lower order thinking to higher order thinking (Arum R. and Roksa J. 20110; Eickles, M.L. et al 2013).
http://www.youtube.com/watch?v=zDZFcDGpL4U http://www.youtube.com/watch?v=iG9CE55wbtY&NR=1
FAMILY
Gender Race &Ethnicity
SocialClass
TestScores
EducationalTrack
VOCATIONAL:Lower classes
Minority Race/ethnicity
UNIVERSITY:Upper & Middle
classesDominant
race/ethnicity
EDUCATIONALATTAINMENT
HIGH
LOW
THE FAMILY, EDUCATIONAL ACHIEVEMENT AND EDUCATIONAL ATTAINMENT
Drop Out
EDUCATIONAL ACHIEVEMENT
FAMILY, EDUCATIONAL ACHIEVEMENT AND FAMILY, EDUCATIONAL ACHIEVEMENT AND EDUCATIONAL ATTAINMENTEDUCATIONAL ATTAINMENT
In effect, educational achievement and In effect, educational achievement and attainment are primarily a function of a attainment are primarily a function of a combination of mental ability, effort, combination of mental ability, effort, finances, cultural background, etc., finances, cultural background, etc., all of all of which have their roots in the family.which have their roots in the family.
FAMILY AND EDUCATIONAL ATTAINMENT:FAMILY AND EDUCATIONAL ATTAINMENT:
Country IllustrationCountry Illustration
1. USA: Even students with low SAT scores enter 1. USA: Even students with low SAT scores enter university since parents can afford tuition.university since parents can afford tuition.
2. JAPAN: Children of affluent parents attend 2. JAPAN: Children of affluent parents attend cram (‘juku’) schools that enhances their cram (‘juku’) schools that enhances their admission to prestigious universities and admission to prestigious universities and placement in prestigious companies.placement in prestigious companies.
3. EX USSR: Children of the more educated and 3. EX USSR: Children of the more educated and party members attended higher educational party members attended higher educational institutions.institutions.
4. EGYPT: Children of the wealthy are several 4. EGYPT: Children of the wealthy are several times likely to get higher education.times likely to get higher education.
5. THIRD WORLD: The children of the wealthy 5. THIRD WORLD: The children of the wealthy and powerful usually have education beyond the and powerful usually have education beyond the basic.basic.
6. CANADA ? ? ? 6. CANADA ? ? ?
EDUCATIONAL ATTAINMENT IN CANADA, BY FATHER’S EDUCATIONAL ATTAINMENT IN CANADA, BY FATHER’S EDUCATION LEVELEDUCATION LEVEL
FATHER’S EDUCATIONFATHER’S EDUCATION CHILDREN WITH POST-CHILDREN WITH POST-SEC EDUCATIONSEC EDUCATION
Grade 8 or lessGrade 8 or less 31%31%
Grade 9 –12/13Grade 9 –12/13 47%47%
Some Post-secondarySome Post-secondary 60%60%
Post-secondary graduatePost-secondary graduate 68%68%
Sources: Statistics Canada, General Social Survey, 1986.
The Effects of Parents’ Social Class on the Education of 19-Year Old Canadians
Bottom Second Third
Parent’s Income Quartile
Percentage attending universityPercentage not attending university partly because they can't afford itPercentage fromsingle-parenthouseholdPercentage with parents who have at least an undergraduate degree
Source: Frenette, 2007
BOTTOM LINE: BOTTOM LINE: FAMILY MATTERS IN EDUCATIONFAMILY MATTERS IN EDUCATION
““Family background proves to be more Family background proves to be more important than test scores in predicting who important than test scores in predicting who attends university” (Henslin et al 2004: 342). attends university” (Henslin et al 2004: 342).
THE AMERICAN CASE:THE AMERICAN CASE: Of the brightest 25% of high school students, Of the brightest 25% of high school students,
90% of those from affluent homes go to 90% of those from affluent homes go to college, while only 50% from low income homes college, while only 50% from low income homes do so. do so. Of the weakest students, 26% from Of the weakest students, 26% from affluent homes go to college, while only 6% affluent homes go to college, while only 6% from poorer homes do sofrom poorer homes do so (Henslin et al 2004). (Henslin et al 2004).
BOTTOM LINE: BOTTOM LINE: FAMILY MATTERS IN EDUCATIONFAMILY MATTERS IN EDUCATION
THE CANADIAN CASE:THE CANADIAN CASE: In Canada students from higher class In Canada students from higher class
backgrounds are far more likely to go to backgrounds are far more likely to go to university than students from lower class university than students from lower class families within the same cohort. If you rank families within the same cohort. If you rank families from the poorest to the richest, as the families from the poorest to the richest, as the income increases the likelihood that the income increases the likelihood that the children will attend institutions of higher children will attend institutions of higher learning also increases (Manski 1992-1993; learning also increases (Manski 1992-1993; Curtis, Livingston & Smaller 1992).Curtis, Livingston & Smaller 1992).
BOTTOM LINE: FAMILY MATTERS IN BOTTOM LINE: FAMILY MATTERS IN EDUCATIONEDUCATION
Most children of the less privileged families are Most children of the less privileged families are funneled into job training programs, while children of funneled into job training programs, while children of the middle classes families attend universities and the middle classes families attend universities and university transfer community colleges. The children university transfer community colleges. The children of the elite, in contrast, attend exclusive private of the elite, in contrast, attend exclusive private schools, such as Upper Canada College, where their schools, such as Upper Canada College, where their learning environment includes small classes and well learning environment includes small classes and well paid reputable teachers (Persell et al 1992). paid reputable teachers (Persell et al 1992).
Here they inherit cozy social network of the nation’s Here they inherit cozy social network of the nation’s and the world’s most elite institutions. Some of these and the world’s most elite institutions. Some of these networks are so efficient that a majority of these networks are so efficient that a majority of these private schools’ graduating classes are admitted to private schools’ graduating classes are admitted to McGill, University of Toronto Law School and McGill, University of Toronto Law School and University of Western Ontario’s Business School, or University of Western Ontario’s Business School, or to Harvard, Yale and Princeton (Henslin et al 2004). to Harvard, Yale and Princeton (Henslin et al 2004).
BOTTOM LINE: BOTTOM LINE: FAMILY MATTERS IN EDUCATIONFAMILY MATTERS IN EDUCATION
Some visible minority youth are Some visible minority youth are aiming higher when it comes to aiming higher when it comes to education largely education largely due to educational due to educational values promoted from within their values promoted from within their own familiesown families, , according to new according to new University of Alberta research.University of Alberta research.
http://www.uofaweb.ualberta.ca/http://www.uofaweb.ualberta.ca/sociology/news.cfm?story=44972). (April sociology/news.cfm?story=44972). (April 5, 20065, 2006
IMPACT OF FAMILY & IMPACT OF FAMILY & EDUCATION ON ECONOMIC EDUCATION ON ECONOMIC ATTAINMENTATTAINMENT
THE STORY OF THE IMPACT OF FAMILY AND EDUCATION
“LEFT BEHIND”Steven Barkan (2012, pp. 281-287)
EVOLUTION OF THE ECONOMIC SYSTEMS and EVOLUTION OF THE ECONOMIC SYSTEMS and WHO’S LEFT BEHINDWHO’S LEFT BEHIND
1. Pre-Industrial Economy (Ecology 1. Pre-Industrial Economy (Ecology Economy)Economy)
2. Industrial Economy (Brawn and 2. Industrial Economy (Brawn and Dexterity Economy)Dexterity Economy)
3. Post-Industrial Economy (Knowledge 3. Post-Industrial Economy (Knowledge Economy)Economy)
4. Post-postindustrial Global Economy 4. Post-postindustrial Global Economy (Creative Ideas and People Skills (Creative Ideas and People Skills Economy)Economy)
“LEFT BEHIND”Steve Barkan 2012, pp. 281-287
The industrial economy with its focus on manufacturing left behind most western women, particularly feminized women.
The postindustrial economy with its focus on knowledge has left behind workers without post-secondary degrees.
Postindustrialization and globalization of the economy encourage outsourcing that has left behind many Euro-American factory workers and unskilled service workers in the areas of customer care, billing services, etc.
The emergent post-postindustrial global economy with its focus on thinking and relationships is leaving behind people with post-secondary degrees who are bankrupt in creative thinking, design thinking, and people skills. This may explain the global high unemployment rate of university graduates who are not from the upper class or upper middle class. The new gender gap projects that the majority being
left behind by this new economy are men.
LEFT BEHIND
Replaced by Robots http://www.huffingtonpost.ca/2015/
02/10/robots-labour-costs_n_6649964.html
LEFT BEHIND
Pepper knows how you feel but Pepper knows how you feel but still wants your jobstill wants your job
A robot designed to read and respond to human emotions will be sold at Sprint Corp. stores in the United States by next summer. Marketed by SoftBank Corp., the four-foot-tall humanoid, named “Pepper,” dances, tells jokes and estimates human emotions based on observed expressions. SoftBank chairman Masayoshi Son said the company is investing in robotics to boost Japan’s domestic production, adding that he expects to replace 90 million jobs with 30 million robots. (Bloomberg News) (http://www.planetsmag.com/story.php?id=1708)
REPLACED BY ROBOTS
LEFT BEHIND
One central bank has some frightening predictions when it comes to job stability in the future. 80 million jobs in the United States are at risk of being taken over by robots in the next few decades, a Bank of England (BoE) official, Andy Haldane, warned on Thursday November 12, 2015.
Jobs with the highest level of being taken over by a machine in the U.K. included administrative, production, and clerical tasks.
Haldane suggested society may have an edge against machines in jobs which require high-level reasoning, creativity and cognition, while AI (artificial intelligence) problems are more digital and data driven. http://www.msn.com/en-ca/money/careersandeducation/robots-could-steal-80-million-us-jobs-boe/ar-BBmY9ej?ocid=iehp
LEFT BEHIND
People left behind by the various economic systems are those who:
1.experience oversocialization in lower class families
2. undersocialization in upper middle/upper class families
3. undersocialization in the education system
4. are replaceable with robots
IMPACT OF FAMILY & EDUCATIONIMPACT OF FAMILY & EDUCATION
1. Unemployment 1. Unemployment 2. Income 2. Income 3. Participation in House Work3. Participation in House Work 4. Labor Market Participation4. Labor Market Participation 5. Labor Force Participation5. Labor Force Participation 6. Health and Life Span6. Health and Life Span 7. Fertility7. Fertility
IMPACT OF FAMILY & EDUCATIONIMPACT OF FAMILY & EDUCATION
Unemployment:Unemployment: Let's consider the data. Across Ontario in Let's consider the data. Across Ontario in
2013, the average unemployment rate in 2013, the average unemployment rate in the 25-29 age bracket was just 6.5 per the 25-29 age bracket was just 6.5 per cent for university graduates. That figure cent for university graduates. That figure was 6.7 per cent for college grads, 10.8 was 6.7 per cent for college grads, 10.8 per cent for graduates of the trades, and per cent for graduates of the trades, and 10.3 per cent for high school graduates. 10.3 per cent for high school graduates. ((http://www.huffingtonpost.ca/bonnie-m-patterson/canada-university_b_5952274.html http://www.cou.on.ca/publications/reports/pdfs/cou-university-works-report---february-2014))
IMPACT OF FAMILY & EDUCATIONIMPACT OF FAMILY & EDUCATION
Employment February 17, 2015 Conference Board of Canada’s skills report indicates high
demand occupations BC Colleges and the BC Association of Institutes and Universities
recently released the Conference Board of Canada’s new Skills for Success: Developing Skills for a Prosperous BC report which surveyed 854 BC employers – covering more than 130,000 employees or nine per cent of the total provincial employment – to determine what skills, occupations, and post-secondary credentials are required by a large number of BC employers now and in the near future.
The report indicates the top four industry areas requiring more qualified graduates include: business, sales, trades, and the natural and applied sciences
IMPACT OF EDUCATION ON INCOMEIMPACT OF EDUCATION ON INCOME
Education Level Median Annual Earnings
Post-Bachelor $66,535
Bachelor $56,048
Univ. below Bachelor
$47,253
College $42,937
Trades or Apprenticeship
$39,996
High School $37,403
Less than High School
$32,029
When a person who was born into a poor family graduates from college or university he/she has one in five chance of entering the top quintile of all income earners as an adult (Isaacs et al 2008). This usually true when they graduate from math-based programs.
AVERAGE INCOMES FOR BACHELOR’S DEGREES IN CANADA: AVERAGE INCOMES FOR BACHELOR’S DEGREES IN CANADA: MENMEN
Degree Area Income
Actuarial Science $95,000
Mining, Metallurgical and Petroleum Engineering
$80,000
Electrical and Electronic Engineering
$73,000
Economics $72,000
Computer Science and Other Applied Mathematics
$70,000
Business, Commerce and management
$70,000
Chemistry $63,000
Source: Maclean’s Magazine, Nov. 19. 2007, p. 33
AVERAGE INCOMES FOR BACHELOR’S DEGREES IN CANADA: AVERAGE INCOMES FOR BACHELOR’S DEGREES IN CANADA: MENMEN
Degree Area Income
Physics $58,000
Biology $52,000
Sociology $51,000
Social Work $49,000
Psychology $49,000
History $47,000
English $45,000
Source: Maclean’s Magazine, Nov. 19, 2007, p. 33
AVERAGE INCOMES FOR BACHELOR’S DEGREES IN AVERAGE INCOMES FOR BACHELOR’S DEGREES IN CANADA: MENCANADA: MEN
Degree Area Income
Philosophy $44,000
Fine Arts $42,000
Anthropology $40,000
Music $38,000
Those earning the above-average incomes generally had degrees in applied fields: business, engineering, plus some sciences. The one constant seems to be a solid grasp of math (Maclean’s Magazine, Nov. 19, 2007, p. 33).
AVERAGE ANNUAL SALARY OF 2009 SOCIAL AVERAGE ANNUAL SALARY OF 2009 SOCIAL SCIENCE GRADUATES: From Ontario SCIENCE GRADUATES: From Ontario Universities Universities
Six months after 2009 graduation $36,292
Two years after 2009 graduation $42,593
http://cou.on.ca/publications/reports/pdfs/2011-survey-highlights---ontario-graduate-employme
Lingering Myths about the Value of a Lingering Myths about the Value of a Social Science DegreeSocial Science Degree
Employment Rates of 2009 Social Science Graduates from Ontario Universities
Six months after 2009 graduation 86.2%
Two years after 2009 graduation 91.2%
http://cou.on.ca/publications/reports/pdfs/2011-survey-highlights---ontario-graduate-employme
Lingering Myths about the Value of a Social Science Lingering Myths about the Value of a Social Science DegreeDegree: : Skill MatchSkill Match
Six months after graduation, Six months after graduation, 76.3 per cent 76.3 per cent of of graduates from Ontario universities employed graduates from Ontario universities employed full-time considered their work either “closely” or full-time considered their work either “closely” or “somewhat” related to their university education.“somewhat” related to their university education.
Two years after graduation, Two years after graduation, 82.3 per cent 82.3 per cent of of graduates from Ontario Universities employed graduates from Ontario Universities employed full-time considered their work either “closely” or full-time considered their work either “closely” or “somewhat” related to their university education.“somewhat” related to their university education.
http://cou.on.ca/publications/reports/pdfs/2011-survey-highlights---ontario-graduate-employme
AVERAGE INCOMES FOR BACHELOR’S DEGREES IN AVERAGE INCOMES FOR BACHELOR’S DEGREES IN UNITED STATESUNITED STATES
http://www.huffingtonpost.com/2012/03/09/college-majors-one-percent_n_1335938.html?ref=canada&ir=Canada
Certain majors are more common among the Certain majors are more common among the nation's top earners, as seen in thenation's top earners, as seen in the infographic below from CollegeOnline.org.. Those who Those who majored in majored in pharmaceuticals, chemical engineering pharmaceuticals, chemical engineering and economics and economics have the highest median earnings have the highest median earnings of majors represented in the one percent, of majors represented in the one percent, according to data from theaccording to data from the U.S. Census Bureau's American Community Survey, , while concentrations such as while concentrations such as health, English health, English literature and ethnic and civilization studies literature and ethnic and civilization studies have have the lowest. the lowest.
Lingering Myths about the Value of a Lingering Myths about the Value of a Social Science Degree Social Science Degree
Some 84.2% of social science graduates were Some 84.2% of social science graduates were employed three years after graduating, employed three years after graduating, compared with 79% of arts and humanities compared with 79% of arts and humanities graduates and 78% of graduates with science graduates and 78% of graduates with science degrees, the figures suggest…They are also degrees, the figures suggest…They are also more likely to be in managerial or senior more likely to be in managerial or senior roles (UK’s Higher Education Statistics roles (UK’s Higher Education Statistics Agency (HESA), August 2013.Agency (HESA), August 2013.
The researchers define social sciences as including economics, The researchers define social sciences as including economics, management, business studies, anthropology, sociology, criminology, management, business studies, anthropology, sociology, criminology, human geography, media studies, town planning, education and human geography, media studies, town planning, education and politics.politics.
Ref: http://www.bbc.co.uk/news/education-24707507Ref: http://www.bbc.co.uk/news/education-24707507 Ref: Ref: http://www.kcl.ac.uk/sspp/departments/management/careers/What-Do-SS-Grad-Do---Campaign-for-http://www.kcl.ac.uk/sspp/departments/management/careers/What-Do-SS-Grad-Do---Campaign-for-
Social-Science-2013.pdfSocial-Science-2013.pdf
IMPACT OF FAMILY ON IMPACT OF FAMILY ON INCOME:INCOME:
Theoretical Theoretical PerspectivesPerspectives
IMPACT OF FAMILY ON INCOME
Interactionism: The Power of Social Interaction/Relationships with Parents
Functionalism: The Power of Family Socialization: Knowledge & Skills; Culture
Social Conflict: The Power of Parents’ Social Class
Feminism: The Power of Gender Socialization/Control in the Family
Postmodernism: The Power of Parents’ Hegemonic Discourse/Culture
INTERACTIONIST PARADIGM
IMPACT OF FAMILY ON INCOME:IMPACT OF FAMILY ON INCOME:Theory: The Power of Social Theory: The Power of Social RelationshipsRelationships
INTERACTIONIST PARADIGM:INTERACTIONIST PARADIGM: One of the most intriguing discoveries of One of the most intriguing discoveries of
the Grant Study was how significant men’s the Grant Study was how significant men’s relationships with their mothers are in relationships with their mothers are in determining their well-being in life. For determining their well-being in life. For instance, instance, Business InsiderBusiness Insider writes: writes: “Men “Men who had ‘warm’ childhood relationships who had ‘warm’ childhood relationships with their mothers took home $87,000 with their mothers took home $87,000 more per year than men whose mothers more per year than men whose mothers were uncaring. were uncaring.
(http://www.feelguide.com/2013/04/29/75-years-in-th-making-(http://www.feelguide.com/2013/04/29/75-years-in-th-making-harvard-just-released-its-epic-study-on-what-men-require-to-live-a-harvard-just-released-its-epic-study-on-what-men-require-to-live-a-happy-life/).happy-life/).
FUNCTIONALIST PARADIGM
IMPACT OF FAMILY ON INCOME: IMPACT OF FAMILY ON INCOME: Theory: The Power of Knowledge & SkillsTheory: The Power of Knowledge & Skills
FUNCTIONALIST PARADIGM: “The FUNCTIONALIST PARADIGM: “The MaMarrshmallow Test”shmallow Test” Society needs people to develop their skills [and Society needs people to develop their skills [and
knowledge] in order for society to realize its full knowledge] in order for society to realize its full potential, so it rewards those who make the sacrifices potential, so it rewards those who make the sacrifices necessary to develop those skills [and knowledge] necessary to develop those skills [and knowledge] through education. (Witt and Hermiston 2010, p. 23).through education. (Witt and Hermiston 2010, p. 23).
The ability to sacrifice or postpone The ability to sacrifice or postpone gratification is acquired through family gratification is acquired through family socialization.socialization.
https://www.youtube.com/watch?https://www.youtube.com/watch?v=QX_oy9614HQv=QX_oy9614HQ
IMPACT OF FAMILY ON INCOME: IMPACT OF FAMILY ON INCOME: Theory: The Power of Family CultureTheory: The Power of Family Culture
The culture of your family makes a difference.
“The love of money is the root of all evil” versus “ The lack of money is the root of all evil” (Kiyosaki & Lecter 2000, p. 13).
FUNCTIONALIST PARADIGM
IMPACT OF FAMILY ON INCOME: IMPACT OF FAMILY ON INCOME: Theory: The Power of Family CultureTheory: The Power of Family Culture
FUNCTIONALIST PARADIGM:FUNCTIONALIST PARADIGM:One of the reasons the rich get richer, One of the reasons the rich get richer,
the poor get poorer, and middle class the poor get poorer, and middle class struggles in debt is because the struggles in debt is because the subject of money is taught at home, subject of money is taught at home, not in school. Most of us learn about not in school. Most of us learn about money from our parents (money from our parents (Kiyosaki & Kiyosaki & Lechter 2000, p. 14).Lechter 2000, p. 14).
SOCIAL CONFLICT PARADIGM
IMPACT OF FAMILY & EDUCTION ON INCOME: IMPACT OF FAMILY & EDUCTION ON INCOME: Theory: The Power of Social class in the Political EconomyTheory: The Power of Social class in the Political Economy
Source: Robert Kiyosaki and Sharon Lechter (2001). Rich Dad, Poor Dad
SOCIAL CONFLICT PARADIGM
IMPACT OF FAMILY & EDUCATION ON INCOME: IMPACT OF FAMILY & EDUCATION ON INCOME: Theory: The Power of Social classTheory: The Power of Social class
SOCIAL CONFLICT PARADIGM:SOCIAL CONFLICT PARADIGM:Education does not so much provide Education does not so much provide
opportunity as reinforce the existing opportunity as reinforce the existing system of inequality by providing system of inequality by providing the illusion of opportunitythe illusion of opportunity……People People more or less end up in the same more or less end up in the same economic position in which they economic position in which they began their education journey began their education journey (Witt (Witt and Hermiston 2010, p. 23).and Hermiston 2010, p. 23).
IMPACT OF FAMILY & EDUCATION ON INCOME: IMPACT OF FAMILY & EDUCATION ON INCOME: Theory: The Power of Social classTheory: The Power of Social class
Family location in the social stratification Family location in the social stratification system and the quality of social system and the quality of social relationships in the family influence relationships in the family influence peoples’ connections and experiences peoples’ connections and experiences with the world of work:with the world of work: The sectors of the economyThe sectors of the economy The labour marketsThe labour markets The evolving economic systems and The evolving economic systems and
their transition stagestheir transition stages
IMPACT OF FAMILY & EDUCATION ON INCOME: IMPACT OF FAMILY & EDUCATION ON INCOME: Theory: The Power of Social classTheory: The Power of Social class
THE THREE SECTORS OF THE ECONOMY THE THREE SECTORS OF THE ECONOMY (Read page 386 of Ravelli and Webber (Read page 386 of Ravelli and Webber 2014)2014)Primary SectorPrimary SectorSecondary SectorSecondary SectorTertiary SectorTertiary Sector
IMPACT OF FAMILY & EDUCATION ON INCOME: IMPACT OF FAMILY & EDUCATION ON INCOME: Theory: The Power of Social classTheory: The Power of Social class
TWO LABOUR MARKETS: (Read p. 386-389 TWO LABOUR MARKETS: (Read p. 386-389 of Ravelli and Webber 2014)of Ravelli and Webber 2014)
Primary Labour Market: ProfessionsPrimary Labour Market: Professions “…“…requiring post-secondary training or requiring post-secondary training or
education, provide a stable and comfortable education, provide a stable and comfortable salary, future growth and promotion potential, salary, future growth and promotion potential, and attractive fringe benefits…”and attractive fringe benefits…”
Secondary Labour Market: McJobsSecondary Labour Market: McJobs “… “… insecure and temporary, offer minimal pay, insecure and temporary, offer minimal pay,
and provide few opportunities to advance”.and provide few opportunities to advance”.
IMPACT OF FAMILY & EDUCATION ON INCOME: IMPACT OF FAMILY & EDUCATION ON INCOME: Theory: The Power of Social classTheory: The Power of Social class
http://www.thestar.com/business/http://www.thestar.com/business/2013/05/24/2013/05/24/decoding_canadas_skills_crisis.htmldecoding_canadas_skills_crisis.html
PEOPLE WITHOUT JOBS - JOBS PEOPLE WITHOUT JOBS - JOBS WITHOUT PEOPLEWITHOUT PEOPLE
IMPACT OF FAMILY & EDUCATION ON EMPLOYMENT: IMPACT OF FAMILY & EDUCATION ON EMPLOYMENT: Theory: The Power of Social class socializationTheory: The Power of Social class socialization
THE EDUCATION – JOBS GAP THE EDUCATION – JOBS GAP Universities are not, and should not be, in the business of
producing “plug and play” graduates – workers who can fit immediately into a specific job in which they will spend the rest of their lives. Rather, universities must provide the kind of broad intellectual and personal development that enables graduates to thrive in a world that is constantly changing, a world that demands INNOVATION [“crazy thinking” informed by creative and design thinking based on critical thinking—Adu-Febiri 2013] and adaptability, a world in which they will change jobs frequently between the time they enter the work force and the time they retire (Max Blouw Sept. 03, 2013, The Globe Max Blouw Sept. 03, 2013, The Globe & Mail). & Mail).
(http://www.theglobeandmail.com/commentary/universities-should-educate-employers-should-train/article14078938/).
FEMINIST PARADIGM
IMPACT OF FAMILY & EDUCATION ON IMPACT OF FAMILY & EDUCATION ON EMPLOYMENT: EMPLOYMENT: Theory: The Power of GenderTheory: The Power of Gender
The gender gap report for 2013 shows that globally the highest areas of inequality are economic and political. It’s vital to bring awareness to the fight that women still face for equal pay, land and business ownership, and political power (NEXUS, “Campaign aims for equality”, October 15, 2014, p. 15).
IMPACT OF FAMILY & EDUCATION ON IMPACT OF FAMILY & EDUCATION ON EMPLOYMENT: EMPLOYMENT: Theory: The Power of GenderTheory: The Power of Gender
Underrepresented
Trades, transportation, and construction 6.9%
Natural and applied sciences 21.8%
Senior management 23.8%
Overrepresented
Nursing, therapy, other health-related 86.5%
Clerical and administrative 69.1%
Cashiers
Retail sales
Roughly equal representationBusiness and financeProfessional health occupationsTour and travel occupations
85.2%
58.6%
49.7%53.5%51.4%
Source: Stats Canada 2006
IMPACT OF FAMILY & EDUCATION ON IMPACT OF FAMILY & EDUCATION ON EMPLOYMENT: EMPLOYMENT: Theory: The Power of GenderTheory: The Power of Gender
POSTMODERNIST PARADIGM
IMPACT OF FAMILY & EDUCATION ON IMPACT OF FAMILY & EDUCATION ON EMPLOYMENT: EMPLOYMENT: Theory: The Power of hegemonic Discourse/CultureTheory: The Power of hegemonic Discourse/Culture
IMPACT OF EDUCATION & IMPACT OF EDUCATION & INCOME ON FERTILITYINCOME ON FERTILITY
IMPACT OF EDUCATION & INCOME IMPACT OF EDUCATION & INCOME ON FERTILITYON FERTILITY
There is an inverse association between income per adult and fertility among countries, and across households this inverse association is also often observed. Many studies find fertility is lower among better educated women (T. Paul Schultz, Yale University: http://www.econ.yale.edu/~pschultz/cdp925.pdf
IMPACT OF INCOME ON HEALTHIMPACT OF INCOME ON HEALTH
““Rich v. poor: The lives we can Rich v. poor: The lives we can expect from our income” expect from our income” By Andre PicardBy Andre Picard
http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-we-can-http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-we-can-expect-from-our-income/article793139/expect-from-our-income/article793139/
Socio-economic determinants of Socio-economic determinants of health include education, housing, health include education, housing, physical environment and, above all, physical environment and, above all, income. Put bluntly, income. Put bluntly, poverty makes poverty makes people unhealthy and poverty kills.people unhealthy and poverty kills.
IMPACT OF INCOME ON HEALTHIMPACT OF INCOME ON HEALTH
SOCIOECONOMIC STATUS AND MENTAL HEALTH Most Canadians are affected by mental illness. One fifth of the population
will experience a mental disorder, and 80 percent of Canadians personally know someone who has a mental disorder (Health Canada 2002, cited in Symbaluk and Bereska 2016, p. 271). Depression is projected to be the second-leading disease burden by 2020 (behind heart disease) (WHO 2014b, ibid.). Mental health is both a contributor to and an outcome of lower socioeconomic status(Doherwind et al ., 1999; WHO 2014b).
The Social Causation Hypothesis posits that a lack of material resources creates stress, which contributes to the development of mental disorders. Research lends greater support to the social causation hypothesis, especially for depression and anxiety(Doherwind et al 1992; Eaton 2001; Kessler et al 1994; Turner, Wheaton & Lloyd 1995: cited in Symbaluk and Bereska 2016, p. 271).
Besides socioeconomic status, several other social factors are associated with poor mental health. These include rapid social change, low levels of education, stressful work conditions, gender discrimination, and human rights violation (WHO 2014b, ibid.).
IMPACT OF INCOME ON HEALTHIMPACT OF INCOME ON HEALTH
Only 51.2 per cent of Canadian men in the lowest income group (the bottom 10 per cent) can expect to live to age 75. By comparison, 74.6 per cent of high-income earners (the top 10 per cent) can expect to see 75.
That is a startling 23.4-point difference - not good odds.
For women, the comparative figures are 69.4 per cent of poor women living to 75, compared with 84.4 per cent of wealthy women. A smaller, but still significant, 15-point gap.
http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-we-can-http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-we-can-expect-from-our-income/article793139/expect-from-our-income/article793139/
IMPACT OF INCOME ON HEALTHIMPACT OF INCOME ON HEALTH
Being wealthy translated into 11.4 more years of healthy living for men and 9.7 for women.
There are a lot of numbers to digest here, but the bottom line is this: People's income (or lack thereof) has about twice the impact on their health as cancer does.
http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-we-can-expect-from-our-income/article793139/we-can-expect-from-our-income/article793139/
The data tell us that the most powerful tool we have in our health-care armamentarium is income redistribution.
CONCLUSIONCONCLUSION
“ “Choose Your Parents Carefully” is my sarcastic topic to Choose Your Parents Carefully” is my sarcastic topic to draw attention to the significant impact of the family of draw attention to the significant impact of the family of orientation on peoples’ behavior and condition in human orientation on peoples’ behavior and condition in human society. The point is, one’s parents immensely shape one’s society. The point is, one’s parents immensely shape one’s destiny, so there is a need to choose your parents carefully destiny, so there is a need to choose your parents carefully if that is at all possible. But, of course, we don’t choose our if that is at all possible. But, of course, we don’t choose our parents. So whatever status we occupy because of our parents. So whatever status we occupy because of our parents is an “ascribed status”, not an achieved status”.parents is an “ascribed status”, not an achieved status”.
However, it is not your parents However, it is not your parents per se per se that make the that make the difference, but rather their locations in the social difference, but rather their locations in the social stratification system and their family culture. That is, stratification system and their family culture. That is, the quality of their relationships with the social the quality of their relationships with the social structure, particularly the education and economic structure, particularly the education and economic institutions as well as the innovative and teaminstitutions as well as the innovative and teamwork work values values of their family culture.of their family culture.
CONCLUSION
Therefore, the future belongs to people who grew up in families that socialize and encourage them to “think crazily, work effectively as team players, and keep up with math” (Fareed Zakaria “Innovators: Driving the Future”, GPS Special, CNN, Sunday November 30 2014).
People without these qualities are likely to be LEFT BEHIND!
CONCLUSION
Most innovations happen because of teamwork:
Teamwork: You have to know how to work with people and get others to want to work with you. It’s probably a crucial skill and yet the [formal] education system is mostly about solo performances (Jeff Bewkes, Chairman &CEO of Time Warner Inc., cited by Fareed Zakaria “Innovators: Driving the Future”, GPS Special, CNN, Sunday November 30 2014).
CONCLUSION
People who love the arts and humanities should endeavor to appreciate the beauties of Math and Physics…Otherwise, they will be left as bystanders at the intersection of arts and science where most digital-age creativity will occur. They will surrender the control of that territory to engineers (Walter Isaacson, author, The Innovators, cited by Fareed Zakaria, “Innovators: Driving the Future”, GPS Special, CNN, Sunday November 30 2014).