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Recent studies of social mobility have documented that not only who your parents are, but also where you grow up, substantially influences subsequent life chances. We bring these two concepts together to study social mobility in England and Wales, in three post-war generations, using linked Decennial Census data. Our findings show considerable spatial variation in rates of absolute and relative mobility, as well as how these have changed over time. While upward mobility increased in every region between the mid-1950s and the early 1980s, this shift varied across different regions and tailed off for more recent cohorts. We also explore how domestic migration is related to social mobility, finding that those who moved out of their region of origin had higher rates of upward mobility compared to those who stayed, although this difference narrowed over time., (© 2021 The Authors. The British Journal of Sociology published by John Wiley & Sons Ltd on behalf of London School of Economics and Political Science.)

Recent research on social capital has explored trends in membership in voluntary organizations. However, there is currently little robust evidence on such trends in the UK since the 1970s, nor is there any analysis of whether participation bridges social divisions or accentuates them. This paper explores trends in participation in England and Wales since 1972 using data from the Social Mobility Inquiry of 1972 and the British Household Panel Survey of 1992 and 1999. We are concerned with social exclusion mechanisms in social capital generation in Britain over the three decades. Using binomial and multinomial models to 'unpack' the effects of socio-cultural factors on civic participation and on different types of associational membership, we test the thesis of across-the-board decline in social capital by Putnam (2000) and that of rising levels of middle-class social capital versus consistent low levels of working-class social capital by Hall (1999). The results show significant socio-cultural-gender differences, a relative stability of middle-class participation, and a rapid decline in the working-class access to social capital. We challenge the established accounts of both theses.

This article explores the question: can the variation that have been observed in class mobility rates in England, France and Sweden be in fact attributed entirely to differences in the evolution of the class structures of these societies - or in other factors affecting the demand and supply conditions attending mobility; or is it rather the case that there are, in addition to such structural sources of variation, differences also among the three societies in the pattern of what we would term their social fluidity or, in other words, in mobility considered independently of structural influences? To use the conceptual language that has been conventional in mobility research- but from which we would wish to depart -- the issue could then be alternatively posed as that of whether the cross-national variation that we have demonstrated is confined simply to structural mobility, or whether it extends to exchange mobility as well. The source of mobility data in England, France and Sweden have been fully described in previous paper of these authors. Here it will be sufficient to say that the data derive from nationally-based sample survey inquiries undertaken in the three countries during the early 1970s.

We explore the influence of between‐school ability placement at lower secondary education on earnings across the life course in England and Denmark. We go beyond the mid‐career snapshot provided by previous studies by exploiting the availability of four decades worth of earnings data for individuals born in the mid‐1950s. Members of this cohort who were judged to be among the most academically able attended grammar schools in England (19%) and advanced secondary schools (Realskole) in Denmark (51%) prior to the start of comprehensivization. This key difference makes England and Denmark interesting cases for comparison, not least since pro‐selection policies have re‐emerged in England based on the claim that grammar schools lead to better educational and labor market outcomes. Our analysis of the influence of selective school placement on earnings finds little support for this contention. We find that those from socioeconomically disadvantaged backgrounds were strikingly under‐represented in schools ear‐marked for higher ability pupils in both countries, even after taking into account social class differences in measured ability. Our analysis for England finds only modest earnings returns to attending a grammar school, totalling just £39,000 across the life course, while in Denmark the lifetime earnings returns to attending Realskole are somewhat larger (£194,000). Because those from advantaged backgrounds were substantially over‐represented at grammar schools and Realskoles, these returns accrue disproportionately to pupils from more advantaged backgrounds. Lower secondary school placement in Denmark accounts for 40% of the intergenerational reproduction of socioeconomic advantage and disadvantage, more than half of which is due to selection into school types based on socioeconomic background rather than measured ability. Our findings question the wisdom of expanding grammar schools when they appear to do little to improve individuals' earnings or increase social mobility. [ABSTRACT FROM AUTHOR]

We aim to bring together two current strands of research into inequalities in individuals' educational attainment that are associated with their social origins: that concerned with the "primary" and "secondary" effects of social origins in creating inequalities, and that concerned with the relation between these inequalities and different components of social origins, taken to represent different forms of parental resources. Our main findings are the following. The secondary effects of social origins—their effects via the educational choices that young people make given their prior academic performance—are clearly operative across five key educational transitions within the English educational system. More specifically, we estimate that 35% of the total effect of social origins is secondary in the earliest transition that we consider, and from 15% to 20% in the subsequent four. Furthermore, mediation analyses reveal that secondary effects are most strongly associated with parental education and then, to a lesser degree with parental status, while little association exists with parental class and none at all with parental income. Primary effects are also at all transitions most strongly associated with parental education and status but in this case both parental class and parental income do retain some importance. We suggest an explanation for our empirical findings as resulting largely from the concern of highly educated, professional parents, and their children to avoid the occurrence of downward intergenerational mobility, especially in terms of education and status. [ABSTRACT FROM AUTHOR]

This is a report of the main findings of a reliability study carried out in association with the 1972 Oxford Social Mobility inquiry. The original sample consisted of some 10,000 men interviewed in England and Wales. The reliability study involved re-interviewing a representative 10 per cent of the sample after a lapse of two years. After initially exploring the reliability of occupation (position on the Hope-Goldthorpe scale) and distinguishing this from its stability over a period of two years, the analysis proceeds to examine the basic set of stratification variables. The raw correlations tot the full 1972 sample are adjusted in the light of the reliability findings, and the adjusted values are employed in path analyses. The main substantive conclusion of the paper is that education is more a disrupter than a transmitter of the influence of paternal social standing on respondent's occupation. The main conclusion of the reliability analysis, apart from the estimates of the reliability coefficients, is that measurement errors are not entirely independent of one another. Finally, some comparisons with a comparable American inquiry are offered. [ABSTRACT FROM AUTHOR]