Intergenerational Educational Mobility During Expansion Reform: Evidence from Mexico

Daniela R. Urbina ()
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Daniela R. Urbina: Princeton University

Population Research and Policy Review, 2018, vol. 37, issue 3, No 3, 367-417

Abstract: Abstract How does intergenerational educational mobility change under educational expansion? This paper examines this question in Mexico, which enacted two important school expansion plans between 1959 and 1992. Using the 2011 Mexican Social Mobility Survey, I analyze how intergenerational mobility changes under different phases of expansion reform, and how do these trends vary according to the particular stage of the schooling process. Main findings indicate that mobility patterns are not stalled across cohorts, as reproduction theories predict. However, they do not reflect equalization at all levels of education either, as modernization hypotheses anticipate. Expansion reforms, especially the “11-year plan,” are associated with positive trends in mobility in primary and lower-secondary schooling, but also with a decrease in intergenerational mobility at higher levels of education. Thus, these findings are consistent with the maximally maintained inequality hypothesis.

Keywords: Intergenerational mobility; Education; Maximally maintained inequality; Cohort analysis; Expansion reform; Latin America; Mexico (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (4)

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DOI: 10.1007/s11113-018-9466-4

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