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Then, I shall describe a way of modelling these decisions statistically that was popularized by Mare (1980, 1981) and has become standard in rational-choicebased analyses of educational decisions. Finally, I shall discuss some critiques of the rational choice concept and the boundaries of rationality in educational decisions. 1 Primary and secondary effects Recent quantitative sociological research on educational inequalities usually refers to or is based on the distinction between primary and secondary effects as elaborated by Boudon (1974).
This is more often the case for children from a higher social background, because costs and probabilities of status demotion in case of denying additional education are higher and probabilities of success are higher as well. As mentioned above, the models described here differ slightly in the emphasis they place on the determinants. The most striking difference is perhaps that, in comparison to Erikson and Jonson (1996a), the two later models place more stress on the motive of status maintenance as the main factor in educational decisions.
However, the decrease is not very strong and women still show higher rates of downward mobility. Hillmert (2015) finds rather stable downward mobility in occupational positions of parents and their children for the eight cohorts born between 1919 and 1971 of the West German Life History Study. Regarding women there is a longterm decrease be- Research on intergenerational downward mobility 35 tween cohorts born 1929–1931 and those born 1954–1956, however, there is not much variation in younger cohorts born after World War II.