An examination of paternal and maternal intergenerational transmission of schooling
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More educated parents are observed to have better educated children. However, previous research has found conflicting results regarding the role of fathers and mothers: in most cases, a strong positive paternal effect was found with a negligible maternal effect; in fewer cases, opposite results were found. In this paper, I use a sample of Norwegian twins to evaluate the impact of sample size and sample selection on the estimates’ robustness: results concerning the effect of mother’s education are very sensitive to the sample size, while the selection of the sample seems to be a key to reconciling previous results.
KeywordsIntergenerational transmission Education Twin-estimator
JEL ClassificationC23 I2
I thank my Ph.D. supervisor John Ermisch, Rolf Aaberge, Richard Berthoud, Ugo Colombino, Francesco Figari, Helena Holmlund, Cheti Nicoletti, and Steve Pudney for their comments. I am very grateful to two anonymous referees whose precious comments and suggestions improved my work and to Deborah Cobb-Clark for the invaluable advice. The financial support received by the Norwegian Research Council and the European Research Council are gratefully acknowledged. Any error should be attributed to the author.
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