An examination of paternal and maternal intergenerational transmission of schooling
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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