Book chapter Gold Open Access 2017

Education and Childlessness: The Influence of Educational Field and Educational Level on Childlessness among Swedish and Austrian Women

Demographic Research Monographs
Journal · pp. 183-207
Abstract

This article deals with the question of how different institutional structures affect ultimate levels of childlessness. We compare rates of childlessness by educational field and educational level among women born in 1955–1959 in two different welfare states: Austria and Sweden. We find similar patterns of childlessness by educational field in both countries: i.e., women who have been educated to work in the education or health sector have lower rates of childlessness than women who have been educated to work in most other occupational fields. However, rates of childlessness by educational level differ markedly between the two countries: Austrian women with upper-secondary or tertiary education are significantly more likely to be childless than Swedish women with comparable levels of education and Austrian women with lower levels of education. We attribute these differences to the educational systems, the labour market structures, and the family policies of the two countries; which in Sweden promote equality across educational groups, and in Austria create cleavages between educational groups. We conclude with reflections on the implications of our results for demographic research on education and fertility. © 2017, The Author(s).

Keywords

Author Keywords

education Austria Sweden Childlessness Fertility

Index Keywords

Author Affiliations
Stockholms universitet, Stockholm, Stockholm, Sweden
Funding & Acknowledgements
Grant: 340-2013-5164
Despite the selection process applied to upper-secondary-level and tertiary-level programmes, the Swedish educational system aims to equalise educational attainment and reduce class differentials (Erikson and Jonsson 1996). It is flexibly organised, highly permeable, and has special procedures to allow for late entry into (higher) education. Interruptions in education, moves out of and back into education, and changes in the educational line are always possible, and are often used. Individuals have a right to interrupt their employment to further their education. An extensive system of adult education and of active labour market policies facilitates and promotes (re-)education, training, and skill enhancement. Education is tuition free. A generous system of financial support, consisting of grants and loans, for individuals in higher education encourages and facilitates educational participation throughout the life course. This has resulted in high levels of educational participation and the widespread use of opportunities to earn new or improved qualifications on a flexible basis (Tesching 2012).
Vetenskapsrådet, VR
Grant: 349-2007-8701
Despite the selection process applied to upper-secondary-level and tertiary-level programmes, the Swedish educational system aims to equalise educational attainment and reduce class differentials (Erikson and Jonsson 1996). It is flexibly organised, highly permeable, and has special procedures to allow for late entry into (higher) education. Interruptions in education, moves out of and back into education, and changes in the educational line are always possible, and are often used. Individuals have a right to interrupt their employment to further their education. An extensive system of adult education and of active labour market policies facilitates and promotes (re-)education, training, and skill enhancement. Education is tuition free. A generous system of financial support, consisting of grants and loans, for individuals in higher education encourages and facilitates educational participation throughout the life course. This has resulted in high levels of educational participation and the widespread use of opportunities to earn new or improved qualifications on a flexible basis (Tesching 2012).
Vetenskapsrådet, VR
Despite the selection process applied to upper-secondary-level and tertiary-level programmes, the Swedish educational system aims to equalise educational attainment and reduce class differentials (Erikson and Jonsson 1996). It is flexibly organised, highly permeable, and has special procedures to allow for late entry into (higher) education. Interruptions in education, moves out of and back into education, and changes in the educational line are always possible, and are often used. Individuals have a right to interrupt their employment to further their education. An extensive system of adult education and of active labour market policies facilitates and promotes (re-)education, training, and skill enhancement. Education is tuition free. A generous system of financial support, consisting of grants and loans, for individuals in higher education encourages and facilitates educational participation throughout the life course. This has resulted in high levels of educational participation and the widespread use of opportunities to earn new or improved qualifications on a flexible basis (Tesching 2012).
References 10 References
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