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Kohortní analýza jako alternativa panelového výzkumu

100%
Katrnak T.
Data a výzkum - SDA Info (Data and Research - SDA Info)
|
2009
|
vol. 3
|
issue 1
53-74
EN
The text introduces basic concepts of cohort analysis - age, period and birth cohorts. The author shows the role of birth cohorts in explanation of social processes and deals with a cohort replacement as a matter of social change. From the methodology point of view the author presents the standard cohort table, introduces an identification problem and shows two ways how to solve it using the data on birth rates in the Czech Republic between 1948 and 2007. The first solution is presented for population data, the second one is presented for microdata in the form of a series of repeated cross-section sample surveys. The results of both analyses show, that identification of age, period and cohort effects is important for interpretation trends in birth rates in the Czech Republic between 1948 and 2007.
2
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Intergenerační vzdělanostní fluidita a její vývoj v České republice v letech 1990 až 2009

70%
Katrňák T., Simonová N.
Sociologický časopis. Czech Sociological Review
|
2011
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vol. 47
|
issue 2
207-243
EN
The aim of the article is to identify the trend in educational fluidity in the Czech Republic between 1990 and 2009 and offer an explanation for it. The authors use a series of 28 annual surveys conducted between 1990 and 2009 in the Czech Republic and ascertaining information about the level of education of the respondent and the respondent’s father. The authors analyse trends in educational fluidity from a period and birth cohort perspective. The findings show that educational fluidity did not increase in Czech society between 1990 and 2003. From 2004 to 2009 this trend changed and a slight increase in educational fl uidity became evident. These changes in educational fluidity are driven by period (by institutional changes) rather than cohort effects (by cohort replacement). Period effect signifies both changes in the effect of class origin on educational attainment (class inequalities in education) and changes in the expansion of the Czech educational system. Both these period effects are presented as a part of the theory of maximally maintained inequality (MMI), which helps explain the changes in educational fluidity in the Czech Republic during the observed period.
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