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dc.contributor.authorMARTIN GARCIA, Teresa
dc.contributor.authorBAIZAN, Pau
dc.date.accessioned2011-04-19T12:48:40Z
dc.date.available2011-04-19T12:48:40Z
dc.date.issued2006
dc.identifier.citationEuropean Sociological Review, 2006, 22, 3, 259-275
dc.identifier.issn0266-7215
dc.identifier.urihttps://hdl.handle.net/1814/16549
dc.description.abstractIn this paper, we re-examine two established findings concerning the effect of education on women's family formation. In addition to considering educational choices as a way of accumulating human capital, we also see them as expressing orientations concerning future roles, and as a place of socialization. This leads us to consider not only the level of education but also the type of education. Furthermore, we investigate whether the timing of departure from education and entering into parenthood are jointly determined. In order to disentangle these issues, we use the Spanish Family and Fertility Survey and apply event history models that take into account the presence of unobserved heterogeneity. Our results show that the type of education is as important as the level of education undertaken by women. More precisely, those academic studies concerned with the care of individuals and/or which emphasize interpersonal skills, in turn have a positive influence on the timing of first birth in Spain, irrespective of the level of education. We also find that both processes are partially determined by common (unmeasured) determinants.
dc.language.isoen
dc.publisherOxford University Press
dc.titleThe Impact of the Type of Education and of Educational Enrolment on First Births
dc.typeArticle
dc.identifier.doi10.1093/esr/jci056
dc.identifier.volume22
dc.identifier.startpage259
dc.identifier.endpage275
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dc.identifier.issue3


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