@phdthesis{discovery10141630,
       booktitle = {UCL},
           month = {January},
            year = {2022},
           title = {Socio-economic status and worklessness: educational investments and expectations},
            note = {Copyright {\copyright} The Author 2022.  Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/).  Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms.  Access may initially be restricted at the author's request.},
          school = {UCL (University College London)},
          author = {H{\"a}s, Silvan},
             url = {https://discovery.ucl.ac.uk/id/eprint/10141630/},
        abstract = {The link between socio-economic status (SES) and educational outcomes is well established. In this thesis, I improve understanding of different types of educational investment and mechanisms through which dimensions of SES affect young people's education. First, I use data from the Programme for International Student Assessment (PISA) to research educational investments in 15-year-olds: how do parents in workless households invest their resources in their children's education? Using matching methods comparing children from workless households to those from otherwise similar working households, I find that workless parents invest less money but more time in their child's education, although I find no difference in paying for commercial tutoring. Second, using longitudinal data from the UK Millennium Cohort Study (MCS), I examine the relationship between household worklessness and educational investments at different ages. Using instrumental variables and fixed effects approaches to reduce bias, I find that workless parents are less likely to pay for childcare (age 1-3) but are equally likely as working parents to pay for tutoring (11-14). While workless parents read to their child (3-7) more frequently, it is unclear whether this difference is causal. I find no link between household worklessness and parents helping their child with reading, writing, or maths (5-7). Contrasting my results from the multinational PISA data, I find no difference in parental homework help for British youths (11-14). Finally, I look at SES more generally and how it relates to 17-year-olds' expectations about going to university. I explore the role of risk attitudes and time preferences in forming these expectations. I analyse MCS data using regression analysis. Controlling for teenagers' and households' background characteristics over more than 10 years, I find that SES and patience are positively associated with educational expectations, but find no link between risk attitudes and educational expectations.},
        keywords = {economics of education, workless, economic preferences, educational expectations, educational investments, risk aversion, patience}
}