Thesis
Thesis Directors : Jean-François GIRET and Jake MURDOCH
Thesis Title : Do educational systems generate well-beinginequalities? : an international comparative analysis
Abstract:
This study investigates the association between post-secondary education and well-being in international comparative perspective, conceptualizing well-being as a capability-informed measure of flourishing. Based on a combined human capital–capability approach, post-secondary education, operationalized as highest post-secondary educational credential, is hypothesized to relate positively with well-being net of individual-level and country-level controls at both the micro and macro levels of analysis. Prominent critiques of these approaches, suggesting indirect effects through occupational sorting at the individual level and economic factors at the country level, are also explored.
Beyond these overall associations, differences amongst countries are anticipated: Therefore, a modified educational welfare regimes framework informed by comparative educational research is proposed based on an analytical taxonomy mapping onto post-secondary educational stratification and decommodification. Levels of, and the association between, education and well-being are compared amongst individuals and countries, exploring the macro–micro interaction between institutional arrangements and life outcomes. Effects are tested parametrically in regression models using interaction effects and a ‘two-step’ approach to hierarchical data analysis, as well as mediation models comparing human agency-orientated perspectives and their social selection-based critiques.
These results are interpreted through a frame of inquiry focused on educational inequalities in well-being, finding that education and well-being are significantly associated at both the micro and macro levels even with the inclusion of relevant control variables. However, patterns in the strength of these associations amongst countries are complex, varying with the operationalization of well-being used and depending on both levels of educational stratification and decommodification. These findings offer some support for the notion that equalizing, or non-stratifying, educational systems, as well as decommodifying redistribution efforts, are instrumental in the effort to counter inequalities in well-being.
Keywords: Post-secondary education; well-being; capability approach; inequalities; welfare regimes; Europe
Publications
Articles dans une revue
- Janine Jongbloed, Lesley Andres. Charting well-being over adulthood into pandemic times: a longitudinal perspective. Longitudinal and Life Course Studies, In press, pp.1-24. ⟨10.1332/175795921X16715373405417⟩. ⟨hal-03963315⟩
- Jean-François Giret, Janine Jongbloed. Jóvenes que no estudian ni trabajan (NEET): el papel de las competencias básicas. Calificaciones y empleo, 2023, 128, pp.1-3. ⟨hal-03963366⟩
- Jean-François Giret, Janine Jongbloed. Young people not in employment, education or training (NEET): the role of basic competencies. Training & Employment, 2021, 154. ⟨hal-03601537⟩
- Janine Jongbloed, Jean-François Giret. Untangling the roles of low skill and education in predicting youth NEET statuses: negative signalling effects in comparative perspective. Compare: A Journal of Comparative and International Education, In press, pp.1-19. ⟨10.1080/03057925.2021.1951664⟩. ⟨hal-03371334⟩
- Janine Jongbloed, Jean-François Giret. Quality of life of NEET youth in comparative perspective: subjective well-being during the transition to adulthood, Journal of Youth Studies. Journal of Youth Studies, 2021, 25 (3), pp.321-343. ⟨10.1080/13676261.2020.1869196⟩. ⟨halshs-03107334⟩
- Ashley Pullman, Janine Jongbloed. The relative relationship between education and workplace task discretion: an international comparative perspective. Journal of Education and Work, In press, 32 (1), pp.66-84. ⟨10.1080/13639080.2019.1594173⟩. ⟨hal-02088281⟩
- Agathe Fanchini, Janine Jongbloed, Agathe Dirani. Examining the well-being and creativity of schoolchildren in France. Cambridge Journal of Education, 2019, pp.391-416. ⟨10.1080/0305764X.2018.1536197⟩. ⟨halshs-01976820⟩
- Janine Jongbloed. Higher education for happiness? Investigating the impact of education on the hedonic and eudaimonic well-being of Europeans. European Educational Research Journal, 2018, ⟨10.1177/1474904118770818⟩. ⟨halshs-01779581⟩
- Janine Jongbloed, Ashley Pullman. Well-being in the Welfare State?: the redistributive capacity of education. European Journal of Education, 2016, 51 (4), pp.564-586. ⟨10.1111/ejed.12196⟩. ⟨halshs-01413072⟩
- Janine Jongbloed, Lesley Andres. Elucidating the constructs happiness and wellbeing: A mixed methods approach. International journal of wellbeing, 2015, 5 (3), ⟨10.5502/ijw.v5i3.1⟩. ⟨halshs-01222513⟩
Communications dans un congrès
- Janine Jongbloed, Lesley Andres. The Challenge of Conducting Longitudinal Research during COVID-19 : Educational Research in the Time of COVID. Assemblée générale annuelle de la Société canadienne de sociologie, Canada (à distance), Canadian Sociological Association, May 2022, visio, Canada. ⟨hal-03951745⟩
- Janine Jongbloed, Lesley Andres. Gendered “family care work” and employment during the COVID-19 pandemic through the lens of educational attainment. Assemblée générale annuelle de la Société canadienne pour l'étude de l'enseignement supérieur (SCÉES) (à distance), Canadian Society for the Study of higher Education, May 2022, à distance, Canada. ⟨hal-03951788⟩
- Janine Jongbloed, Lesley Andres, Leah Mcfadyen. Mancession to Shecession: Higher Education, Employment, and Gender across Two Economic Recessions. Assemblée générale annuelle de la Société canadienne pour l’étude de l’enseignement supérieur (SCÉES),, Université d'Alberta, 2021, 2021, Alberta, Canada. ⟨hal-03511039⟩
- Janine Jongbloed, Jean-François Giret. The variable role of education in predicting youth NEET statuses: A 'gendered youth transition regimes' perspective. Problematic school-to-work transitions in Europe, Transitions in Youth (TIY), Oct 2019, Maastricht, Netherlands. ⟨halshs-02318445⟩
- Janine Jongbloed, Magali Danner, Jean-François Giret, Christine Guégnard, Olivier Joseph. Patterns in NEET status during the school-to-work transition in France. Patterns in NEET status during the school-to-work transition in France, Oct 2019, Maastricht, Pays-Bas. ⟨halshs-02381477⟩
- Janine Jongbloed, Lesley Andres. Measuring educational participation and attainment over the life course. Life Courses in Comparable Perspective: Similarities and Differences of Predictors and Outcomes between Countries, Times and Populations, SSLLS (Society for Longitudinal and Life Course Studies), Sep 2019, Postdam, Germany. ⟨halshs-02318437⟩
- Janine Jongbloed, Jean-François Giret. L'éloignement des études et de l'emploi pour les situations jeunes en situation de NEET : une comparaison européenne. Actualité de la Recherche en Éducation et en Formation (AREF), AECSE (Association des Enseignants et des Chercheurs en Sciences de l'Éducation); SSRE (Société Suisse pour la Recherche en Éducation); ABC-Educ (Association belge des chercheurs en Education); Ceds; Lab-E3D; Laces; ESPE d'Aquitaine; Faculté des Sciences de l'Education de l'Université de Bordeaux, Jul 2019, Bordeaux, France. ⟨hal-02187275⟩
- Jean-François Giret, Janine Jongbloed. Quality of Life of Neet Youth across Europe: The Perceived Welfare of the 'out-of-School Jobless'. Fathomless Futures. Algorithmic and Imagined, SASE (Society for the Advancement of Socio-Economics), Jun 2019, New-York, United States. ⟨halshs-02187658⟩
- Janine Jongbloed, Ashley Pullman. Cross-country comparisons on the relative relationship between education and workplace task discretion. The International Conference on PIAAC and PIAAC-Longitudinal, GESIS (Leibniz Institut für Sozialwissenschaften), Apr 2017, Mannheim, Germany. ⟨halshs-01867570⟩
- Janine Jongbloed, Agathe Fanchini, Agathe Dirani. Flourishing at school in France: Creativity and wellbeing in flux in preadolescence?. Education and the Life Course: Determinants and Consequences of Unequal Educational Opportunities, Society for Longitudinal and Life Course Studies, Oct 2016, Bamberg, Germany. ⟨halshs-01413152⟩
- Janine Jongbloed, Lesley Andres, Ashley Pullman. The long arm of education? A 28-year perspective on the consequences of education for job quality and wellbeing over adulthood. Education and the Life Course: Determinants and Consequences of Unequal Educational Opportunities, Oct 2016, Bamberg, Germany. ⟨halshs-01867311⟩
- Janine Jongbloed, Ashley Pullman. Discretion, capabilities and autonomy: The role of education from an international comparative perspective. Sixty Years of Comparative and International Education: Taking Stock and Looking Forward, Comparative and International Education Society, Mar 2016, Vancouver, Canada. ⟨halshs-01867417⟩
- Janine Jongbloed. La diversité des parcours au sein du système éducatif améliore-t-elle les chances de réussite dans la vie ?. XXIIes journées d'étude sur les données longitudinales dans l'analyse du marché du travail, CEREQ; CLERSÉ, Dec 2015, Lille, France. pp.387-400. ⟨halshs-01264085⟩
- Janine Jongbloed. Higher education for a better life: Canada in international context. Annual conference of CSSHE, CSSHE (Canadian Society for the Study of Higher Education), May 2015, Ottawa, Canada. ⟨halshs-01222523⟩
- Janine Jongbloed. Higher learning for happiness? The non-economic benefits of higher education. Annual conference of CSSHE, CSSHE (Canadian Society for the Study of Higher Education), May 2015, Ottawa, Canada. ⟨halshs-01222533⟩
- Janine Jongbloed, Maria Adamuti-Trache, Lesley Andres, Throy A. Campbell, Ashley Pullman, et al.. Higher Education from a Longitudinal and Life Course Perspective. Annual conference of CSSHE, CSSHE (Canadian Society for the Study of Higher Education), May 2015, Ottawa, Canada. ⟨halshs-01222543⟩
Ouvrages (y compris édition critique et traduction)
- Mark Levels, Christian Brzinsky-Fay, Craig Holmes, Janine Jongbloed, Hirofumi Taki. The Dynamics of Marginalized Youth: Not in Education, Employment, or Training Around the World. Routledge, 2022, 978-0-367-56156-7. ⟨10.4324/9781003096658⟩. ⟨hal-03630540⟩
Chapitres d'ouvrage
- Magali Danner, Jean-François Giret, Christine Guégnard, Janine Jongbloed, Olivier Joseph. Patterns in NEET statuses during the school-to-work transition in France. Levels, Mark; Brzinsky-Fay, Christian; Holmes, Craig; Jongbloed, Janine; Taki, Hirofumi. The Dynamics of Marginalized Youth, Routledge, pp.87-124, 2022, ⟨10.4324/9781003096658-4⟩. ⟨hal-03632267⟩
- Sue Maguire, Mark Levels, Christian Brzinsky-Fay, Janine Jongbloed, Hirofumi Taki. Policy Interventions Targeting NEETs in Different Institutional Settings. Levels, Mark; Brzinsky-Fay, Christian; Holmes, Craig; Jongbloed, Janine; Taki, Hirofumi. The Dynamics of Marginalized Youth, Routledge, pp.180-204, 2022, ⟨10.4324/9781003096658-7⟩. ⟨hal-03632334⟩
- Janine Jongbloed, Mark Levels, Christian Brzinsky-Fay. Conclusions and discussion. Levels, Mark; Brzinsky-Fay, Christian; Holmes, Craig; Jongbloed, Janine; Taki, Hirofumi. The Dynamics of Marginalized Youth, Routledge, pp.248-265, 2022, 978-0-367-56156-7. ⟨hal-03648540⟩
- Mark Levels, Christian Brzinsky-Fay, Craig Holmes, Janine Jongbloed, Hirofumi Taki. Not in Employment, Education, or Training around the World. The Dynamics of Marginalized Youth, Routledge, pp.1-24, 2022, 9781003096658. ⟨10.4324/9781003096658-1⟩. ⟨hal-03630602⟩
- Lynn Van Vugt, Mark Levels, Janine Jongbloed. How long-term NEET are explained by family policies in OECD countries. Levels, Mark; Brzinsky-Fay, Christian; Holmes, Craig; Jongbloed, Janine; Taki, Hirofumi. The Dynamics of Marginalized Youth, Routledge, pp.233-247, 2022, 978-0-367-56156-7. ⟨10.4324/9781003096658-10⟩. ⟨hal-03640077⟩
- Janine Jongbloed, Ashley Pullman. Degree of Benefit? The Interconnection Among Social Capital, Well-Being and Education. Almakaeva, Anna; Moreno, Alejandro; Wilkes, Rima. Social Capital and Subjective Well-Being: Insights from Cross-Cultural Studies, Springer International Publishing, pp.195-220, 2021, Societies and Political Orders in Transition, 978-3-030-75813-4. ⟨10.1007/978-3-030-75813-4_10⟩. ⟨hal-03423504⟩
Autres publications
- Janine Jongbloed. Book review "Mindful Teaching and Learning: Developing a Pedagogy of Well-Being" by K. Ragoonaden, Ed.. 2016, pp.179-181. ⟨halshs-01312921⟩
Thèses
- Janine Jongbloed. Do educational systems generate well-being inequalities? : an international comparative analysis. Education. Université Bourgogne Franche-Comté, 2018. English. ⟨NNT : 2018UBFCH020⟩. ⟨tel-02083978⟩
Documents récupérés de l'archive ouverte HAL 
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Thesis Directors : Jean-François GIRET and Jake MURDOCH
Thesis Title : Do educational systems generate well-beinginequalities? : an international comparative analysis
Abstract:
This study investigates the association between post-secondary education and well-being in international comparative perspective, conceptualizing well-being as a capability-informed measure of flourishing. Based on a combined human capital–capability approach, post-secondary education, operationalized as highest post-secondary educational credential, is hypothesized to relate positively with well-being net of individual-level and country-level controls at both the micro and macro levels of analysis. Prominent critiques of these approaches, suggesting indirect effects through occupational sorting at the individual level and economic factors at the country level, are also explored.
Beyond these overall associations, differences amongst countries are anticipated: Therefore, a modified educational welfare regimes framework informed by comparative educational research is proposed based on an analytical taxonomy mapping onto post-secondary educational stratification and decommodification. Levels of, and the association between, education and well-being are compared amongst individuals and countries, exploring the macro–micro interaction between institutional arrangements and life outcomes. Effects are tested parametrically in regression models using interaction effects and a ‘two-step’ approach to hierarchical data analysis, as well as mediation models comparing human agency-orientated perspectives and their social selection-based critiques.
These results are interpreted through a frame of inquiry focused on educational inequalities in well-being, finding that education and well-being are significantly associated at both the micro and macro levels even with the inclusion of relevant control variables. However, patterns in the strength of these associations amongst countries are complex, varying with the operationalization of well-being used and depending on both levels of educational stratification and decommodification. These findings offer some support for the notion that equalizing, or non-stratifying, educational systems, as well as decommodifying redistribution efforts, are instrumental in the effort to counter inequalities in well-being.
Keywords: Post-secondary education; well-being; capability approach; inequalities; welfare regimes; Europe
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