Founders & Initiators of the 3 Studies Dr James W B Douglas Professor Neville Butler Dr Mia Kellmer Pringle Professor Eva Alberman Professor Geoffrey Chamberlain

Periods & ages of data collection in the 3 studies

The changing social class structure of jobs

Periods & ages of data collection in the 3 studies

Percentage gaining degrees or other tertiary qualifications

Percentage with tertiary qualifications by father's class

Percentage of sons in same occupation as fathers Intermediate Skilled Manual Total Professional Semi-skilled manual Junior non-manual Unskilled

Women labour market states 16-30 Unemployed Out of the labour force Part time work Full time work Government training Full time education

Employment rates of mothers with a child under 5

Average hourly pay

Pay gap: 90/10 ratio

Gender pay gap: born 1946 Raw pay gap: 49%

Gender pay gap: born 1958 Raw pay gap: 37%

Gender pay gap: born 1970 Raw pay gap: 20%

Age at first birth 1946 cohort 1958 cohort 1970 cohort

Tenure in the early 30s Own Shared own Rent LA/HA Rent private Rent free Other

Mean birth weight (kg) in the three cohorts

Average (mean) childhood height (cm) in relation to father’s social class 1946 cohort at 7 years (1951) 1958 cohort at 7 years (1965) 1970 cohort at 10 years (1980) MALES I 123 124 140 II 121 IIInm 138 IIIm 119 IV V 117 All classes 120 139 FEMALES 122 118 137 112

Cohort differences in breast-feeding: % breast-fed for 1 month or more

% obesity (BMI30) Age in years 1946 study 1958 study 1970 study MALES 15 0.3 (1961) 16 0.9 (1974) 1.6 (1986) 30 12.0 (2000) 33 12 (1991) 36 5.0 (1982) 43 10.0 (1984) 53 23.0 (1999) FEMALES 1.6 (1961) 1.3 (1974) 2.1 (1986) 11.0 (2000) 12.0 (1991) 7.0 (1982) 14.0 (1984) 27.0 (1999)

Reports (%) of physical illnesses 1946 cohort (36 years 1982) (43 years 1989) 1958 (33 years 1991) (42 years 2000) 1970 (30 years 2000) MEN Asthma 3 6 8 10 13 High blood pressure 9 5 11 WOMEN 12 14

Reports (%) of mental illness 1946 Cohort (36 years 1992) (43 years 1989) 1958 Cohort (33 years 1991) 1958 cohort (42 years 2000) 1970 cohort (30 years 2000) MEN Depression & anxiety* 8 10 7 14 Trouble with nerves etc 15 13 WOMEN 18 16 12 21 20 28 19 29 *PSE and PSF in 1946 cohort, Malaise in 1958 and 1970 cohorts

Mean number of alcohol units consumed by men and women in a week

Percentage of drug use by men and women

Current membership of an organisation in three cohorts by occupation group: women

Political Apathy

Belief that ‘I never really seem to get what I want out of life’ in 3 cohorts by occupation group: men

Type of contact with the police in 3 cohorts: men

Experience of ever been arrested in two cohorts by highest qualification: men

1. Other forms of capital:- Cultural capital Economic capital   CAPITALS IN MOTION Personal identity Self concept Plans / goals 1. Other forms of capital:- Cultural capital Economic capital Emotional capital Enjoyment Motivation to learn 2. Structural constraints Attitudes and values (e.g. trust) Health Family Skills Friends / Networks Knowledge Civic Participation Qualifications Human capital Social capital

Take-up of learning between 33 and 42 As you’ll see, just over .4 of the sample – that is, just over 40% of the sample took no courses at all between 33 and 42. In other words, almost 60% - 58% participated. Most people who participate take just one course (just over 20%) Very few take 6+

Percentages participating in types of courses The questions in the NCDS survey ask people about what sort of courses they took Therefore we have been able to look at effects of taking different types of courses These are… As you see, relatively few people took access courses, courses in basic skills, or govt training

Associations between participation in learning (number of courses taken) and changes in health outcomes Outcome Estimate P-value Mean change Estimate/mean Gave up smoking .003 .197 .28 1% Change in units drunk .044 .151 -.71 -6% Increased exercise .004 .006 .41 Change in life-sat. .007 -.22 -3% Became depressed .001 .409 .09 Exited from depression .002 .752 0% The first column lists the outcomes that we are interested in The second column gives the magnitudes of associations between taking courses and each outcome that we found in the analyses The third column entitled p-value gives the probability that the estimate (in the second column) is zero. We can see that it is quite likely that the estimates for several of the outcomes are zero. In fact, there are only really two that are very unlikely not to be zero. These are the associations between the total number of courses taken and increased level of exercise and change in life satisfaction. What are the sizes of these associations? Let’s take change in exercise taken as our example The estimate in the first column means that for every course taken, 4 people in 1000 will increase their level of exercise To get an idea of how important this effect is, we can compare the estimate with the proportion of the sample who increased their level of exercise between 33 and 42. 41% of them did, which is 410 in 1000. The estimated effect of taking each course seems quite small in comparison. But of course, the estimated effect of taking two courses will be double, and some people take more than two courses. In addition, we need to think about the impact of adult learning upon changes in exercise taken in relation to the total population of adult learners in Britain. When we gross up the findings in this way, the effect appears substantial, and probably represents important savings in relation to healthcare.

Associations between participation in learning (number of courses taken) and changes in social capital and cohesion outcomes Outcome Estimate P-value Mean change Estimate/mean Change race tolerance .013 .000 .19 7% Change pol. Cynicism -.002 .150 .44 0% Change support auth -.009 .26 -3% Increased pol. Int .003 .008 2% Increased no. mbrshps .12 3% Voted in 97 abstd 87 .007 .036 .5 1% The findings relating to changes in social capital and cohesion are very striking. We have fairly strong evidence here for effects of adult learning on five of our six outcomes. The sizes of these effects are substantial when we look at the changes they represent relative to the average shifts in attitudes or civic participation for the whole sample. As with the previous slide, we must remember that some people take several courses, and the estimates given here are the sizes of effects of taking just one course. If, for example, someone takes three courses, this will be associated with an increase in race tolerance that is equivalent to 21% of the average shift for the whole sample. Once again, if we think about how many adults in Britain take courses, we can see that the total impact upon attitude change and levels of civic participation is very important. So now we move on to the next stage in our analyses. We’ve conducted a lot more analyses using different measures of participation in learning and for different groups within the sample.

Income inequality and general trust

Income inequality and violent crime

 

(knowledge, skills etc) Status Network centrality Learning effects on social capital (joining, volunteering and engagement)   Learning Joining volunteering civic engagement Cognitive resources (knowledge, skills etc) Adapted from R. Nie Status Network centrality

Learning effects on social cohesion   Learning effects on social cohesion   Labour market structures: Union density and compass Reach of collective agreements Minimum wage   Income dispersal Dispersal of outcomes Social Cohesion Trust Civic cooperation Learning Socialization

1970 BRITISH COHORT STUDY What is done? 1970 cohort as example. 0 5 10 16 21 26 30