0000000000623802
AUTHOR
Rainer Unger
Can We Really (All) Work Longer?<br>Trends in Healthy Life Expectancy According to Social Stratum in Germany<br>
Against the background of raising the retirement age to 67 years and the associated lengthening of working lifetimes in higher age groups, this article examines the question of the extent to which this political objective is covered by the health assets of the population. Here, we will first trace trends in “healthy” life expectancy among the total population for different points in time 1989, 1999 and 2009 on the basis of the data from the Socio-Economic Panel Study (SOEP) and analyse these against the background of social strata indicators such as income and educational levels. Among others, one significant result is the fact that social differences have a far greater effect on healthy li…
Editorial on the special issue “Private Life Choices, Employment and Health”
The health conditions of the German population have been subject to signifi cant changes in the past. Within the last forty years, for example, the life expectancy at birth of both men and women reported by the German Federal Statistical Offi ce rose by more than eight years. In recent years, chances of survival in the middle and old ages were responsible for the increase in life expectancy. In this respect – and to an extent never seen before – it is nowadays possible to spend one’s lifetime actively within the family and productively on the labour market. However, in times of a shrinking population, changes of the conditions on the labour market and new arrangements of private life choice…
Bildungschancen an Grundschulen in prekärem Umfeld Lernumweltmerkmale der Schule und deren Bedeutung
Eine zunehmende Zahl nationaler und internationaler Arbeiten weist darauf hin, dass sich das schulische Umfeld ebenso auf die Bildungschancen der Schuler auswirkt, wie die bekannten individuellen Leistungs- und Herkunftsmerkmale der Schuler (vgl. Tiedemann/Billmann-Mahecha 2007; Kristen 2002; Lee/Bryk 1989). Dabei zeigt sich, dass vor allem das soziookonomische Gefuge der Schulerschaft in den Schulen als bedeutsame Voraussetzung fur den individuellen Bildungserfolg anzusehen ist (Stanat 2006; Hanushek et al. 2003; Ma/Klinger 2000; Caldas/Bankston 1997). So erreichen z. B. Schuler unabhangig von ihren individuellen Merkmalen an Grundschulen mit einem niedrigen durchschnittlichen Statusniveau…