Mining Association Rules Between Education, Family Background and Earning: Evidence from Taiwan Education Panel Survey
Date Issued
2016
Date
2016
Author(s)
CHANG, CHIH-YEN
Abstract
Education is widely regarded and serving as the primary pathway to allocate the economic remuneration. Basically, every study has implied the significant relationship between education achievement and earnings. Holding this belief, most people consider education as a mechanism that can sabotage the association of economic inequality transmitted from one generation to the next. Examining the inheritance of economic privilege can be considered as a branch of issues that aims to find the determinants of one’s life achievement. Achievement typically denotes as socioeconomic status (SES) which is a combined measure based on one’s education, income and occupation in economic and sociological perspectives. The major theoretical view in economic literatures exploit the family behaviors by claiming families would transmit cultural and genetic characteristics to their offspring that effects children’s SES. Accordingly, a large number of empirical studies have discussed about relationship between family background and one’s SES. In this study, we intend to propose a mechanism to investigate the determinants that take influence on one’s economic rewards. In order to bypass the limitation mentioned, we leverage diverse data mining techniques, instead of using statistical methods solely. By utilizing association rule mining, the relationships can be easily interpreted with if-then rules. Drawing on data from Taiwan Education Panel Survey (TEPS), a longitudinal dataset held in Taiwan, one’s background in the study stage can be represented completely in aspects of family, education and self-worth which are verified as determinants of future status. Our main contribution is that we found the determinants of one’s earning would vary depending on macro or micro perspectives which are rarely mentioned in other works. In macro view, the relationship was discussed between earning and overall background of family, school and self-worth respectively. It showed that the self-worth of a student played the most important role, followed by school practice and family background. In micro view, the sub-factors were investigated in six scenarios respectively. While some of rules are supportive to the previous work as well as some are trivial, there are still unexpected and surprising insights found by our approach. These findings on one hand reflect the status-quo of our society, and on the other hand can be references in many aspects that guide us how to react for aiming a high-earning future.
Subjects
association rule mining
random forest similarity
socioeconomic status
inequality
education and earning
SDGs
Type
thesis
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