People

  • Ingrid Schoon

    Professor of Human Development and Social Policy, UCL Institute of Education, University College London Director of PATHWAYS TO ADULTHOOD, an international post-doctoral Fellowship Programme funded by the Jacobs Foundation – since September 2008 Research Director of the Department for Quantitative Social Sciences, Institute of Education, University of London - since May 2013 Research Professor at the Wissenschaftszentrum Berlin (Social Science Research Centre, Berlin) – since June 2014

    Department:
    Quantitative Social Science
    Centre:
    Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES)
    Tel:
    0207 612 6238
  • Ingrid Schoon

Role in LLAKES

Project Leader

  • LLAKES Projects

    Theme 1 Project 1: Intergenerational Dynamics in Learning Engagement, Life Chances and Well-Being of Young People

  • Recent Outputs and Activities

    Books:

    Schoon, I. & Eccles, J.S. (forthcoming). Gender differences in aspirations and attainment: a longitudinal perspective. Cambridge University Press

    Peer reviewed papers:

    Parsons, S., Schoon, I. & Vignoles, A. (2014). Parental worklessnesss and early school achievement and progress. Evidence over time and place in England. Longitudinal and Life Course Studies, 5(1), 19-41

    Schoon, I. (2014). Parental worklessness and the experience of NEET among their offspring. Evidence from the Longitudinal Study of Young People in England (LSYPE). Longitudinal and Life Course Studies, 6(1), 129-150

    Evans, K., Schoon, I., & Weale, M. (2013). Can Lifelong Learning Reshape Life Chances? British Journal of Educational Studies, 61(2).

    Parker, P.D., Bodkin-Andrew, G., Marsh, H.W., Jerrim, J., & Schoon, I. (in press, 23rd May 2013). Will Closing the Achievement Gap Solve the Problem? An Analysis of Primary and Secondary Effects for Indigenous University Entry. Journal of Sociology. ISI = .880

    Schoon, I. (2013). The impact of family worklessness on children’s education. Every Child Journal, 3.5, 52-58

    Schulenberg, J.E. & Schoon, I.  (2012). The transition to adulthood across time and place. Introduction to special section. Longitudinal and Life Course Studies, 3(2), 164-172.

    Ashby, J., Schoon, I.  & Webley, P. (2011). Save now, save later? Linkages between saving behaviour in adolescence and adulthood. European Psychologist, 16(3), 227-237

    Cheng, H., Bynner, J., Wiggins, R. & Schoon, I.  (2011). The Measurement and Evaluation of Social Attitudes in Two British Cohort Studies. Social Indicators Research (6 May 2011), pp. 1-21. doi:10.1007/s11205-011-9852-3 Key: citeulike:9290664

    Parsons, S., Schoon, I. , Rush, R., & Law, J. (2011). Long-term Outcomes for Children with Early Language Problems: Beating the Odds. Children & Society, 25(3), 202-214. doi: 10.1111/j.1099-0860.2009.00274.x

    Schoon, I. , & Cheng, H. (2011). Determinants of Political Trust: A Lifetime Learning Model. Developmental Psychology, 47(3), 619-631. doi: 10.1037/a0021817

    Schoon, I. , Jones, E., Cheng, H., & Maughan, B. (2011). Family hardship, family instability and children's cognitive development. Journal of Epidemiology and Community Health. doi:10.1136/jech.2010.121228

    Schoon, I. , Jones, E., Cheng, H., & Maughan, B. (2011). Resilience in children facing poverty and family disadvantage: Evidence from the UK Millennium Cohort, ISSBD Bulletin, 59 (1), 5-8

    Schoon, I. , & Polek, E. (2011). Teenage career aspirations and adult career attainment: The role of gender, social background and general cognitive ability. International Journal of Behavioral Development, 35(3), 210-217.

    Schoon, I. , & Polek, E. (2011). Pathways to Economic Well-Being Among Teenage Mothers in Great Britain. European Psychologist, 16(1), 11-20.

    Ashby, J. & Schoon, I.  (2010) The role of aspirations, ambition and gender in predicting adult social status and earnings. Journal of Vocational Behavior, 77, issue 3, pp. 350 - 360

    Duckworth, K., & Schoon, I (2010). Progress and attainment during primary school: the roles of literacy, numeracy and self-regulation . Longitudinal and Life Course Studies , 1(3), pp. 2223-240

    Richards, M. & Schoon, I.  (2010). Cognitive Capital. Special Issue . Guest editors. Longitudinal and Life Course Studies , 1(3), pp. 241-258

    Schoon, I (2010). Childhood cognitive ability and adult academic attainment: evidence from three British cohort studies. Longitudinal and Life Course Studies , 1(3), pp. 241-258

    Schoon, I.  (2010). Planning for the future. Changing education expectations in three British cohorts. Historical Social Research, 35(2): 99-119

    Schoon, I. , Cheng, H., Gale, C. R., Batty, G. D., & Deary, I. J. (2010). Social status, cognitive ability, and educational attainment as predictors of liberal social attitudes and political trust. Intelligence, 38: 144-150.

    Schoon, I.  & Duckworth, K., (2010). Leaving school early and making it. European Psychologist, 15, 283-292

    Ross, A., Schoon, I. , Martin, P., & Sacker, A. (2009). Family and Nonfamily Role Configurations in Two British Cohorts. Journal of Marriage and the Family, 71(1), 1-14.

    Schoon, I.  (2009). Changing educational aspirations in three UK cohorts: the role of gender, parental education, and encouragement. ISSBD Bulletin,1: 14-18.

    Batty, G. D., Deary, I. J., Schoon, I. , Emslie, C., Hunt, K., & Gale, C. R. (2008). Childhood mental ability and adult alcohol intake and alcohol problems: The 1970 British Cohort Study. American Journal of Public Health, 98(12), 2237-2243.

    Gale, C.R., Deary, I.J., Schoon, I. , Batty, G.D.  (2008). Locus of control at age 10 years and health outcomes and behaviours at age 30 years:  the 1970 British Cohort Study. Psychosomatic Medicine 70, 397-403.

    Martin, P., Schoon, I.  & Ross, A. (2008). Diverse Sequences, Ideal Types. Applying Optimal Matching Analysis to Life Course Research. International Journal of Social Research Methodology, 11, 179-199

    Schoon, I.  (2008). A transgenerational model of status attainment: The potential mediating role of school motivation and education. National Institute Economic Review, 205, 72-82.

    Book chapters:

    Schoon, I. (in press). Gender and the transition to adulthood: A life course perspective. In Robert Scott and Stephen Kosslyn, Hoboken (eds.). Emerging Trends in the Social and Behavioral Sciences. NJ:  John Wiley and Sons

    Schoon, I. (in press). Diverging Pathways: Rethinking the Transition to Adulthood. In P. Amato, A. Booth, S. McHale, & J. Van Hook (Eds.), Diverging destinies: Families in an era of increasing inequality. New York: Springer.

    Cheng, H. & Schoon, I.  (2013). The role of school engagement in young people’s career development and mental well-being. Findings from two British cohorts. In: H.Helve & K.Evans (Eds.). Youth, work and well-being. (pp. 177-194). London: Tufnell Press

    Schoon, I.  & Schulenberg, J. (2013). The assumption of adult roles in the UK, the US, and Finland: Antecedents and associated levels of well-being and health. In: H.Helve & K.Evans (Eds.). Youth, work and well-being. (pp. 45-57). London: Tufnell Press

    Evans, K., Schoon, I., & Weale, M. (2012). Life Chances, Learning and the Dynamics of Risk in the Life Course. In D. Aspin, J. Chapman & K. Evans, R. B. (Eds.), Second International Handbook of Lifelong Learning. Dordrecht, Heidelberg, London, New York: Springer.

    Schoon, I.  (2012). Temporal and contextual dimensions to individual positive development: A developmental-contextual systems model of resilience. In: M.Ungar (Ed). The social Ecology of resilience: culture, context, resources, and meaning. New York: Springer (pp.143-156)

    Schoon, I.  (2010). Becoming adult: the persisting importance of class and gender. In: J. Scott, R. Crompton, and C. Lyonette: Gender Inequalities in the 21st Century. New Barriers and Continuing Constraints. (pp. 19-39) Cheltenham: Edgar Elgar

    Schoon, I. , Cheng, H. & Jones, E. (2010). Resilience in children’s development: early influences. In: K. Hansen, S.Dex & H.Joshi (Eds.). Children of the 21st Century. (pp. 235-248). Bristol: Polity Press

    Schoon, I.  (2010). Social change and transition experiences among young adults in Britain. In K. R. Silbereisen & X. Chen (Eds.), Social change and human development: concepts and results (pp. 245-270). London: Sage.

    Schoon, I.  (2009). High hopes in a changing world: social disadvantage, educational aspirations, and occupational attainment in three British Cohort Studies. In C. Raffo, A. Dyson, H. Gunter, D. Hall, L. Jones & A. Kalambouka (Eds.), Education and poverty in affluent countries (pp.97-110). London: Routledge.

    Schoon, I.  (2009). Measuring Social Competencies. RatSWD Working Paper No. 58. Available at SSRN: http://ssrn.com/abstract=1447882.

    Schoon, I. , Ross, A. & Martin, P. (2009). Sequences, patterns and variations in the assumption of work and family related roles: Evidence from two British Birth Cohorts. In: I.Schoon and R.K. Silbereisen (Eds.). Transitions from School to Work. Globalisation, Individualisation, and Patterns of Diversity. (pp. 219-242). Cambridge: Cambridge University Press

    Reports:

    Gutman, L. & Schoon, I. (2013). The impact of non-cognitive skills on outcomes for young people. A literature review. Education Endowment Foundation in collaboration with the Cabinet Office. http://educationendowmentfoundation.org.uk/uploads/pdf/Non-cognitive_skills_literature_review.pdf

    Schoon, I. , Barnes, M., Brown, V., Ross, A., & Vignoles, A. (2012). Intergenerational transmission of worklessness: Evidence from the Millennium Cohort and the Longitudinal Study of Young People in England: Department for Education. DFE-RR-234. https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR234.pdf

    Evans, K., Schoon, I., & Weale, M. (2010). Life chances, learning and the dynamics of risk throughout the life course. London: Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES). http:://www.llakes.org.uk.

    Ross, A., Duckworth, K., Smith, D. J., Wyness, G., & Schoon, I.  (2010). Prevention and Reduction: A review of strategies for intervening early to prevent or reduce youth crime and anti-social behaviour: DfE, https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR111.pdf.

    Schoon, I.  (2009). Measuring Social Competencies. Berlin: Council for Social and Economic Data (RatSWD). Working paper 58. http://www.ratswd.de/download/RatSWD_WP_2009/RatSWD_WP_58.pdf.

    Invited keynotes:

    Pathways to Adulthood in Context. Invited paper for the AERA 2014 Presidential Session on ‘New Social Roles for Adolescents: Challenges and Opportunities’, Philadelphia, PA, 5 April 2014

    Diverging Pathways: Rethinking the Transition to Adulthood. Invited Keynote or the Penn State’ Annual Symposium on Family Issues, 7 September 2013

    Making it against the odds: Resources and vulnerabilities among young people growing up in workless families. Key note lecture at the International Conference ‘Resources in Times of vulnerability’ at the University of Geneva, 20 June 2013

    Successful transitions to adulthood: What about the forgotten half? Key note lecture at the SRCD conference on the Transition to Adulthood in Tampa, Florida, 19 October 2012

    Risk and Resilience: Promoting wellbeing in young children growing up in poverty. 7th International Conference on child and adolescent psychopathology. University of Roehampton, London, 18 July 2012

    Transitions and Wellbeing: Evidence from the UK. Key note lecture for the GSPSY Seminar on Work Transitions and Wellbeing at the University of Helsinki Centre for Advanced Studies, 8 October 2009

    Social Inequalities in Aspirations and Attainment. Key note at the European Federation of Psychology Student’s Association (EFPS) Meeting in Cluj, Romania, 21 July 2009

Contact Details

  • Tel:
    0207 612 6238
    Office:
    Quantitative Social Science,
    Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES)