Individualism and the Formation of Human Capital
Katharina Hartinger, Sven Resnjanskij, Jens Ruhose, Simon Wiederhold
Journal of the European Economic Association,
Vol. 24 (3),
2026
Abstract
More individualistic countries experience higher economic growth. We provide evidence for a human-capital-based explanation of the growth effects of individualism. Using data from the largest international adult skill assessment, we establish that individualism shapes human capital formation. We identify the effects of individualism by exploiting variation between migrants at the origin-country, origin-language, and person level. Migrants from more individualistic cultures have higher cognitive skills and larger skill gains over time. They also invest more in their skills over the life cycle, as they acquire more years of schooling and are more likely to participate in adult education activities. Individualism is more important in explaining adult skill formation than any other cultural trait that previous literature has emphasized. In the labor market, more individualistic migrants earn higher wages and are less often unemployed. We show that our results cannot be explained by selective migration or omitted origin-country variables.
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Von Eltern zu Kindern: Wie sich Fähigkeiten in Mathematik und Sprache über Generationen übertragen und Bildungsentscheidungen prägen
Eric A. Hanushek, Babs Jacobs, Guido Schwerdt, Rolf van der Velden, Stan Vermeulen, Simon Wiederhold
Wirtschaft im Wandel,
No. 3,
2025
Abstract
Die Entscheidung für eine Ausbildung oder ein Studium im Bereich Mathematik, Informatik, Naturwissenschaften und Technik (MINT) hängt nicht nur von absoluten Leistungen in Mathematik ab, sondern davon, wie gut Mathematik relativ zu anderen Fächern – etwa Sprache – gelingt. Dieser Beitrag untersucht die intergenerationale Übertragung solcher relativen Stärken in Mathematik und Sprache auf Basis niederländischer Testdaten von Eltern und ihren Kindern. Wir zeigen, dass Eltern, die im Verhältnis zu Sprache besonders gut in Mathematik abschneiden, mit deutlich höherer Wahrscheinlichkeit Kinder haben, die ebenfalls relativ besser in Mathematik sind. Zudem belegen wir, dass diese Übertragung relativer Stärken nicht ausschließlich genetisch oder familiär geprägt ist, sondern durch Schule und Lernumfeld – und damit durch Bildungspolitik – beeinflusst werden kann.
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