Global Journal of Human Social Science, E: Economics, Volume 22 Issue 3

social origin is very real, but the inequalities of social destinations between people of the same level of education are all the same important. Even if their data does not fit the theoretical models of Bourdieu and Passeron and Boudon. They do a great job of coming up with two alternative models that better fit the data they are using. The first model shows the existence of a specific family capital, i.e. a set of resources that can protect children from high social classes against downward social mobility. The second model postulates that there can be a specific return to social immobility in all classes. However, the log-linear models used by Goux and Maurin (1997b) do not allow us to conclude on causal relationships between social origin, educational success and social destination. To determine the true role of education in the mechanisms of reproduction of inequalities, Goux and Maurin (2001) apply the Method of Generalized Moments to a sample of 1,099 men interviewed by INSEE (in three regions) in France. Their results suggest that the statistical approach in reduced form, however sophisticated it may be, gives an unconventional view of the mechanisms of intergenerational transmission of social and educational status. According to their analysis, in the case of France the naive reduced-form approach strongly overestimates the role of education in social determinism. This is because this type of approach neglects the role played by the expectations of students whose level of education attained depends in part on what they anticipate in return for their efforts in the education system when they are still studying. Although this aspect of expectations is very little explored in the literature, it nevertheless helps to demonstrate that there is a two-way relationship between inequalities of educational opportunity and inequalities of opportunity in the labor market. Indeed, several works explore and recognize the sole influence of inequalities in educational opportunities on the labor market. However, taking expectations into account shows that anticipated inequalities in the labor market still influence educational inequalities. The fact that this approach is little explored in the literature is very often due to a lack of appropriate data to capture expectations. On the other hand, the analysis of the triple relationship Origin – Education – Destination and its evolution over time has not ceased to cause much ink to flow in recent years. Thus, Vallet (2004) analyzes the association between the social origin of individuals, their level of education and their social destination. From four surveys related to the French population (1970, 1977, 1985 and 1993), he first establishes that intergenerational social mobility in its structure has increased and following this, he seeks to establish the role of education in this change. Using log-multiplicative log linear modeling, he presents three different ways of involving education. Firstly through the association between social origin and education (OE) for which he proposes a weakening (reduction of educational level inequalities linked to the social origin of individuals). In a second step, he also opts for deconcentration in order to reduce the education-destination association (which represents a reduction in the advantage offered by education on the labor market and therefore in access to class destinations). most desirable). And finally the existence of the triple OED interaction that promotes greater mobility that can occur due to the formation of a greater number of individuals in the levels where the OD association is weakest. Since Vallet's results confirmed his hypotheses, particularly the third, he concludes that education played a central role in increasing social fluidity in France. Jackson, Goldthorpe and Mills (2005) in the sense of also analyzing the Origin-Education- Destination (OED) triangle, test the conformity of liberal theory by analyzing the role played by education in the process of intergenerational mobility in Great Britain. Brittany. Their results challenge liberal theory: in other words, their findings indicate that the importance of education in fostering intergenerational mobility tends to decrease rather than increase as liberal theory claims. The latter concentrate the explanation of the finding of this phenomenon on the reduced level of social action, namely that (the decisions of employers vis-à-vis the educational results of employees or potential employees) rather than on functional experiences on a grand scale as liberal theory has always done. The results obtained in the literature have been shown to be dependent on the type of measure adopted during the analysis. Indeed, still in England, inspired by the work of Vallet cited above, Bukodi and Goldthorpe (2015) analyze the association of the OED triangle from three study cohorts. The latter differ from the work of Vallet (2004) by considering in their analysis education measured from two angles: in an absolute way, that is to say as a consumer good, education measured in a relative way is to say as an investment or positional good. They justify this distinction by the fact that in the economics of education, when we consider education as an absolute or consumption good, it implies that its consumption by a person has no direct effect on the value or the utility of its consumption by other people, while education considered as a relative or investment good implies that the value of an individual's level of education depends on the level of achievement of others. Bukodi and Goldthorpe (2015) find that these two forms lead to significantly different results, namely that, when education is measured in relative terms, the association of the OED triangle offers greater stability over time. Vallet (2017) analyzes the evolution of the OED triangle association of men and women born between 1906 and 1973 in France from the five FQP surveys of Volume XXII Issue III Version I 4 ( ) Global Journal of Human Social Science - Year 2022 © 2022 Global Journals E Family Capital and Professional Integration of Young Graduates in Cameroon