Dr Erzsébet Bukodi

Erzsébet Bukodi is an Associate Professor in Quantitative Social Policy and Professorial Fellow of Nuffield College. She is also a Senior Research Fellow at the Institute for New Economic Thinking, The Oxford Martin School. She joined the Department in January 2012. Erzsébet previously worked as Research Director of the National Child Development Study and the 1970 British Cohort Study in the Centre for Longitudinal Studies at the Institute of Education, University of London. Prior to this, she was a senior research fellow in the Department of Sociology, University of Bamberg, Germany, a Max Weber Post-doctoral Fellow at the European University Institute, Florence, Italy, and was Head of Section of Social Stratification in the Department of Social Statistics of the Hungarian Central Statistical Office, Budapest. 

She has been Principle Investigator of an ESRC research project on the role of education in intergenerational social mobility in the UK. Currently she is Principle Investigator of a University of Oxford Fell Fund project on changing role of social origins in educational attainment in Europe from a historical and comparative perspective and a Nuffield Foundation project on social origins, cognitive ability and educational attainment from a birth cohort and life-course perspective.

Erzsébet's research interests include: educational inequalities, educational policies and institutions, social mobility, different aspects of life-course analysis, labour market inequalities, labour market policies; family dynamics, comparative research, quantitative research methods.

  • Cognitive ability, life-long learning and social mobility in Britain: Do further qualifications provide second chances for bright people from disadvantaged backgrounds?

  • Income inequality, living standards and intergenerational social mobility

  • Linking the macro to the micro: a multidimensional approach to educational inequalities in four European countries

  • ‘Persistence of the social’: The role of cognitive ability in mediating the effects of social origins on educational attainment in Britain

  • Wastage of talent? Social origins, cognitive ability and educational attainment in Britain

  • Why have relative rates of class mobility become more equal among women in Britain?

  • The pattern of social fluidity within the British class structure: a topological model

  • Cumulative Inequalities over the Life-Course: Life-long Learning and Social Mobility in Britain

  • The Direct Effect of Social Origins on Social Mobility Chances: 'Glass Floors' and 'Glass Ceilings' in Britain

  • Is Education Now Class Destiny? Class Histories across Three British Birth Cohorts

  • More

Erzsébet is interested in supervising DPhil students who intend to work on any of the following broad themes: 

  • educational inequalities and educational institutions/policies; 
  • social mobility; 
  • inequalities over the life-course; 
  • family background and life-course outcomes;
  • labour market careers and labour market policies;
  • transition from school to work; 
  • linking macro-processes to individual outcomes. 

Recent completed DPhil projects supervised by Erzsebet include: 

  • ‘The ‘low pay penalty’ associated with part-time employment and its gendered implications’ (Madeline Nightingale);
  • ‘The intergenerational social mobility of children from working-class backgrounds in Germany and Britain’ (Bastian Betthäuser);
  • ‘Measuring poverty in the EU: Investigating and improving empirical validity in deprivation scales of poverty’ (Selçuk Bedük);
  • ‘British far right parties in a social policy context’ (Chauncey Glass);
  • ‘Clientelism, social policy and welfare state development: a case study on Thailand’ (Jaree Pinthong)
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