Early Career Earnings of African American Students: The Impact of Attendance at Historically Black versus White Colleges and Universities

Autor/in	Kim, Mikyong Minsun
Titel	Early Career Earnings of African American Students: The Impact of Attendance at Historically Black versus White Colleges and Universities
Quelle	In: Journal of Negro Education, 80 (2011) 4, S.505-520 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Students; Black Colleges; Institutional Characteristics; Longitudinal Studies; Salary Wage Differentials; Whites; Gender Differences; Student Employment; Predictor Variables; Job Skills; Skill Development; Individual Characteristics + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; White; Weißer; Geschlechterkonflikt; Studentenarbeit; Prädiktor; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Through nine-year longitudinal data and two-level hierarchical linear models, this study found that African American students have a similar prospect for early career earnings whether they attended an historically Black college and university (HBCU) or an historically White college and university (HWCU). Regardless of the type of institution they attended, women respondents earned significantly less than male counterparts. Peer orientation of outside work during college was a negative predictor for career earnings. The analysis of supplemental data suggests that a higher percentage of African American students attending HBCUs reported strong growth in job-related skills and preparation for graduate/professional schools than their counterparts at HWCUs. According to the variability analysis, African Americans' early career earnings are most likely a function of individual assets or characteristics rather than of institutional characteristics. (Contains 2 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10