Discontinuities in Schooling and the Socioeconomic Life Cycle. Discussion Papers No. 238-74.

Autor/inn/en	Featherman, David L.; Carter, T. Michael
Institution	Wisconsin Univ., Madison. Inst. for Research on Poverty.
Titel	Discontinuities in Schooling and the Socioeconomic Life Cycle. Discussion Papers No. 238-74.
Quelle	(1974), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Attendance; Economic Factors; Educational Background; Educational Experience; Employment Opportunities; Enrollment; High School Graduates; Income; Longitudinal Studies; Postsecondary Education; Social Influences; Socioeconomic Status; Michigan + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Ökonomischer Faktor; Vorbildung; Bildungserfahrung; Berufschance; Beschäftigungschance; Einschulung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Einkommen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Sozialer Einfluss; Socio-economic status; Sozioökonomischer Status
Abstract	In a longitudinal study of a 1939-40 birth cohort of Michigan men, the educational, occupational, and earnings costs of discontinuous patterns of school attendance over the life cycle were examined. The intracohort analysis aimed to identify plausible causal antecedents and consequences of discontinuities in schooling in the context of the cohort's socioeconomic life cycle. Men who either had delayed postsecondary schooling after leaving high school or had interrupted postsecondary matriculation achieved fewer years of total schooling than those who experienced continuous enrollment, controlling for socioeconomic origins, educability, and aspirations. Moreover, men undertaking nonregular (noncollege) forms of postsecondary schooling completed fewer (certification) years of school than did college enrollees, after taking into account differential periods of school attendance and the varying social origins, educabilities, and aspirations of these men. For men who completed equivalent levels of education, the college matriculant secured a more prestigious first full-time job than did the nonregular school graduate. While educational discontinuities had no net impact on within-occupation earnings differences, men who had been age-grade retarded in high school earned less annually ($2,440) than did their statistical counterparts. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC