A Lifespan Perspective on Adults' Achievement and Life Quality.

Autor/inn/en	Steel, Lauri; Wise, Lauress L.
Institution	American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Titel	A Lifespan Perspective on Adults' Achievement and Life Quality.
Quelle	(1978), (22 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Adults; Career Choice; Career Development; Comparative Analysis; Education Work Relationship; Educational Benefits; Educational Status Comparison; Females; Longitudinal Studies; Quality of Life; Sex Differences; Sex Role; Social Science Research; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Schulleistung; Berufsentwicklung; Bildungsertrag; Soziokultureller Vergleich; Weibliches Geschlecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lebensqualität; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Social scientific research; Sozialwissenschaftliche Forschung; Sozioökonomischer Faktor
Abstract	This paper explores how life course organization influences overall life quality and achievement, with emphasis on achievement differences between men and women. Life course organization refers to the level, timing, sequencing, and continuity of educational, occupational, marital, childbearing, and other commitments made by an individual over a lifespan. Findings from existing research on the educational/occupational attainment process generally indicate that women obtain fewer years of education than men and receive lower pay for similar jobs, even when the amount of education is controlled. Hypotheses are that variations in educational and work histories directly affect subsequent achievement and that the greater variability in life course patterns among women is related to women's lower achievement in adulthood. The sample (2,010 males and 2,025 females) was based on data from a longitudinal study in which over 400,000 men and women who were in high school in 1960 were questioned at ages 19, 23, and 29 regarding their family backgrounds, cognitive skills, knowledge levels, interests, and plans. Findings indicated clear sex differences in continuity of schooling and work between high school and age 29, negative impact on income from work interruptions (mostly by women), and persistence of sex effects on job prestige and income in spite of controls. The conclusion is that the continuity of schooling and work do have some value for explaining differences in subsequent achievement between men and women. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01