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Author: Denice, Patrick A.

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1.	Choi, Kate H. Denice, Patrick A.
1.	Racial/Ethnic Variation in the Relationship Between Educational Assortative Mating and Wives' Income Trajectories Demography (January 2023): 10421624. Also: https://doi.org/10.1215/00703370-10421624 Cohort(s): NLSY79 Publisher: Population Association of America Keyword(s): Assortative Mating; Earnings, Wives; Educational Attainment; Ethnic Differences; Income; Racial Differences Permission to reprint the abstract has not been received from the publisher. Prior work has examined the relationship between educational assortative mating and wives' labor market participation but has not assessed how this relationship varies by race/ethnicity. Using data from the National Longitudinal Survey of Youth 1979, we estimate group-based developmental trajectories to investigate whether the association between educational assortative mating and wives' income trajectories varies by race/ethnicity. The presence, prevalence, and shapes of prototypical long-term income trajectories vary markedly across racial/ethnic groups. Whites are more likely than Blacks and Hispanics to follow income trajectories consistent with a traditional gender division of labor. The association between educational assortative mating is also stronger for Whites than for Blacks and Hispanics. White wives in educationally hypogamous unions make the greatest contribution to the couple's total income, followed by those in homogamous and hypergamous unions. Black and Hispanic wives in hypogamous unions are less likely than their peers in other unions to be secondary earners. These findings underscore the need for studies of the consequences of educational assortative mating to pay closer attention to heterogeneity across and within racial/ethnic groups.
	Bibliography Citation Choi, Kate H. and Patrick A. Denice. "Racial/Ethnic Variation in the Relationship Between Educational Assortative Mating and Wives' Income Trajectories." Demography (January 2023): 10421624.

2.	Denice, Patrick A.
2.	Does It Pay to Attend a For-Profit College? Horizontal Stratification in Higher Education M.A. Thesis, University of Washington, 2012 Cohort(s): NLSY97 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): College Education; Colleges; Earnings; Educational Returns Permission to reprint the abstract has not been received from the publisher. Mostly absent from the research investigating the economic returns to postsecondary education are examinations of the economic value of attending a for-profit institution, despite this sector's rapid growth over the past decade. Using the most recent available wave of the National Longitudinal Survey of Youth 1997, I find that individuals who pursued their postsecondary education at a for-profit college earn significantly lower weekly compensation than individuals who did not attend a for-profit college. This difference is robust to the addition of individual, regional, and employment controls, and it is particularly concentrated among 2-year degree holders, women, and those working in the management and professional fields. Implications for the horizontal stratification of higher education are explored.
	Bibliography Citation Denice, Patrick A. Does It Pay to Attend a For-Profit College? Horizontal Stratification in Higher Education. M.A. Thesis, University of Washington, 2012.

3.	Denice, Patrick A.
3.	Does It Pay to Attend a For-profit College? Vertical and Horizontal Stratification in Higher Education Social Science Research 52 (July 2015): 161-178. Also: http://www.sciencedirect.com/science/article/pii/S0049089X15000526 Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): College Characteristics; College Education; Educational Attainment; Stratification; Wages Despite the recent growth of for-profit colleges, scholars are only beginning to understand the labor market consequences of attending these institutions. Using data from the National Longitudinal Survey of Youth 1997, I find that for-profit associate's degree holders encounter lower hourly earnings than associate's degree holders educated at public or private, nonprofit colleges, and earnings that are not significantly different than high school graduates. However, individuals who complete a bachelor's degree by attending college in either the for-profit or nonprofit sectors encounter positive returns. These findings, robust to model selection, suggest that the distinction between for-profit and nonprofit colleges constitutes an important axis in the horizontal dimension of education at the sub-baccalaureate level, and complicate notions of vertical stratification such that higher levels of educational attainment do not necessarily guarantee a wage premium.
	Bibliography Citation Denice, Patrick A. "Does It Pay to Attend a For-profit College? Vertical and Horizontal Stratification in Higher Education." Social Science Research 52 (July 2015): 161-178.

4.	Denice, Patrick A.
4.	The Long and Winding Road: Heterogeneity in the Form and Timing of Postsecondary Education Ph.D. Dissertation, Department of Sociology, University of Washington, 2016 Cohort(s): NLSY97 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): College Degree; College Major/Field of Study/Courses; Post-Secondary Transcripts; Socioeconomic Background Permission to reprint the abstract has not been received from the publisher. Chapter 3 capitalizes on detailed postsecondary transcript data to infer developmental trajectories of students' college credit completion over the first ten years since leaving high school. These trajectories allow us to take more fully into account the timing, sequencing, and duration of students' part- and full-time status as they progress through postsecondary education than prior work on the subject. I then relate students' trajectories to their sociodemographic background and to their likelihood of eventually completing a college degree.
	Bibliography Citation Denice, Patrick A. The Long and Winding Road: Heterogeneity in the Form and Timing of Postsecondary Education. Ph.D. Dissertation, Department of Sociology, University of Washington, 2016.

5.	Denice, Patrick A.
5.	Trajectories through Postsecondary Education and Students' Life Course Transitions Social Science Research 80 (May 2019): 243-260. Also: https://www.sciencedirect.com/science/article/pii/S0049089X18303442 Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): Educational Attainment; Life Course; Post-Secondary Transcripts Today's college students travel increasingly heterogeneous pathways through their postsecondary education by delaying the transition from high school to college, attending part-time, and enrolling in multiple institutions. Variation in how students move through college is important to concerns about stratification since non-normative pathways are disproportionately distributed among student subgroups and can have negative consequences for degree attainment and other later-in-life outcomes. In this article, I capitalize on detailed postsecondary transcript data from the National Longitudinal Survey of Youth 1997 to infer group-based developmental trajectories of students' college credit completion over the first ten years since leaving high school. These trajectories offer a more comprehensive understanding of students' long-term pathways of college credit completion in life course perspective, the role played by students' socioeconomic and prior academic backgrounds in allocating them to those pathways, and how transitions to other adult social roles (spouse, parent, and worker) differentially shape those pathways.
	Bibliography Citation Denice, Patrick A. "Trajectories through Postsecondary Education and Students' Life Course Transitions." Social Science Research 80 (May 2019): 243-260.

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