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Author: Divers, Paul Patrick
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Divers, Paul Patrick |
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Continuity and Discontinuity in Schooling: the Socioeconomic Effects of Delayed Schooling in the Life Course Ph.D. Dissertation, University of Calgary (Canada), 1994. DAI-A 56/01, p. 362, Jul 1995 Cohort(s): Young Men, Young Women Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Educational Attainment; Labor Force Participation; Life Course; Occupational Attainment; Transition, School to Work Research on the linkages between education and occupational attainment has focused primarily on the early life course transition of young adults from school to work. Much of this work has emphasized the factors determining access to schooling and the outcomes of educational attainment. While the overall progression is linear from school to work, the pathways to permanent employment and careers in the work force are increasingly taking alternative directions for a growing number of persons in post-industrial societies. Participation in the educational system and the labour market are no longer necessarily sequential, non-reversible steps, but are increasingly parallel and reversible life course events. Utilizing the two younger age-sex cohorts from the U.S. National Longitudinal Surveys of Labour Market Experience (NLS), this study traces the occupational experiences of men and women following the completion of delayed schooling. Our models estimate the differential returns to schooling for older adults compared to younger adults who begin and complete post-secondary schooling 'on time,' showing that there are penalties in the form of reduced status, mobility, and earnings returns for women that violate age-implicit normative behaviour by completing a college degree or vocational certificate later in the life course. On the other hand, there are benefits in the form of increased status returns for men in the form of status, mobility, and earnings who acquire a degree later in life, but mixed returns for men following the completion of a vocational certificate. Since our findings generally support the advocates of the hypothesis that there are violations to age-implicit normative behaviour, we argue that it is imperative that sociologists further explore the effects of delayed education to determine if schooling later in the life course will be met with labour market opportunity. |
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Bibliography Citation
Divers, Paul Patrick. Continuity and Discontinuity in Schooling: the Socioeconomic Effects of Delayed Schooling in the Life Course. Ph.D. Dissertation, University of Calgary (Canada), 1994. DAI-A 56/01, p. 362, Jul 1995. |