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Author: Hamil-Luker, Jenifer
Resulting in 3 citations.
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Hamil-Luker, Jenifer |
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Differential Participation In and Returns to Education Over the Life Course Ph.D. Dissertation, The University of North Carolina at Chapel Hill, 2003 Cohort(s): Mature Women, NLSY79, Young Women Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Education, Adult; Educational Attainment; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; High School Completion/Graduates; Life Course; Training, Occupational; Training, Off-the-Job; Training, On-the-Job; Wage Growth; Welfare This dissertation assesses trends in adult education and maps learning across the life course for three cohorts from the National Longitudinal Surveys born between 1923 and 1965. Highlighting the cumulative age-, cohort-, and period-related effects of learning over time, I study how different forms of adult education influence trajectories of wage growth, public assistance receipt, and physical health among women and the undereducated. Analysis chapters examine three main questions. First, how does the skewed distribution of who participates in adult education contribute to social inequality within cohorts? Second, how does adult education alter life course patterns initiated by earlier experiences? Finally, how does the trajectory-altering (or concretizing) effect of education vary across birth cohorts? In the first analysis chapter, I examine differential participation in and wage returns to occupational training among NLS Young Women and NLSY79 Women as they aged from their early twenties and thirties into their early thirties and forties. Among NLS Women, only those who engaged in on-the-job training experienced real wage growth between 1977 and 1987. Participation in on-the-job training, but not off-the-job training, reduced the earnings gap by educational background. In contrast, continuing investments in training, whether on or off the job, increased earnings inequality within education levels between 1988 and 1998 for the more recent cohort. In the second analysis chapter, I map trajectories of public assistance receipt between 1984 and 1998 among a sample of high school dropouts from the NLSY79. I find that dropouts who complete a GED decrease their risk of welfare receipt across young and middle adulthood. Among welfare recipients, obtaining a GED within four years of dropping out of high school increases the probability of a permanent exit from public assistance. In the final analysis chapter, I examine how the relationship between education and health changes over time by following two cohorts of women between 1967 and 1995. Longitudinal analyses show that health advantages of high educational attainment and disadvantages of low educational attainment diverge with age. Women in both cohorts who continue formal learning in middle and older ages reduce their chances of declining health over the decades. |
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Bibliography Citation
Hamil-Luker, Jenifer. Differential Participation In and Returns to Education Over the Life Course. Ph.D. Dissertation, The University of North Carolina at Chapel Hill, 2003. |
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Hamil-Luker, Jenifer |
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Trajectories of Public Assistance Receipt among Female High School Dropouts Population Research and Policy Review 24, 6 (Dec 2005): 673-694. Also: DOI:10.1007/s11113-005-5751-0 Cohort(s): NLSY79 Publisher: Springer Keyword(s): GED/General Educational Diploma/General Equivalency Degree/General Educational Development; High School Dropouts; Modeling, Latent Class Analysis/Latent Transition Analysis; Welfare Permission to reprint the abstract has not been received from the publisher. This paper maps patterns of public assistance receipt for 1979 National Longitudinal Survey of Youth female high school dropouts between 1984, when they were 19-27 years old, and 1998 when they reached their early 30s and 40s. Using latent class cluster models, I test whether obtaining a GED, occupational training, work experience, marriage, and delayed parenthood reduce the probability of receiving public assistance. I find that dropouts who earn their GEDs within 4 years after leaving high school have a high probability of never receiving public assistance across the 14-year period. Those who earn GEDs 5 or more years after dropping out have a sharply reduced risk of welfare use in mid-adulthood, suggesting that a late GED may act as a turning point for those formerly reliant on public assistance. Although work experience is the strongest predictor of avoiding public assistance, marriage and education provide a more effective route off of welfare for some recipients. |
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Bibliography Citation
Hamil-Luker, Jenifer. "Trajectories of Public Assistance Receipt among Female High School Dropouts." Population Research and Policy Review 24, 6 (Dec 2005): 673-694.
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Hamil-Luker, Jenifer |
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Women's Wages: Cohort Differences in Returns to Education and Training over Time Social Science Quarterly 86,5 (December 2005): 1261-1278. Also: http://onlinelibrary.wiley.com/doi/10.1111/j.0038-4941.2005.00345.x/abstract Cohort(s): NLSY79, Young Women Publisher: Blackwell Publishing, Inc. => Wiley Online Keyword(s): Education; High School Dropouts; Human Capital; Skill Depreciation; Skills; Training, Employee; Training, Occupational; Training, On-the-Job; Wage Growth; Wages, Young Women Objective. This article examines the effects of education and work-related training on wage-growth trajectories for two cohorts of women as they aged from their early 20s and 30s into their early 30s and 40s. I test whether occupational training compensates for an earlier lack of education, thereby decreasing earnings inequality over time within cohorts. Because the broader economic context may influence the relationship between wages, education, and training, I test the assumption that the experiences of a given cohort may be generalized to others. Methods. Following NLS Young Women between 1977 and 1987 and NLSY79 Women between 1988 and 1998, growth-curve analyses test whether returns to investments in human capital vary over time, across and within cohorts. Results. Women who did not update their skills over time experienced stagnation or declines in real wages, leading to growing wage inequality within education levels. However, women without a high school degree who engaged in on-the-job training experienced the greatest returns to training, thus reducing the initial education-based wage gap. Conclusion. Education and training in adulthood can deflect the accumulation of disadvantage, but can also solidify an already uneven distribution of resources across social strata. [ABSTRACT FROM AUTHOR] |
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Bibliography Citation
Hamil-Luker, Jenifer. "Women's Wages: Cohort Differences in Returns to Education and Training over Time." Social Science Quarterly 86,5 (December 2005): 1261-1278.
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