Search Results
Author: Levey, Tania Gabrielle
Resulting in 5 citations.
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Attewell, Paul Lavin, David E. Domina, Thurston Levey, Tania Gabrielle |
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Passing the Torch: Does Higher Education for the Disadvantaged Pay Off Across the Generations? New York, NY: Russell Sage Foundation, 2007 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Russell Sage Foundation Keyword(s): Armed Forces Qualifications Test (AFQT); Behavior Problems Index (BPI); Children, Academic Development; Children, Poverty; City University of New York (CUNY) Longitudinal Survey 1970-1972; Family Structure; Grandparents; Home Observation for Measurement of Environment (HOME); Intergenerational Patterns/Transmission; Mobility, Social; Mothers, Education; Parental Influences; Parental Investments; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Pearlin Mastery Scale; Propensity Scores; Racial Differences; School Progress; Schooling, Post-secondary See in particular: Chapter 4: Breaking the Cycle of Disadvantage: Maternal Education and Children's Success and Chapter 5. How College Changes a Mother’s Parenting and Affects Her Children’s Educational Outcomes |
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Bibliography Citation
Attewell, Paul, David E. Lavin, Thurston Domina and Tania Gabrielle Levey. Passing the Torch: Does Higher Education for the Disadvantaged Pay Off Across the Generations? New York, NY: Russell Sage Foundation, 2007. |
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Levey, Tania Gabrielle |
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Effect of Level of College Entry on Midcareer Occupational Attainments Community College Review 38,1 (July 2010): 3-30. Also: http://crw.sagepub.com/content/current Cohort(s): NLSY79 Publisher: Sage Publications Keyword(s): College Enrollment; Income; Occupational Attainment; Occupational Prestige; Propensity Scores; Schooling, Post-secondary Permission to reprint the abstract has not been received from the publisher. The economic benefits of attending community colleges, as opposed to other higher education sectors, have been a subject of intense debate since the 1960s. Using the 1979 cohort of the National Longitudinal Survey of Youth (NLSY79), this study compares the midcareer occupational attainments (in terms of income and occupational prestige) of students who began postsecondary study at community colleges and students who began postsecondary study at 4-year colleges. Study participants were between 14 and 22 years of age in 1979; income and occupational prestige data used in the analyses were the latest available for the respondents from the 1996, 1998, and 2000 waves of the NLSY79 study. Controlling for a variety of student background characteristics, regression analysis and matched models using propensity scores revealed that the gap in earnings between the community college and 4-year college entrants remained small for most groups, with the exception of Black and Hispanic males. This overall finding runs counter to what one might expect on the basis of previous studies showing that at early stages of one's career, community college entrants hold relatively low-prestige jobs in comparison to those held by 4-year college entrants and that the income gaps between the two groups might therefore be expected to increase over time. [ABSTRACT FROM AUTHOR] Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
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Bibliography Citation
Levey, Tania Gabrielle. "Effect of Level of College Entry on Midcareer Occupational Attainments." Community College Review 38,1 (July 2010): 3-30.
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Levey, Tania Gabrielle |
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Higher Education and Social Inequality: The Role of Community Colleges Ph.D. Dissertation, City University of New York, 2006. DAI-A 67/04, Oct 2006 Cohort(s): Children of the NLSY79, NLSY79 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): College Education; Home Observation for Measurement of Environment (HOME); Intergenerational Patterns/Transmission; Mothers, Education; Parent-Child Relationship/Closeness Permission to reprint the abstract has not been received from the publisher. There is a consensus among sociologists that educational attainment is one of the most important influences on individuals' life chances. Despite a flowering of research on community college effects since the 1970s, there is less agreement over the effects of community college attendance than there is for four-year college attendance. Using nationally representative longitudinal datasets, the NLSY79 and the NELS:88, new statistical methods, and a broad range of outcomes, this dissertation reexamines the lengthy debate about the influence of community colleges in perpetuating a cycle of diminished educational and occupational attainments. This study is also the first to ask whether community colleges produce payoffs across the generations. This dissertation makes several novel contributions to research on community colleges. Because community college students take longer to complete degrees, I follow students for more years than previous studies. In addition to regression models, I use a statistical technique known as the Counterfactual Model of Causal Inference. This technique is considered superior to regression analysis in its treatment of selection bias. I will test whether some of the negative effects attributed to community colleges have been overestimated due to failure to control adequately for the characteristics of students. I compare community college students to both four-year college students and high school graduates. Finally, I include outcomes rarely or never before examined in relation to community colleges, outcomes that have important implications not only for individual opportunity but also for opportunity in the succeeding generation: household income, wealth, family formation, parenting practices, and the educational progress of children of attendees. I will pay particular attention to whether community college effects differ by gender, ethnicity, and socioeconomic status. Analyses suggest that the impact of community colleges is more complex than simplistic debates would lead us to believe, producing important benefits for enrollees as well as their children. Overall, I find that community colleges can be an inexpensive and flexible route to long-term upward mobility. |
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Bibliography Citation
Levey, Tania Gabrielle. Higher Education and Social Inequality: The Role of Community Colleges. Ph.D. Dissertation, City University of New York, 2006. DAI-A 67/04, Oct 2006. |
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Levey, Tania Gabrielle |
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Reexamining Community College Effects: New Techniques, New Outcomes Presented: New York, NY, Society of Economics and Education, Teachers College, Columbia University, March 2006 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Society of Economics and Education (SEE), Teachers College, Columbia University Keyword(s): Behavior Problems Index (BPI); College Education; Home Observation for Measurement of Environment (HOME); Intergenerational Patterns/Transmission; Mothers, Education; Parent-Child Relationship/Closeness; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading) Permission to reprint the abstract has not been received from the publisher. Research Questions: How do community college students compare to students who enroll in four-year colleges and to students with no postsecondary schooling on the following outcomes:
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Bibliography Citation
Levey, Tania Gabrielle. "Reexamining Community College Effects: New Techniques, New Outcomes." Presented: New York, NY, Society of Economics and Education, Teachers College, Columbia University, March 2006. |
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Roksa, Josipa Levey, Tania Gabrielle |
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What Can You Do with That Degree? College Major and Occupational Status of College Graduates over Time Social Forces 89,2 (December 2010): 389-415. Also: http://sf.oxfordjournals.org/content/89/2/389.abstract Cohort(s): NLSY79 Publisher: Oxford University Press Keyword(s): College Degree; College Graduates; College Major/Field of Study/Courses; Occupational Attainment; Occupational Status; Occupations Permission to reprint the abstract has not been received from the publisher. While Income inequality among college graduates is well documented, inequality in occupational status remains largely unexplored. We examine whether and how occupational specificity of college majors is related to college graduates' transition into the labor market and their subsequent occupational trajectories. Analyses of NLSY79 indicate that occupationally specific degrees are beneficial at the point of entry into the labor market but have the lowest growth in occupational status over time. Students earning credentials focusing on general skills, in contrast, begin in jobs with low occupational status but subsequently report the greatest growth. These findings illuminate specific ways in which educational and occupational systems interact and provide a novel approach for understanding inequality in labor market outcomes among college graduates. |
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Bibliography Citation
Roksa, Josipa and Tania Gabrielle Levey. "What Can You Do with That Degree? College Major and Occupational Status of College Graduates over Time." Social Forces 89,2 (December 2010): 389-415.
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