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Author: Monk-Turner, Elizabeth A.

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1.	Monk-Turner, Elizabeth A.
1.	Economic Returns to Community and Four-Year College Education Journal of Socio-Economics 23,4 (Winter 1994): 441-456. Also: http://www.sciencedirect.com/science/article/pii/1053535794900132 Cohort(s): Young Men, Young Women Publisher: Elsevier Keyword(s): College Education; Colleges; Earnings; Educational Attainment; Educational Returns; Wages; Work Experience Using data from the Young Men and Young Women cohorts, differences in earning ability among college entrants are analyzed by type of first college entered, sex, and race for young people ten years after their high school graduation. Type of first college entered is a significant variable in understanding differences in earning ability for college entrants with ability, socioeconomic background and college goal constant. The rate of return for each additional year of education for four-year college entrants is 7.9%; for community college entrants, 5.4%. The author argues that community college education and four-year college education cannot properly be treated as homogeneous and that researchers analyzing economic returns to education need to take into account both kind of first college entered as well as the number of years of education acquired.
	Bibliography Citation Monk-Turner, Elizabeth A. "Economic Returns to Community and Four-Year College Education." Journal of Socio-Economics 23,4 (Winter 1994): 441-456.

2.	Monk-Turner, Elizabeth A.
2.	Education, Occupation, and Income: The Effects of Attending a Community College on the Labor Market Outcomes of Young Men and Women Ph.D. Dissertation, Brandeis University, 1982 Cohort(s): Young Men, Young Women Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): College Education; Earnings; Educational Returns; Human Capital Theory; Labor Market Outcomes; Socioeconomic Status (SES) Research using data from the NLS of Young Men and Women to determine how the differentiation of higher education into sectors affects current socioeconomic status focuses on the ramifications of community college education. Socioeconomic returns to level and kind of education are analyzed using insights offered by human capital theory. An argument is made, however, that the significance of type of educational experience can only be adequately analyzed within a framework that allows for notions of power and conflict. Previous studies analyzing correlations between educational level and labor market outcomes virtually ignore the effects of community college attendance. Most studies focus on the value of a four-year B. A. degree, compared to a high school diploma. When fewer than four years of college are mentioned, all people with 1-3 years of college are lumped together regardless of whether they received a two- year degree or dropped out of a community or a four-year college.
	Bibliography Citation Monk-Turner, Elizabeth A. Education, Occupation, and Income: The Effects of Attending a Community College on the Labor Market Outcomes of Young Men and Women. Ph.D. Dissertation, Brandeis University, 1982.

3.	Monk-Turner, Elizabeth A.
3.	Educational Differentiation and Status Attainments: The Community College Controversy Sociological Focus 21,2 (April 1988): 141-152. Also: http://www.jstor.org/pss/20831469 Cohort(s): Young Men, Young Women Publisher: North Central Sociological Association ==> Routledge (new in 2012) Keyword(s): College Education; Colleges; Duncan Index; Educational Returns; Life Cycle Research; Occupational Status; Socioeconomic Status (SES); Wages Permission to reprint the abstract has not been received from the publisher. This paper presents an examination of how community college attendance shapes adult socioeconomic attainment in the United States, from the perspective of human capital theory, using data on 2 youth cohorts of a national longitudinal survey regarding labor market experiences (SIGMA number of cases = 2,125). Type of college first entered is a significant variable influencing earning ability and occupational status even when holding constant variation in ability, socioeconomic background, and college goal. The rate of return to each additional year of education for 4-year college entrants is 7.9%; for community college students, 5.4%. The average status of 4-year college entrants' jobs is significantly higher than those of community college entrants. It is concluded that community college entrance entails a wage and occupational penalty early in the life cycle that outweighs the opportunity cost of first entering a 4-year college. [Sociological Abstracts, Inc.]
	Bibliography Citation Monk-Turner, Elizabeth A. "Educational Differentiation and Status Attainments: The Community College Controversy." Sociological Focus 21,2 (April 1988): 141-152.

4.	Monk-Turner, Elizabeth A.
4.	Effects of High School Delinquency on Educational Attainment and Adult Occupational Status Sociological Perspectives 32,3 (Autumn 1989): 413-418. Also: http://www.jstor.org/stable/1389126 Cohort(s): Young Men Publisher: University of California Press Keyword(s): Delinquency/Gang Activity; Educational Attainment; Occupational Attainment; Occupational Status; Work Experience This paper analyzes the impact of high school delinquency on adult occupational status. Using data from the NLS of Young Men, it was found that high school delinquency negatively affects educational attainment. However, when controlling for years of schooling attained and other background variables, high school delinquency does not significantly shape adult occupational status. If high school delinquents are able to obtain as much schooling as others, their past delinquency does not exert a negative independent effect on occupational achievement.
	Bibliography Citation Monk-Turner, Elizabeth A. "Effects of High School Delinquency on Educational Attainment and Adult Occupational Status." Sociological Perspectives 32,3 (Autumn 1989): 413-418.

5.	Monk-Turner, Elizabeth A.
5.	Is Going to a Community College Better than Not Going to College at All? Presented: Cincinnati, OH, American Statistical Association Annual Meetings, August 1991 Cohort(s): Young Men Publisher: American Statistical Association Keyword(s): College Education; Colleges; Educational Returns; High School Completion/Graduates; Occupational Status; Racial Differences An examination of occupational differences on the Duncan index between high school graduates and community college entrants for a cross-section of young men drawn from the NLS. For the sample as a whole and for whites, community college entrants who completed 2+ years significantly enhanced their occupational status over comparable high school graduates; for blacks, community college entrants had to acquire 4+ years to significantly enhance their occupational status over black male high school graduates. Community college education appears to be problematic for blacks: while acquisition of a higher education is generally considered a positive good, the kind of educational opportunity offered by community colleges tends to reinforce rather than alleviate racial differences in socioeconomic status. Community college entrants who acquire 1 year of college or who drop out are not significantly better off occupationally than high school graduates; thus, controlling for other variables, the Associate of Arts degree is not a significant predictor of occupational achievement. [Sociological Abstracts, Inc.]
	Bibliography Citation Monk-Turner, Elizabeth A. "Is Going to a Community College Better than Not Going to College at All?" Presented: Cincinnati, OH, American Statistical Association Annual Meetings, August 1991.

6.	Monk-Turner, Elizabeth A.
6.	Sex, Educational Differentiation, and Occupational Status: Analyzing Occupational Differences for Community and Four-Year College Entrants Sociological Quarterly 24,3 (Summer 1983): 393-404. Also: http://onlinelibrary.wiley.com/doi/10.1111/j.1533-8525.1983.tb00709.x/abstract Cohort(s): Young Men, Young Women Publisher: Wiley Online Keyword(s): College Education; Colleges; Gender Differences; Occupational Status Permission to reprint the abstract has not been received from the publisher. Based on the Fames data, the author analyzes how the differentiation of higher education into sectors affects current occupational status among a homogeneous age population. The sample consists of young men and women ten years after high school graduation. Past studies analyzing correlations between educational level and occupational status virtually ignore the effects of community college attendance. Most earlier work defines school quality solely in terms of per-pupil expenditures, but these studies fail to account for the complexity of the higher educational system in the United States today. My research shows that the type of first college entered is a significant variable in analyzing differences in occupational status, even when holding constant variations in ability, socioeconomic background, and college goal. The average status of four-year college entrants' jobs is almost 12 points higher on the Duncan scale than the status of community college entrants' jobs. Community college entrants suffer an occupational penalty, compared to four-year college entrants, even when controlling for years of education.
	Bibliography Citation Monk-Turner, Elizabeth A. "Sex, Educational Differentiation, and Occupational Status: Analyzing Occupational Differences for Community and Four-Year College Entrants." Sociological Quarterly 24,3 (Summer 1983): 393-404.

7.	Monk-Turner, Elizabeth A.
7.	The Occupational Achievements of Community and Four-Year College Entrants American Sociological Review 55,5 (October 1990): 719-725. Also: http://www.jstor.org/stable/2095867 Cohort(s): Young Men Publisher: American Sociological Association Keyword(s): College Education; Colleges; Duncan Index; Educational Returns; Occupational Attainment; Occupational Status; Racial Differences Permission to reprint the abstract has not been received from the publisher. This study examines occupational effects of community college attendance for a cross-section of young men from the Young Men's cohort of the NLS. Data show that type of first college entered shapes adult occupational status even when controlling for years of education acquired, IQ, whether or not the B.A. degree was achieved, and other relevant background variables. Community college students are generally perceived as less motivated, talented, educable, and from a poorer socioeconomic class background than four-year college entrants. Utilizing a simple human capital model, the author analyzes how the return to each additional year of school and completion of the B.A. degree differ between community and four-year college entrants. Compared to four-year college entrance, community college entrance depreciates the value of a year of education and inflates the importance of obtaining the B.A. degree. Community college entrance entails more of an occupational penalty for blacks than for whites. The occupational status of black four-year college entrants' jobs is 18 points higher on the Duncan scale than black community college entrants.
	Bibliography Citation Monk-Turner, Elizabeth A. "The Occupational Achievements of Community and Four-Year College Entrants." American Sociological Review 55,5 (October 1990): 719-725.

8.	Monk-Turner, Elizabeth A.
8.	Wage Differences Between Community College and Four-Year College Entrants Free Inquiry in Creative Sociology 14,2 (November 1986): 149-151 Cohort(s): Young Men, Young Women Publisher: Oklahoma State University Keyword(s): College Education; Colleges; Wages Permission to reprint the abstract has not been received from the publisher. Wage differences between community- & four-year Coll entrants are analyzed. First, mean differences between various groups in hourly wage rates & other background variables are described, including high school graduates, community Coll dropouts, community Coll graduates, four-year Coll dropouts, & four-year Coll graduates. Further, mean hourly wage differences are analyzed by sex, race, & type of first Coll entered. Next, utilizing regression analysis, wage differences are analyzed to see what affect is exerted by type of first Coll entered. It is concluded that community Coll entrance entails a wage penalty even when controlling for background variables, including years of schooling acquired. 3 Tables, 12 References. AA (Copyright 1987, Sociological Abstracts, Inc., all rights reserved.)
	Bibliography Citation Monk-Turner, Elizabeth A. "Wage Differences Between Community College and Four-Year College Entrants." Free Inquiry in Creative Sociology 14,2 (November 1986): 149-151.

9.	Monk-Turner, Elizabeth A. White, Garland
9.	Factors Shaping the Probability of Divorce and Early Remarriage Among Young Men International Journal of Contemporary Sociology 32,1 (April 1995): 97-105 Cohort(s): Young Men Publisher: Department of Sociology, Anthropology and Social Work, Auburn University Keyword(s): Divorce; Family Structure; Parents, Single; Remarriage; Sociability/Socialization/Social Interaction; Social Environment; Social Roles; Socioeconomic Factors Permission to reprint the abstract has not been received from the publisher. Data obtained in the National Longitudinal Survey are used to examine the probability of divorce and early remarriage among a sample of 464 young males (Ms) divorced during 1965-1978. Results of logistic regression reveal that Ms who are in a situation of relative social disadvantage are most likely to remarry soon after divorce. Indicators of relative social disadvantage are defined as physically deviating from the norm, growing up in a home where the respondent's mother was absent, and living outside a standard metropolitan area. Ms in a situation of relative social disadvantage, facing a limited pool of potential partners, calculate that the risk of remarrying soon after divorce is not too great a risk to take. 2 Tables, 21 References. Adapted from the source document. (Copyright 1995, Sociological Abstracts, Inc., all rights reserved.)
	Bibliography Citation Monk-Turner, Elizabeth A. and Garland White. "Factors Shaping the Probability of Divorce and Early Remarriage Among Young Men." International Journal of Contemporary Sociology 32,1 (April 1995): 97-105.

10.	Turner, Charlie G. Monk-Turner, Elizabeth A.
10.	The Returns to Education and Degrees Educational Research Quarterly 26,3 (March 2003): 45-56. Also: http://search.epnet.com/direct.asp?an=10145150&db=aph Cohort(s): NLSY79 Publisher: School of Education, University of Southern California - Los Angeles Keyword(s): College Graduates; Educational Returns; Labor Market Outcomes Permission to reprint the abstract has not been received from the publisher. Differences in earning ability and returns to the associate's and bachelor's degrees are analyzed for the National Longitudinal Survey ofYouth. The average age of the sample is 27. Each additional year of education past high school yields an economic return of 1.9%. Only bachelor's degree recipients enjoy an economic advantage on completion of the degree (10%); associate and vocational degree holders do not significantly benefit from a "sheepskin" effect. Besides years of education and the bachelor's degree, being white, male, older, having more work experience, living outside the South, being in an SMSA, married, and having the bachelor's degree as an educational goal are all positively associated with higher wages.
	Bibliography Citation Turner, Charlie G. and Elizabeth A. Monk-Turner. "The Returns to Education and Degrees." Educational Research Quarterly 26,3 (March 2003): 45-56.

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