Search Results

Author: Ream, Robert K.
Resulting in 5 citations.
1. Cohen, Alison K.
Ryan, Sarah
Smith, Louisa H.
Ream, Robert K.
Glymour, M. Maria
Lopez, Andrea
Yen, Irene H.
Educational Attainment Past the Traditional Age of Completion for Two Cohorts of US Adults: Inequalities by Gender and Race/Ethnicity
Race and Social Problems published online (16 December 2021): DOI:10.1007/s12552-021-09352-1.
Also: https://link.springer.com/article/10.1007/s12552-021-09352-1
Cohort(s): NLSY79, NLSY97
Publisher: Springer
Keyword(s): Childhood Adversity/Trauma; Education, Adult; Educational Attainment; Ethnic Differences; Family Background and Culture; Intergenerational Patterns/Transmission; Life Course; Mobility, Social; Racial Differences

Permission to reprint the abstract has not been received from the publisher.

The vast majority of studies investigating participation in, persistence through, and consequences of postsecondary education focus on educational attainment status among the so-called traditional population of collegegoers between the ages of 18 and 24. This narrow focus leaves largely invisible the role that an expanding set of educational trajectories throughout adulthood plays in shaping social stratification. Using 35-plus and 20 years of follow-up data from the US National Longitudinal Survey of Youth (NLSY)'s 1979 and 1997 cohorts, we find that a substantial share within each cohort is attaining education well into adulthood, and that these trajectories are patterned according to key social and demographic characteristics. In both cohorts, racial/ethnic differences in educational attainment grew over time and, for those attaining the same degree, members of historically disadvantaged groups did so at an older age. Cohort differences in trajectories emerged, however, when considering the intersection of race/ethnicity and socialized gender. Through careful descriptive analysis of two generational cohorts, our study makes clear the role of educational trajectories in the process of cumulative (dis)advantage across the life course, as well as across generations.
Bibliography Citation
Cohen, Alison K., Sarah Ryan, Louisa H. Smith, Robert K. Ream, M. Maria Glymour, Andrea Lopez and Irene H. Yen. "Educational Attainment Past the Traditional Age of Completion for Two Cohorts of US Adults: Inequalities by Gender and Race/Ethnicity." Race and Social Problems published online (16 December 2021): DOI:10.1007/s12552-021-09352-1.
2. Cohen, Alison K.
Smith, Louisa H.
Ream, Robert K.
Glymour, M. Maria
Yen, Irene H.
Educational Attainment Trajectories of U.S. Adults: Sociodemographic Differences in When People Finish Their Schooling
Presented: San Antonio TX, American Educational Research Association Annual Meeting, April-May 2017
Cohort(s): NLSY79
Publisher: American Educational Research Association
Keyword(s): Educational Attainment; Ethnic Differences; Household Influences; Racial Differences

Permission to reprint the abstract has not been received from the publisher.

This study describes lifetime educational trajectories of members of the U.S. National Longitudinal Survey of Youth's 1979 cohort and explores differences in trajectories by race/ethnicity, sex, household circumstances, and other sociodemographic characteristics. We considered participants to have continued their education past a given age if at any time after that age their reported number of years of education increased, they reported earning a higher degree, or they were enrolled in high school or college. Two out of five people had not completed their education by age 25; one in eight had not completed by age 40. At every age after 18, Asians and whites had more education than African-Americans/blacks and Hispanics/Latinos. Causes and implications for these different trajectories are discussed.
Bibliography Citation
Cohen, Alison K., Louisa H. Smith, Robert K. Ream, M. Maria Glymour and Irene H. Yen. "Educational Attainment Trajectories of U.S. Adults: Sociodemographic Differences in When People Finish Their Schooling." Presented: San Antonio TX, American Educational Research Association Annual Meeting, April-May 2017.
3. Duarte, Catherine
Wannier, S. Rae
Cohen, Alison K.
Glymour, M. Maria
Ream, Robert K.
Yen, Irene H.
Vable, Anusha M.
Lifecourse Educational Trajectories and Hypertension in Midlife: An Application of Sequence Analysis
Journals of Gerontology: Series B published online (29 August 2021): glab249.
Also: https://academic.oup.com/biomedgerontology/advance-article/doi/10.1093/gerona/glab249/6359344
Cohort(s): NLSY79
Publisher: Gerontological Society of America
Keyword(s): Education, Adult; Educational Attainment; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; Health, Chronic Conditions; High School Diploma; Life Course

Background: Higher educational attainment predicts lower hypertension. Yet, associations between non-traditional educational trajectories (e.g., interrupted degree programs) and hypertension are less well understood, particularly among structurally marginalized groups who are more likely to experience these non-traditional trajectories.

Methods: In National Longitudinal Survey of Youth 1979 cohort data (N=6,317), we used sequence and cluster analyses to identify groups of similar educational sequences -- characterized by timing and type of terminal credential -- that participants followed from age 14-48. Using logistic regression, we estimated associations between the resulting 10 educational sequences and hypertension at age 50. We evaluated effect modification by individual-level indicators of structural marginalization (race, gender, race and gender, and childhood socioeconomic status (cSES).

Bibliography Citation
Duarte, Catherine, S. Rae Wannier, Alison K. Cohen, M. Maria Glymour, Robert K. Ream, Irene H. Yen and Anusha M. Vable. "Lifecourse Educational Trajectories and Hypertension in Midlife: An Application of Sequence Analysis." Journals of Gerontology: Series B published online (29 August 2021): glab249.
4. Vable, Anusha M.
Duarte, Catherine
Cohen, Alison K.
Glymour, M. Maria
Ream, Robert K.
Yen, Irene H.
Does the Type and Timing of Educational Attainment Influence Physical Health? A Novel Application of Sequence Analysis
American Journal of Epidemiology published online (17 July 2020): DOI: 10.1093/aje/kwaa150.
Also: https://academic.oup.com/aje/advance-article/doi/10.1093/aje/kwaa150/5872673
Cohort(s): NLSY79
Publisher: Johns Hopkins University Press
Keyword(s): Educational Attainment; Health/Health Status/SF-12 Scale

Nontraditional education trajectories are common, but their influence on physical health is understudied. We constructed year-by-year education trajectories for 7,501 National Longitudinal Survey of Youth 1979 participants aged 14 to 48 years (262,535 person-years of education data from 1979 to 2014). We characterized trajectory similarity using sequence analysis and used hierarchical clustering to group similar educational trajectories. Using linear regression, we predicted physical health summary scores of the participants at age 50 years from the 12-item Short-Form Survey, adjusting for available confounders, and evaluated effect modification by sex, race/ethnicity, and childhood socioeconomic status. We identified 24 unique educational sequence clusters on the basis of highest level of schooling and attendance timing.
Bibliography Citation
Vable, Anusha M., Catherine Duarte, Alison K. Cohen, M. Maria Glymour, Robert K. Ream and Irene H. Yen. "Does the Type and Timing of Educational Attainment Influence Physical Health? A Novel Application of Sequence Analysis." American Journal of Epidemiology published online (17 July 2020): DOI: 10.1093/aje/kwaa150.
5. Vable, Anusha M.
Duarte, Catherine
Wannier, S. Rae
Chan-Golston, Alec M.
Cohen, Alison K.
Glymour, M. Maria
Ream, Robert K.
Yen, Irene H.
Understanding the Benefits of Different Types and Timing of Education for Mental Health: A Sequence Analysis Approach
Journals of Gerontology: Series B published online (13 August 2021): gbab147.
Also: https://academic.oup.com/psychsocgerontology/advance-article/doi/10.1093/geronb/gbab147/6350335
Cohort(s): NLSY79
Publisher: Gerontological Society of America
Keyword(s): College Education; Education, Adult; Educational Attainment; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; Health, Mental; High School Diploma

Objectives: Individuals increasingly experience delays or interruptions in schooling; we evaluate the association between these non-traditional education trajectories and mental health.

Methods: Using year-by-year education data for 7,501 National Longitudinal Survey of Youth 1979 participants, ages 14-48 (262,535 person-years of education data), we applied sequence analysis and a clustering algorithm to identify educational trajectory groups, incorporating both type and timing to credential. Linear regression models, adjusted for early-life confounders, evaluated relationships between educational trajectories and mental health component scores (MCS) from the 12-item short form instrument at age 50. We evaluated effect modification by race, gender, and race by gender.

Bibliography Citation
Vable, Anusha M., Catherine Duarte, S. Rae Wannier, Alec M. Chan-Golston, Alison K. Cohen, M. Maria Glymour, Robert K. Ream and Irene H. Yen. "Understanding the Benefits of Different Types and Timing of Education for Mental Health: A Sequence Analysis Approach." Journals of Gerontology: Series B published online (13 August 2021): gbab147.