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Author: Seitz, Patricia Ann

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1.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann
1.	High School Vocational Graduates: Which Doors Are Open? Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED216208.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Education, Secondary; High School Transcripts; Job Rewards; Schooling, Post-secondary; Vocational Education; Vocational Preparation Permission to reprint the abstract has not been received from the publisher. Data from three studies were analyzed to determine effects of participation in secondary vocational education on subsequent labor market experiences and postsecondary educational experiences. The data were from the National Longitudinal Survey (NLS) of Labor Market Experience, New Youth Cohort, and high school transcripts of a subsample of the NLS panel. Five patterns of participation were identified: no vocational credits, concentrators, limited concentrators, concentrator/explorers, explorers, and incidental/personals. Low socioeconomic status was associated with higher levels of concentration. Females tended to have significantly higher representation among more intensive patterns of participation. Labor market status was influenced by race, sex, patterns of participation, and socioeconomic status. Being minority, female, and of a high socioeconomic status were associated with being out of the labor force. Intensive participation was associated with employment. A majority of high school graduates enrolled in postsecondary education. Higher levels of educational aspirations were associated with higher probabilities of postsecondary participation. Additional factors that positively influenced postsecondary participation included class rank and, for whites only, parents' education. Findings suggested that policymakers consider the diversity of participation in vocational education as they make decisions affecting programs' structure, students' assignment, facility use, and service delivery. (YLB)
	Bibliography Citation Campbell, Paul B., John A. Gardner and Patricia Ann Seitz. "High School Vocational Graduates: Which Doors Are Open?" Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

2.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann
2.	Postsecondary Experiences of Students with Varying Participation in Secondary Vocational Education Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED215218.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Behavior; Earnings; Education, Secondary; High School Curriculum; Job Training; Minorities, Youth; Schooling, Post-secondary; Vocational Education; Vocational Preparation Permission to reprint the abstract has not been received from the publisher. A brief narrative description of the journal article, document, or resource. This study examined the effects of secondary vocational education on the post-high school educational activities of youth. Data used in the study were taken from the National Longitudinal Surveys of Labor Market Experience, New Youth Cohort (NLS Youth), supplemented with information from the respondents' high school transcripts. Findings included the following: (1) a majority of high school graduates, both vocational and nonvocational, enroll in some type of postsecondary program; (2) higher levels of educational aspirations were associated with higher probabilities of postsecondary participation; (3) less frequent participation in postsecondary programs was found for minority youth with at least some vocational experience, although, for whites, secondary vocational education did not seem to reduce overall postsecondary participation; (4) class rank, and, for whites only, parents' education influenced secondary participation; (5) living in the West was associated with a higher attendance in two-year colleges; and (6) for certain subgroups, a higher unemployment rate and residence in a rural area showed an increased likelihood of postsecondary participation. Issues raised for policy considerations are these questions: Should secondary vocational training programs take the responsibility for fully equipping graduates with the necessary skills to enter the labor market immediately? Or, should vocational education simply provide the needed prerequisites for further training after high school? The study concluded that policymakers should be aware of the diversity of secondary vocational education when deciding these questions. (KC)
	Bibliography Citation Campbell, Paul B., John A. Gardner and Patricia Ann Seitz. "Postsecondary Experiences of Students with Varying Participation in Secondary Vocational Education." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

3.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann Chukwuma, Fedelia
3.	Employment Experiences of Students with Varying Participation in Secondary Vocational Education: A Report Based on the 1979 and 1980 NLS New Youth Cohort Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981. Also: http://www.eric.ed.gov/PDFS/ED240272.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Earnings; Education, Secondary; Educational Aspirations/Expectations; Educational Attainment; High School Completion/Graduates; High School Curriculum; Parental Influences; Socioeconomic Status (SES); Vocational Education Permission to reprint the abstract has not been received from the publisher. A brief narrative description of the journal article, document, or resource. This study used a new specification of participation in vocational education to estimate the effects of high school curriculum on the labor market experiences of youth. Five patterns of participation developed in an earlier study--intensity of training, continuity of training, proximity of training to time of graduation, diversity of program areas, and the addition of logically related study outside the main area of specialization--were identified and labeled Concentrator, Limited Concentrator, Concentrator/Explorer, Explorer, and Incidental/Personal according to degree of involvement in vocational education. Estimates were derived for effects on earnings, training-related placement, labor force status, job prestige, and other job characteristics using data from the National Longitudinal Survey of Labor Market Experience (NLS), New Youth Cohort, supplemented with high school transcripts of survey participants. It was found that increasing concentration in vocational education (the three concentrator patterns) increased likelihood of holding a conventional job (as classified by Holland). It was also found that Incidental/Personal and Concentrator/Explorer participants were much less likely than Concentrators or Limited Concentrators to be in training-related employment; and that Women Concentrators earned more per week than respondents who took no vocational courses. The study concluded that vocational education policy should be concerned with inducing pride in work, with looking at long-term training needs, with emphasizing helping disadvantaged groups, and with working within the prevailing economic conditions. (KC)
	Bibliography Citation Campbell, Paul B., John A. Gardner, Patricia Ann Seitz and Fedelia Chukwuma. "Employment Experiences of Students with Varying Participation in Secondary Vocational Education: A Report Based on the 1979 and 1980 NLS New Youth Cohort." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981.

4.	Campbell, Paul B. Mertens, Donna M. Seitz, Patricia Ann Cox, Sterling
4.	Job Satisfaction--Antecedents and Associations Report to the U.S. Department of Education, 1982 Cohort(s): NLSY79 Publisher: U.S. Department of Education Keyword(s): Family Influences; High School Completion/Graduates; High School Curriculum; Socioeconomic Status (SES); Vocational Education This study used data from the NLSY, integrated with the high school transcripts of a substantial proportion of those youth who had already graduated from high school, to consider the nature and the associations of job satisfaction for those who were employed. A factor analysis of those survey items that were intended to tap job satisfaction, together with other items having construct potential, identified four forms of job satisfaction: (1) personal on-the-job development; (2) working conditions; (3) job rewards; and (4) human interactions. These were related to vocational education, job characteristics, race and sex, hourly rate of pay, occupation, and motivation. Vocational education was found to be positively related to working conditions and, indirectly, to personal on-the-job development and job rewards. The largest factor in job satisfaction was occupation, which was usually, although not always, positive.
	Bibliography Citation Campbell, Paul B., Donna M. Mertens, Patricia Ann Seitz and Sterling Cox. "Job Satisfaction--Antecedents and Associations." Report to the U.S. Department of Education, 1982.

5.	Campbell, Paul B. Orth, Mollie N. Seitz, Patricia Ann
5.	Patterns of Participation in Secondary Vocational Education: A Report Based on Transcript and Interview Data of the 1979 and 1980 NLS New Youth Cohort Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981. Also: http://www.eric.ed.gov/PDFS/ED227318.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): College Education; Education, Secondary; Educational Attainment; High School; Transition, School to Work; Vocational Education Permission to reprint the abstract has not been received from the publisher. This study identifies major problems and concerns encountered when attempting to apply the multifaceted classification model developed by Campbell and others (1981) called "Patterns of Participation," which describes the multiple ways that secondary students participate in vocational education and how their courses are classified. It also assesses how well the outcomes of those applications replicated or verified selected empirical results reported by the model's developers. The model was applied to the high school transcripts of samples of students from three urban school districts. Two major conclusions were reached. The first conclusion is that while no debilitating problems were encountered during the applications of the model, a number of conceptual and operational concerns were identified. These concerns include the following: (1) Local school districts often use unique course titles that do not correspond directly with those listed in the codebook of the model; (2) local districts define and offer more general courses than those cited in the codebook; (3) some courses do not fit into the model's definitions; (4) some definitions and rules of the model need clarification; and (5) certain vocational programs are "discriminated" against by the model. The second conclusion was that the model is replicable across data sets and should, therefore, be of use to vocational planners and researchers. (KC)
	Bibliography Citation Campbell, Paul B., Mollie N. Orth and Patricia Ann Seitz. "Patterns of Participation in Secondary Vocational Education: A Report Based on Transcript and Interview Data of the 1979 and 1980 NLS New Youth Cohort." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981.

6.	Gardner, John A. Campbell, Paul B. Seitz, Patricia Ann
6.	Influences of High School Curriculum on Determinants of Labor Market Experiences Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED227310.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Career Patterns; Earnings; Education, Secondary; High School Curriculum; Job Search; Job Tenure; Labor Market Outcomes; Schooling; Unemployment, Youth; Unions; Vocational Education Permission to reprint the abstract has not been received from the publisher. This study extends previous research on labor market effects of vocational education by explicitly modeling the intervening factors in the relationship between secondary vocational education and labor market outcomes. The strategy is to propose and estimate a simplified, recursive model that can contribute to understanding why positive earnings effects have been so hard to find for men, why the effects vary between men and women, and why the effects differ according to the time unit of measurement. The data used are from the National Longitudinal Survey (NLS) of Labor Market Experiences, Youth Cohort, and the high school transcripts of a subsample of the NLS panel. The estimated model created shows that vocational education may have both direct and indirect effects on earnings, income, and unemployment, and that the indirect effects operate through such intervening factors as job-search methods, unionization, industry, occupation, job tenure, labor market experience, and postsecondary education. The findings regarding indirect effects have several implications for vocational education policy. Although indirect effects are not dramatic, they are not trivial, showing that vocational education can probably make a significant, but limited, contribution to improving productivity and reducing income inequality. Also, some changes in programs may be necessary since the findings show that vocational education differs substantially between whites and minority graduates in its capacity to foster longer job tenure, more labor market experience, and greater labor market stability. Several findings suggest that policymakers should not place a heavy emphasis on hourly earnings alone as an evaluative criterion for vocational education. Directions for future research also are suggested by the study. (KC)
	Bibliography Citation Gardner, John A., Paul B. Campbell and Patricia Ann Seitz. "Influences of High School Curriculum on Determinants of Labor Market Experiences." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

7.	Lewis, Morgan V. Gardner, John A. Seitz, Patricia Ann
7.	High School Work Experience and Its Effects Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, 1983. Also: http://www.eric.ed.gov/PDFS/ED227310.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Behavioral Problems; Delinquency/Gang Activity; Employment; High School; Part-Time Work; Vocational Education; Wages; Work Experience Permission to reprint the abstract has not been received from the publisher. This study was conducted to describe the work experience being obtained by high school students and to relate that to educational and labor market outcomes. A special emphasis of the study was to determine if school supervision or monitoring has any apparent influence on the nature or outcomes of work experience. Data for the study were obtained from the National Longitudinal Surveys of Labor Market Experience, New Youth Cohort, and from high school transcripts. The study found that about two-thirds of all students held jobs while in high school, most of which they obtained on their own. Although most of these jobs were at low skill levels--such as in-service, labor, or clerical occupations--jobs that were school supervised as well as jobs held by students with concentrated patterns of participation in vocational courses were usually at higher skill levels, especially for women. Through regression analysis, it was determined that work experience has either no effect or a slightly positive effect on grades. It was also found that there was some tendency for young people with part-time jobs in high school to have more school problems or delinquent behavior. Although work experience did not yield a consistent pattern of relationships with post-high school earnings, it did contribute to higher rates of employment for graduates. The study concluded that school supervision of work experience appears to achieve some equity for minorities and females as well as some training objectives. Recommendations were made to continue to emphasize work-study programs and for schools to use work experience to enhance students' education. (KC)
	Bibliography Citation Lewis, Morgan V., John A. Gardner and Patricia Ann Seitz. "High School Work Experience and Its Effects." Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, 1983.

8.	Mertens, Donna M. Seitz, Patricia Ann
8.	Labor Market Experiences of Handicapped Youth Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED228445.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Disability; Employment; High School Transcripts; Peers/Peer influence/Peer relations; Schooling; Vocational Education Permission to reprint the abstract has not been received from the publisher. A brief narrative description of the journal article, document, or resource. A study explored the feasibility of using the New Youth Cohort of the National Longitudinal Surveys of Labor Market Behavior (NLS Youth) database to examine the effects of vocational education on handicapped individuals. During the study, researchers examined the labor market experiences of 73 handicapped youths who manifested a self-reported limiting health condition, showed four or more credits labeled Educable Mentally Retarded on their high school transcripts, and participated in individualized education programs (IEPs). While such a small sample prevented any firm conclusion on the earnings of handicapped persons, the evidence that is available suggests that handicapped vocational graduates had a higher rate of labor force participation, a higher employment rate, and a lower unemployment rate than did their handicapped nonvocational peers. Based on the study, the NLS Youth database appears to be less than ideal for studying the benefits of vocational education for handicapped persons. In order to study this issue at a national level, a new survey or additional questions on future NLS Youth surveys are needed to investigate handicapped individuals' labor market experiences. Appended to the report are an annotated bibliography and an orientation plan to use the NLS database to examine the labor market experiences of handicapped youth. (MN)
	Bibliography Citation Mertens, Donna M. and Patricia Ann Seitz. "Labor Market Experiences of Handicapped Youth." Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

9.	Mertens, Donna M. Seitz, Patricia Ann
9.	Orientation Plan to Use the NLS Youth Data Base to Examine the Labor Market Experiences of Handicapped Youth Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982 Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Disability; Peers/Peer influence/Peer relations; Research Methodology; Schooling; Vocational Education Permission to reprint the abstract has not been received from the publisher. Handicapped individuals earn less money and have more difficulty getting jobs than their nonhandicapped peers. Vocational education is one potential way to improve the labor market experiences of handicapped youth. This paper explored the feasibility of using the Youth Cohort to examine the effects of vocational education for handicapped people. The orientation plan presented in this paper provides potential users with the following information: (1) A description of the data base, the sampling characteristics, the types of variables available, and the supplementary data sources (e. g. IEP and transcript data). (2) Technical information and resources needed to access the data. (3) Documentation of the Individual Education Programs (IEP) data and a discussion of the limitations of the data for verification of handicapped persons in the sample.
	Bibliography Citation Mertens, Donna M. and Patricia Ann Seitz. "Orientation Plan to Use the NLS Youth Data Base to Examine the Labor Market Experiences of Handicapped Youth." Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

10.	Mertens, Donna M. Seitz, Patricia Ann Cox, Sterling
10.	Vocational Education and the High School Dropout Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED228397.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Children; Dropouts; High School; Job Satisfaction; Marriage; Occupational Aspirations; Unemployment; Vocational Education; Wages Permission to reprint the abstract has not been received from the publisher. Dropping out of high school has important implications for individuals, as well as for society as a whole. Individuals who do not complete high school are likely to have a more negative labor market experience than graduates, especially in terms of unemployment. The societal impact includes foregone tax dollars, and possible increased welfare and prison expenses. Vocational education represents a potential strategy for increasing the relevancy of education for dropout-prone youth, and thus a means of encouraging them to complete their high school education.
	Bibliography Citation Mertens, Donna M., Patricia Ann Seitz and Sterling Cox. "Vocational Education and the High School Dropout." Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

11.	Santos, Richard Seitz, Patricia Ann
11.	School-to-Work Experience of Hispanic Youth Contemporary Economic Policy 10,4 (October 1992): 65-73. Also: http://onlinelibrary.wiley.com/doi/10.1111/j.1465-7287.1992.tb00361.x/abstract Cohort(s): NLSY79 Publisher: Wiley Online Keyword(s): College Education; Ethnic Differences; High School and Beyond (HSB); High School Completion/Graduates; High School Dropouts; Hispanic Youth; Hispanics; Labor Force Participation Permission to reprint the abstract has not been received from the publisher. Selected studies based on the National Longitudinal Surveys of Youth Labor Market Experiences (NLS) and the High School and Beyond Surveys (HS&B) offer both consistent and conflicting findings about the experience of Hispanics in school and work. Non-high school completion, college attendance, and the link between education and economic gains varied by the sample selected, gender and ethnic group, and model specification. Methodological complexities prevent a meaningful synthesis of the findings. This paper focuses on these research complexities in an attempt to translate the findings into policy statements that could improve Hispanics' school-to-work experience.
	Bibliography Citation Santos, Richard and Patricia Ann Seitz. "School-to-Work Experience of Hispanic Youth." Contemporary Economic Policy 10,4 (October 1992): 65-73.

12.	Santos, Richard Seitz, Patricia Ann
12.	School-to-Work Transition Among Hispanic Youth: Selected Findings from the National Longitudinal Surveys of Youth Labor Market Experience Presented: San Diego, CA, Western Economics Association Meetings, 1990 Cohort(s): NLSY79 Publisher: Western Economic Association International Keyword(s): College Enrollment; Educational Attainment; High School Completion/Graduates; High School Dropouts; Hispanic Youth; Hispanics; Labor Force Participation This paper reviews the literature on the school-to-work transition of Hispanic youth specifically focusing on educational attainment and its relation to employment and earnings. Using data on Hispanics from the NLSY, rates of high school completion, college attendance, and labor force participation are depicted for Hispanics as a whole as well as for subgroups including Chicano, Cuban, Puerto Rican, and foreign- vs U.S.-born Hispanics. The paper discusses the sometimes conflicting findings of studies conducted to date and presents recommendations for continued research.
	Bibliography Citation Santos, Richard and Patricia Ann Seitz. "School-to-Work Transition Among Hispanic Youth: Selected Findings from the National Longitudinal Surveys of Youth Labor Market Experience." Presented: San Diego, CA, Western Economics Association Meetings, 1990.

13.	Seitz, Patricia Ann
13.	Occupational Segregation and Earnings: Gender, Race and Ethnicity in the Youth Labor Market Ph.D. Dissertation, The University of Texas at Austin, 1995 Cohort(s): NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Earnings; Ethnic Groups/Ethnicity; Ethnic Studies; Industrial Relations; Labor Market Demographics; Labor Market Studies, Geographic; Occupational Segregation; Racial Studies; Skills; Wage Effects The link between occupational segregation and wages is investigated for a cohort of youth in the 1980s. The analysis contrasts individual-level and structural-level theories of occupational segregation and earnings inequality in an examination of occupational gender and race/ethnic segregation, occupational labor market location and wage processes for youth at two points in the school-to-work transition period. Data are drawn from the National Longitudinal Survey of Labor Market Experience, Youth Cohort, for six groups of youth workers: Mexican-American women and men, African-American women and men, and anglo women and men. The study finds that occupational segregation by sex and by race/ethnicity is as extensive in the youth labor market as in the adult labor market. As workers move out of the youth labor market sex segregation decreases slightly and race/ethnic segregation increases. Occupational segregation measures are combined with occupational skill, supply/demand, and social organization characteristics to develop a classification scheme that categorizes occupations into ten distinctive occupational labor markets. Gender has the largest effect on workers' occupational labor market location in the youth labor market period; race/ethnic effects emerge as workers progress into the adult labor market. Occupational labor market location exhibits large wage effects once workers enter the adult labor market. Moreover, these effects vary by gender, and to a lesser extent by race/ethnicity, such that occupational labor market location is more important to understanding the wage process for women than for men. Wage effects for occupational gender and race/ethnic composition are discovered for both the youth and adult labor market periods, but these effects diminish when occupational skills, supply/demand and social organization dimensions are heldconstant. The analyses suggest that it is problematic to analyze the effects associated with employment in "women's jobs" without taking into account the accompanying occupational characteristics that influence wages.
	Bibliography Citation Seitz, Patricia Ann. Occupational Segregation and Earnings: Gender, Race and Ethnicity in the Youth Labor Market. Ph.D. Dissertation, The University of Texas at Austin, 1995.

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