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Author: Stephenson, Stanley P., Jr.

Resulting in 9 citations.

1.	Stephenson, Stanley P., Jr.
1.	A Markov Model of School vs. Work Choices of Black and White Young Men Applied Economics 14,1 (February 1982): 43-61. Also: http://www.tandfonline.com/doi/abs/10.1080/00036848200000004 Cohort(s): Young Men Publisher: Chapman & Hall Keyword(s): Data Analysis; Employment; Markov chain / Markov model; Modeling, Logit; Racial Differences; Research Methodology; Schooling; Statistical Analysis Permission to reprint the abstract has not been received from the publisher. This study examines the actual school versus labor force participation choices by focusing on the way in which personal and economic factors alter the distribution of such choices. A multinomial logit model is used to predict the cells in Markov transition probability matrices. In addition, the sensitivity of the probability predictions to variation in selected predetermined variables is examined. A secondary goal of this paper is the comparison of empirical results obtained for white and black youths using a procedure implied by Coleman.
	Bibliography Citation Stephenson, Stanley P., Jr. "A Markov Model of School vs. Work Choices of Black and White Young Men." Applied Economics 14,1 (February 1982): 43-61.

2.	Stephenson, Stanley P., Jr.
2.	A Turnover Analysis of Joblessness for Young Women Research in Labor Economics 5 (1982): 279-318 Cohort(s): Young Women Publisher: JAI Press, Inc. Keyword(s): College Dropouts; Job Turnover; Transition Rates, Activity to Work; Transition, School to Work; Unemployment; Unemployment, Youth; Work Experience; Work History This paper is an empirical analysis of the nonemployment of noncollege young women in the first weeks and months after they leave school. By estimating the determinants of transition rates of entering and leaving non-employment, the author is able to show the effect of race, dropout status, and prior work experience on the average length of joblessness, the expected number of work and nonwork spells, the average work spell length, and the steady-state probability of joblessness. In the analysis, special attention is given to the measurement of two types of structural state dependence, subgroup differences in transition rates, and adjustment for the fact that some young women never worked in the 2.7-year observation period. Data used are for young women who left school in l970. Results suggest that in-school job holding affects the rate of job finding for white young women but not for black young women. This prior work experience is interpreted as evidence of lagged employment dependence, a type of state dependence. In contrast, for black young women, labor demand characteristics (not prior work) are important determinants of the rates of entering and leaving nonemployment. One possible reason for this difference concerns the nature of in-school jobs: most black young women who worked in school held government sector jobs, whereas white young women were more likely to have had private sector work experience. Whether or not these prior jobs were associated with racial differences in rates of on-the-job training or merely created such an impression to subsequent employers cannot be determined with the data used here. Yet, the race-specific effect of prior work experience on later employment behavior may have implications for youth employment policies.
	Bibliography Citation Stephenson, Stanley P., Jr. "A Turnover Analysis of Joblessness for Young Women." Research in Labor Economics 5 (1982): 279-318.

3.	Stephenson, Stanley P., Jr.
3.	From School to Work: A Transition with Job Search Implications Youth and Society 11,1 (September 1979): 114-132. Also: http://yas.sagepub.com/content/11/1/114 Cohort(s): Young Men Publisher: Sage Publications Keyword(s): Health/Health Status/SF-12 Scale; Job Search; Marital Status; Part-Time Work; Schooling; Transition, School to Work; Unemployment; Wages Permission to reprint the abstract has not been received from the publisher. This article adapts a human capital model of schooling and earnings to focus on the transition period. The adaptation consists of two steps. First, unemployment incidence and duration after last leaving school, but prior to the first job taken, is included as an intervening part of the transition process. A second feature is the consideration of the extent to which job holding while in school alters subsequent unemployment and wage rates. The main result concerns the unemployment and wage equations. Holding a job while in school lowers the incidence of duration of later unemployment and raises the subsequent hourly wage for both white and black youth. Full-time job effects exceed part-time job effects in both equations and all effects are highly significant statistically. Job search theory suggests some types of unemployment behavior may lead to a higher wage, and a positive but nonsignificant effect of unemployment on the postschool wage was found for black youth. For white youth, however, significant and negative impacts of unemployment on the postschool wage were found.
	Bibliography Citation Stephenson, Stanley P., Jr. "From School to Work: A Transition with Job Search Implications." Youth and Society 11,1 (September 1979): 114-132.

4.	Stephenson, Stanley P., Jr.
4.	In-School Labor Force Status and Early Post-School Labor Market Outcomes for Young Women Applied Economics 13,3 (September 1981): 279-302. Also: http://www.tandfonline.com/doi/abs/10.1080/00036848100000001 Cohort(s): Young Women Publisher: Chapman & Hall Keyword(s): Dropouts; Earnings; Employment, In-School; Health Factors; High School Completion/Graduates; Job Search; Labor Market Outcomes; Marriage; Work Knowledge Permission to reprint the abstract has not been received from the publisher. This research analyzes the relationship between a young woman's labor force status when last enrolled in school and her labor market behavior in the first two years after leaving school. The results showed that in-school work increases the early post-school weeks worked and decreases early post-school weeks unemployed. In addition, the overall effects of in-school work are presented in the statistical models in the second part of the study. In racially-pooled analysis, there are two main sets of results: (1) In-school labor force participation raises relative post-school earnings, and post-school hourly wage rates. (2) Post-school weeks unemployed are sharply lower (higher) if the young woman was a part-time worker (unemployed) in school as opposed to an NLF student.
	Bibliography Citation Stephenson, Stanley P., Jr. "In-School Labor Force Status and Early Post-School Labor Market Outcomes for Young Women." Applied Economics 13,3 (September 1981): 279-302.

5.	Stephenson, Stanley P., Jr.
5.	School to Work Transition of Noncollege Young Persons Final Report, Employment and Training Administration, U.S. Department of Labor, 1980 Cohort(s): Young Men, Young Women Publisher: U.S. Department of Labor Keyword(s): Dropouts; Employment; Family Resources; Schooling; Training, Occupational; Training, Post-School; Transition, School to Work; Unemployment; Urban and Regional Planning; Vocational Education; Work Experience The report includes four empirical studies of the early labor market problems of noncollege youth. Data are from the NLS of Young Men and Young Women. Four youth labor policy implications emerge from the analysis: (1) the provision of employment in school may aid the school to work transition by enhancing labor market success in the first two years after leaving school, but it does not appear to directly affect long run labor outcomes; (2) postschool occupational training is much more beneficial if it is used (a result for young women) or if it is combined with accumulated work experience (a result for young men); (3) unemployment rate differentials between white and black male youth cannot be eliminated by equalizing the level of individual characteristics, such as training or education; racial differences in the effects of these factors, not their levels, are most important; and (4) youth labor policies should be targeted by sex, race, dropout status, family income, and urban vs. rural residence.
	Bibliography Citation Stephenson, Stanley P., Jr. "School to Work Transition of Noncollege Young Persons." Final Report, Employment and Training Administration, U.S. Department of Labor, 1980.

6.	Stephenson, Stanley P., Jr.
6.	The Transition from School to Work with Job Search Implications In: Conference Report on Youth Unemployment: Its Measurement and Meaning. Washington DC: U.S. Department of Labor, U.S. GPO, 1979 Cohort(s): Young Men Publisher: U.S. Government Printing Office Keyword(s): Job Search; Marital Status; Part-Time Work; Schooling; Transition, School to Work; Unemployment; Wages This study adapts a human capital model of schooling and earnings to focus on the transition period. The adaptation consists of two steps. First, unemployment incidence and duration after last leaving school, but, prior to the first job taken, is included as an intervening part of the transition process. A second feature is the consideration of the extent to which job holding while in school alters subsequent unemployment and wage rates. The main results concern the unemployment and wage equations. Holding a job while in school lowers the incidence and duration of later unemployment and raises the subsequent hourly wage for both white and black youth. Full-time job effects exceed part-time job effects in both equations, and all effects are highly significant statistically.
	Bibliography Citation Stephenson, Stanley P., Jr. "The Transition from School to Work with Job Search Implications" In: Conference Report on Youth Unemployment: Its Measurement and Meaning. Washington DC: U.S. Department of Labor, U.S. GPO, 1979

7.	Stephenson, Stanley P., Jr.
7.	Work in College and Subsequent Wage Rates Research in Higher Education 17,2 (1982): 165-178. Also: http://www.springerlink.com/content/j84j53x611145u24/ Cohort(s): Young Men Publisher: Kluwer Academic Publishers Keyword(s): College Graduates; Schooling; Transition, School to Work; Wage Rates Permission to reprint the abstract has not been received from the publisher. This is an empirical study of early postenrollment wage determinants of white young men in the 1966 to 1971 period. Data are from the National Longitudinal Survey for young men. The focus is on student labor force status as a determinant of postenrollment wage rates. As such, the results are related to the combined employment and college enrollment goal expressed repeatedly in federal work-study programs from the 1930s to date. Results suggest that work while enrolled may not only support the student, but mitigate transition problems to full-time work after enrollment. The major result, found with OLS multiple regression techniques, is that student job holding significantly and positively increased postenrollment wage rates relative to youth who neither worked nor looked for work as students. This indirect effect implies that the social cost of the college work-study program may be less than the federal outlays if the extra work experience enables a youth to obtain a more productive and higher paying job after enrollment.
	Bibliography Citation Stephenson, Stanley P., Jr. "Work in College and Subsequent Wage Rates." Research in Higher Education 17,2 (1982): 165-178.

8.	Stephenson, Stanley P., Jr.
8.	Young Women and Labor: In-School Labor Force Status and Early Postschool Labor Market Outcomes Youth and Society 13,2 (December 1981): 123-155. Also: http://yas.sagepub.com/content/13/2/123 Cohort(s): Young Women Publisher: Sage Publications Keyword(s): Earnings; Health/Health Status/SF-12 Scale; High School; Labor Force Participation; Labor Market Outcomes; Marriage; Part-Time Work; Poverty; Work Knowledge Permission to reprint the abstract has not been received from the publisher. This article uses a national data source, the NLS of Young Women, to consider four dependent variables: annual weeks worked, annual weeks unemployed, annual earnings, and hourly rate of pay. For each dependent variable, the parameters are estimated in Tobit models. In the racially pooled analysis, three model specifications are used for each variable and two main sets of results emerge. First, in-school labor force participation raises relative post-school weeks worked, earnings, and hourly wage rates. Post-school marriage and work-limiting health limits were found to be dominant determinants of the labor market outcomes. In addition, the findings showed post-school weeks unemployed to be significantly lower if the woman was a part- time worker in school.
	Bibliography Citation Stephenson, Stanley P., Jr. "Young Women and Labor: In-School Labor Force Status and Early Postschool Labor Market Outcomes." Youth and Society 13,2 (December 1981): 123-155.

9.	Stephenson, Stanley P., Jr. Eisele, Tura W.
9.	The Impact of Financial Aid on Women's Demand for Higher Education Research in Higher Education 17,4 (December 1982): 345-361. Also: http://www.springerlink.com/content/n510840817156303/ Cohort(s): Young Women Publisher: Kluwer Academic Publishers Keyword(s): Educational Costs; Family Background and Culture; Marital Status; Tuition Permission to reprint the abstract has not been received from the publisher. The Educational Amendments of 1972 marked a new direction in public policy regarding the scope and purpose of financial aid to higher education. Aid became more "student-oriented," and equality of opportunity for higher education became a goal. This empirical study with national longitudinal data has made a start in policy evaluation of the effect of the 1972 Educational Amendments on the higher education acquired by young women. The most important result of financial aid receipt for young women is that those who received aid averaged 0.64 more years completed of higher education and averaged .145 greater graduation probability than similar women who did not receive aid. These results were obtained in multiple regression models in which the effects of marital status, parental background, geographic locations and economic characteristics, and tuition level were controlled for. These results suggest that policy attempts to stimulate the higher education acquired by enrolled young women by increasing the availability of financial aid are well-founded.
	Bibliography Citation Stephenson, Stanley P., Jr. and Tura W. Eisele. "The Impact of Financial Aid on Women's Demand for Higher Education." Research in Higher Education 17,4 (December 1982): 345-361.

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