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Author: Weiss, Felix
Resulting in 3 citations.
1. Jacob, Marita
Weiss, Felix
Class Origin and Young Adults’ Re-Enrollment
Research in Social Stratification and Mobility 29,4 (December 2011): 415-426.
Also: http://www.sciencedirect.com/science/article/pii/S0276562411000102
Cohort(s): NLSY79
Publisher: Elsevier
Keyword(s): Labor Force Participation; Socioeconomic Background; Socioeconomic Status (SES)

This paper examines re-enrollment decisions taken by adults who have previously participated in the labor market in the US. We investigate the influence of social origin on re-enrollment and test hypotheses based on the “status reproduction” argument. We find that young adults from the lower classes re-enroll less often than those from the upper classes and that these differences can be attributed to a large extend to different ability or performance. Beyond the effects of social origin as such, we also scrutinize the effects of the child's class position relative to family status as a more direct implication of the “status reproduction” argument. Our analyses reveal that once young adults from higher status positions have reached their parents’ class, re-enrollment is somewhat less likely to occur. However, this effect of the child's relative class to the parents’ is rather weak.
Bibliography Citation
Jacob, Marita and Felix Weiss. "Class Origin and Young Adults’ Re-Enrollment." Research in Social Stratification and Mobility 29,4 (December 2011): 415-426.
2. Weiss, Felix
Roksa, Josipa
New Dimensions of Educational Inequality: Changing Patterns of Combining College and Work in the U.S. over Time
Research in Social Stratification and Mobility 44 (June 2016): 44-53.
Also: http://www.sciencedirect.com/science/article/pii/S0276562416300117
Cohort(s): NLSY79, NLSY97
Publisher: Elsevier
Keyword(s): College Education; Employment, In-School; Higher Education; Mobility, Social; Socioeconomic Status (SES)

Expansion of an educational system is often accompanied by differentiation. In the U.S., expansion of higher education included an increasing reliance on work. For a growing proportion of students, including those of traditional college-going age, going to college also involved going to work. This raises a crucial question of whether this form of differentiation has altered the patterns of inequality in higher education. While growing proportions of disadvantaged students are entering higher education, are they increasingly depending on work during their studies? We address this question using data from two waves of the National Longitudinal Survey of Youth (NLSY79 and NLSY97). We begin by presenting longitudinal profiles of engagement in school and work for young adults in the 1980s and 2000s. Following, we conduct multivariate analyses predicting the number of hours students are working while enrolled in college in two time periods. Presented analyses reveal a substantial amount of stability in social class inequality over time, with a modest increase in inequality among students attending four-year institutions full-time. Implications of these findings for policy and research on social stratification are discussed.
Bibliography Citation
Weiss, Felix and Josipa Roksa. "New Dimensions of Educational Inequality: Changing Patterns of Combining College and Work in the U.S. over Time." Research in Social Stratification and Mobility 44 (June 2016): 44-53.
3. Weiss, Felix
Scholten, Mirte M. M.
Gender Differences in the Influence of Parental Class on Young Adults’ Participation in Postsecondary Education in the US
Journal of Further and Higher Education 38,2 (March 2014): 182-199.
Also: http://www.tandfonline.com/doi/full/10.1080/0309877X.2012.722196#.Ux8obRD_zWA
Cohort(s): NLSY79
Publisher: Taylor & Francis
Keyword(s): College Enrollment; Gender Differences; Parental Influences; Socioeconomic Background

As with earlier social disparities in educational achievement, re-enrolment in college education can depend on parental social background. We link this finding with gender differences using data from the US National Longitudinal Study of Youth 79 and ask if the decision to re-enrol in college is influenced by parental social class in a gender-specific way. The results show that adding maternal class position to the operationalisation of social origin can be beneficial and result in a better model fit. Moreover, there are gender differences on the part of the child. Working-class men are constantly disadvantaged in their chances to re-enrol in education throughout their lives compared to men with more privileged family backgrounds, while working-class women are only disadvantaged among early re-entrants. This result is reversed in later years and women with working-class parents re-enrol more often.
Bibliography Citation
Weiss, Felix and Mirte M. M. Scholten. "Gender Differences in the Influence of Parental Class on Young Adults’ Participation in Postsecondary Education in the US." Journal of Further and Higher Education 38,2 (March 2014): 182-199.