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Source: Journal of Human Capital
Resulting in 10 citations.
| 1. |
Addison, John T. Ozturk, Orgul Demet Wang, Si |
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The Role of Gender in Promotion and Pay over a Career Journal of Human Capital 8,3 (Fall 2014): 280-317. Also: http://www.journals.uchicago.edu/doi/abs/10.1086/677942 Cohort(s): NLSY79 Publisher: University of Chicago Press Keyword(s): Earnings; Gender Differences; Job Promotion; Wage Growth Using data from the NLSY79, this paper considers the role of gender in promotion and promotion-related earnings development over the course of a career. The raw data suggest reasonably favorable promotion outcomes for females over a career, but any such advantages are found to be confined to less educated females. Further, the strong returns to education in later career stemming from promotion-related earnings growth accrue solely to males. While consistent with fertility timing and choice on the part of educated females, this earnings result is not inconsistent with discrimination as well, reminiscent of findings from an earlier human capital literature. |
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Bibliography Citation
Addison, John T., Orgul Demet Ozturk and Si Wang. "The Role of Gender in Promotion and Pay over a Career." Journal of Human Capital 8,3 (Fall 2014): 280-317.
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| 2. |
Belley, Philippe Lochner, Lance John |
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The Changing Role of Family Income and Ability in Determining Educational Achievement Journal of Human Capital 1,1 (December 2007): 37-89. Also: http://www.jstor.org/pss/10.1086/524674 Cohort(s): NLSY79, NLSY97 Publisher: University of Chicago Press Keyword(s): Cognitive Ability; College Enrollment; Educational Attainment; Educational Returns; Family Income; School Completion We use the National Longitudinal Survey of Youth 1979 and 1997 cohorts to estimate the effects of ability and family income on educational attainment in the early 1980s and early 2000s. The effects of family income on college attendance increase substantially over this period. Cognitive ability strongly affects schooling outcomes in both periods. We develop an educational choice model that incorporates both borrowing constraints and a "consumption value" of schooling. The model cannot explain the rising effects of family income on college attendance in response to rising costs and returns to college without appealing to borrowing constraints. |
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Bibliography Citation
Belley, Philippe and Lance John Lochner. "The Changing Role of Family Income and Ability in Determining Educational Achievement." Journal of Human Capital 1,1 (December 2007): 37-89.
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| 3. |
Courtemanche, Charles Tchernis, Rusty Zhou, Xilin |
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Maternal Work Hours and Childhood Obesity: Evidence Using Instrumental Variables Related to Sibling School Eligibility Journal of Human Capital 13,4 (Winter 2019): 553-584. Also: https://www.journals.uchicago.edu/doi/abs/10.1086/705609 Cohort(s): Children of the NLSY79, NLSY79, NLSY79 Young Adult Publisher: University of Chicago Press Keyword(s): Childhood; Maternal Employment; Modeling, Instrumental Variables; Obesity; Siblings; Work Hours/Schedule This study exploits plausibly exogenous variation from the youngest sibling's school eligibility to estimate the effects of maternal work on the weight outcomes of older children. Data come from the 1979 cohort of the National Longitudinal Survey of Youth linked to the Child and Young Adult Supplement. We first show that mothers' work hours increase gradually as the age of the youngest child rises, whereas mothers' spouses' work hours do not appear to be responsive. Leveraging these insights, we develop an instrumental variables model that shows that mothers' work hours lead to larger increases in children's BMI z-scores and probabilities of being overweight and obese than those identified in previous studies. Subsample analyses find that the effects are concentrated among advantaged households, as measured by an index involving education, race, and mother's marital status. |
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Bibliography Citation
Courtemanche, Charles, Rusty Tchernis and Xilin Zhou. "Maternal Work Hours and Childhood Obesity: Evidence Using Instrumental Variables Related to Sibling School Eligibility." Journal of Human Capital 13,4 (Winter 2019): 553-584.
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| 4. |
Kaestner, Robert Callison, Kevin |
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Adolescent Cognitive and Noncognitive Correlates of Adult Health Journal of Human Capital 5,1 (Spring 2011): 29-69. Also: http://www.jstor.org/stable/10.1086/660082 Cohort(s): NLSY79 Publisher: University of Chicago Press Keyword(s): Childhood; Cognitive Ability; Education; Health/Health Status/SF-12 Scale; Noncognitive Skills; Self-Esteem We present an analysis of the associations between cognitive and noncognitive traits measured at the end of childhood and mental and physical health at age 41. Results suggest that adolescent cognitive ability and self-esteem have a significant association with health at age 41. Most noncognitive factors do not have significant associations with adult health, although in some analyses an internal locus of control was associated with better adult health. Net of adolescent influences, completed education has a significant association with adult health. Finally, differences in cognitive and noncognitive factors are not important explanations of gender or racial differences in health. |
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Bibliography Citation
Kaestner, Robert and Kevin Callison. "Adolescent Cognitive and Noncognitive Correlates of Adult Health." Journal of Human Capital 5,1 (Spring 2011): 29-69.
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| 5. |
Kaymak, Barış |
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Postschooling Training Investment and Employer Learning Journal of Human Capital 8,3 (Fall 2014): DOI: 10.1086/678261. Also: https://www.journals.uchicago.edu/doi/10.1086/678261 Cohort(s): NLSY79 Publisher: University of Chicago Press Keyword(s): Job Training; Skill Formation; Wage Growth Wage growth among young workers relates positively to ability and negatively to education, conditional on ability. This was interpreted as evidence for statistical discrimination with employer learning. I show that this pattern is also consistent with a version of the Ben-Porath model of skill formation in which (i) workers differ in their learning ability and (ii) job training is a substitute for formal schooling. Data on job training from the NLSY confirm both modeling extensions for young workers. Nonetheless, for more experienced workers, job training and formal schooling appear to be positively related, even after controlling for ability. |
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Bibliography Citation
Kaymak, Barış. "Postschooling Training Investment and Employer Learning." Journal of Human Capital 8,3 (Fall 2014): DOI: 10.1086/678261.
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| 6. |
Kinsler, Josh Pavan, Ronni |
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Family Income and Higher Education Choices: The Importance of Accounting for College Quality Journal of Human Capital 5,4 (Winter 2011): DOI: 10.1086/663649. Also: https://www.journals.uchicago.edu/doi/10.1086/663649 Cohort(s): NLSY79, NLSY97 Publisher: University of Chicago Press Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cognitive Ability; College Characteristics; Family Income In the examination of the determinants of educational choices, little attention has been devoted to the relationship between family income and the quality of higher education. Using the 1979 and 1997 waves of the NLSY, we show that family income significantly affects the quality of higher education, especially for high-ability individuals. While the impact of family income on college quality is significant in both samples, it has declined considerably over time for high-ability students. Overall, the trends we observe are highly consistent with increases in tuition across the quality spectrum, coupled with more generous merit-based aid at high-quality institutions. |
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Bibliography Citation
Kinsler, Josh and Ronni Pavan. "Family Income and Higher Education Choices: The Importance of Accounting for College Quality." Journal of Human Capital 5,4 (Winter 2011): DOI: 10.1086/663649.
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| 7. |
Lovenheim, Michael F. Reynolds, C. Lockwood |
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Changes in Postsecondary Choices by Ability and Income: Evidence from the National Longitudinal Surveys of Youth Journal of Human Capital 5,1 (Spring 2011): 70-109. Also: http://www.jstor.org/pss/10.1086/660123 Cohort(s): NLSY79, NLSY97 Publisher: University of Chicago Press Keyword(s): Armed Forces Qualifications Test (AFQT); College Education; Gender Differences; High School Completion/Graduates; Higher Education; Income Level We characterize changes over time in the choices high school graduates make concerning 2-year attendance, 4-year attendance, and college nonattendance across the joint income and ability distribution. We find that college nonattendance decreased substantially between cohorts for both men and women and that these declines were larger for higher-ability students. On the 2-year/4-year margin, there is evidence of growing ability constraints among women. Furthermore, income has become more important among higher-ability men, and increases in 2-year attendance among high-ability but low-income men come at the expense of 4-year college enrollment. State-level college costs explain little of the changes we document. |
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Bibliography Citation
Lovenheim, Michael F. and C. Lockwood Reynolds. "Changes in Postsecondary Choices by Ability and Income: Evidence from the National Longitudinal Surveys of Youth." Journal of Human Capital 5,1 (Spring 2011): 70-109.
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| 8. |
Mann, David R. |
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Why We Fight: Understanding Military Participation over the Life Cycle Journal of Human Capital 6,4 (Winter 2012): 279-315. Also: http://www.jstor.org/stable/10.1086/668863 Cohort(s): NLSY79 Publisher: University of Chicago Press Keyword(s): Business Cycles; Human Capital; Labor Supply; Life Cycle Research; Military Service This paper specifies a dynamic career decision model that includes military service options to understand how human capital, compensation, the business cycle, and combat risk affect the military labor supply. The model is estimated using data on males from the 1979 National Longitudinal Survey of Youth. |
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Bibliography Citation
Mann, David R. "Why We Fight: Understanding Military Participation over the Life Cycle." Journal of Human Capital 6,4 (Winter 2012): 279-315.
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| 9. |
Petre, Melinda |
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Contributions of Skills to the Racial Wage Gap Journal of Human Capital 13,3 (Fall 2019): 479-518. Also: https://www.journals.uchicago.edu/doi/abs/10.1086/704322 Cohort(s): NLSY79 Publisher: University of Chicago Press Keyword(s): Cognitive Ability; Ethnic Differences; Male Sample; Noncognitive Skills; Racial Differences; Skills; Wage Differentials; Wage Gap Analyzing the distributions of wages, cognitive, and noncognitive skills for white, black, and Hispanic men reveals differences throughout these distributions. I use data from the National Longitudinal Survey of Youth 1979 and unconditional quantile Oaxaca-Blinder decompositions to decompose observed wage gaps throughout the distribution into portions explained by cognitive and noncognitive skills. Noncognitive skills explain 2-4 percent of the wage gap between blacks and whites and 9-25 percent of the wage gap throughout the distribution between Hispanics and whites, whereas cognitive skills explain 8-70 and 24-90 percent, respectively. Between blacks and Hispanics, noncognitive skills explain 5-10 percent and cognitive skills 9-24 percent. |
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Bibliography Citation
Petre, Melinda. "Contributions of Skills to the Racial Wage Gap." Journal of Human Capital 13,3 (Fall 2019): 479-518.
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| 10. |
Todd, Petra E. Wolpin, Kenneth I. |
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The Production of Cognitive Achievement in Children: Home, School, and Racial Test Score Gaps Journal of Human Capital 1,1 (December 2007): 91-136. Also: http://www.jstor.org/pss/10.1086/526401 Cohort(s): Children of the NLSY79, NLSY79 Publisher: University of Chicago Press Keyword(s): Armed Forces Qualifications Test (AFQT); Armed Services Vocational Aptitude Battery (ASVAB); Children; Cognitive Ability; Cognitive Development; Hispanics; Home Environment; Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Racial Differences; School Characteristics/Rating/Safety; Teachers/Faculty; Test Scores/Test theory/IRT This paper studies the determinants of children's scores on tests of cognitive achievement in math and reading. Using rich longitudinal data on test scores, home environments, and schools, we implement alternative specifications for the cognitive achievement production function that allow achievement to depend on the entire history of lagged home and school inputs as well as on parents' ability and unobserved endowments. We use cross-validation methods to select among competing specifications and find support for a variant of a value-added model of the production function augmented to include information on lagged inputs. Using this specification, we study the sources of test score gaps between black, white, and Hispanic children. The estimated model captures key patterns in the data, such as the widening of minority-white test score gaps with age and differences in the gap pattern between Hispanics and blacks. We find that differences in mother's "ability," as measured by AFQT, account for about half of the test score gap. Home inputs also account for a significant proportion. Equalizing home inputs at the average levels of white children would close the black-white and the Hispanic-white test score gaps in math and reading by about 10–20 percent. |
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Bibliography Citation
Todd, Petra E. and Kenneth I. Wolpin. "The Production of Cognitive Achievement in Children: Home, School, and Racial Test Score Gaps." Journal of Human Capital 1,1 (December 2007): 91-136.
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