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In general, we find that indicators of educational attainment, working while in school and non-school related work increased across cohorts for almost all racial/ethnic and gender groups. This was especially true for young women. Furthermore, various indicators of personal and family backgrounds changed in ways consistent with an improvement across cohorts in the preparation of young men and women for their attainment of schooling and work experience and their success in the labor market. The one exception to this general picture of improvement across cohorts was Hispanic men, who experienced a notable decline in educational attainment, the acquisition of full time work early in their adult lives and in a variety of personal and family background characteristics.

Introduction -- Career and family : college women look to the past -- Labor supply effects of state maternity leave legislation -- Working mothers then and now : a cross-cohort analysis of the effects of maternity leave on women's pay -- Parental leave policies in Europe and North America -- Work norms and professional labor markets -- Early career supervisor gender and the labor market outcomes of young workers -- Three perspectives on policy.

Papers presented at a conference held in April 1995 at the New York State School of Industrial and Labor Relations, Cornell University./ Includes bibliographical references (p. 285-295) and index.
2000 edition: 1st paperback ed.

Based on their findings, the editors and contributors to Consequences of Growing Up Poor recommend more sharply focused child welfare policies targeted to specific eras and conditions of poor children's lives. They also weigh the relative need for income supplements, child care subsidies, and home interventions. Consequences of Growing Up Poor describes the extent and causes of hardships for poor children, defines the interaction between income and family, and offers solutions to improve young lives. (Source: http://www.russellsage.org/publications/titles/consequences_growing.htm. Russell Sage Foundation.)

With detailed economic analysis of African American job prospects, benefits, and working conditions, Help or Hindrance? demonstrates that although immigration does not appear to have affected the actual employment rate of blacks, it has contributed slightly to the widening gap between the annual earnings of black and white males. Those near the lowest skills level appear most affected, suggesting that the most likely losers are workers with abilities similar to those of immigrants. With many employers moving away from cities, access to housing and problems of segregation have also become integral to success in the job market. And within black neighborhoods themselves, the establishment of small immigrant businesses has raised concerns that these may hinder local residents from starting up similar ventures. Help or Hindrance? also examines how immigration has affected the educational attainment of African Americans. Increased competition for college affirmative action and remedial programs has noticeably reduced African Americans' access to college places and scholarships.

Moore's sample is between the ages of fourteen and sixteen, and her focus is on a dummy variable indicating whether the youth has had intercourse; a weighted logistic regression model is used. Confirming previous results, Moore initially shows that youths in intact families are much less likely to have had sex than are those in any of the other family-structure types. A more refined analysis, one fully interacting these effects by race, finds a similar association with family structure for whites and blacks, but only for some types of family structure--that is, for maritally disrupted and never-married single-parent families compared to intact families but not for remarried black stepfamilies or cohabiting black households. Her decomposition of the white-black results reveals gender differences among the two races: among the blacks, but not among the whites, girls are much less likely to have had intercourse than are boys (see table 4.3).

Moore also introduces measures of parenting style, in particular the strictness and the supportiveness of each parent, and she does so taking account of family structure. The results are complicated, differing by race and family structure. One of the complications is that the influence of a biological father and that of a stepfather are quite distinct, causing Moore to suggest that "it appears as though most parenting efforts by stepfathers in remarried stepfamilies are likely to be rebuffed, at least initially" (125). Moore's essay shows again how important a full elaboration of family structure can be in investigating the influence of families on adolescents. (Copyright, Russell Sage Foundation, June 2001.)

Looking at Lives includes studies from a range of disciplines, including psychology, sociology, and education, which together cover a span of more than fifty years. The contributors pay particular attention to the changing historical, cultural, and scientific context of their work, as well as the theoretical and methodological changes that have occurred in their fields over decades...[Copyright, Russell Sage Foundation, 2002]

Transitions to work for racial, ethnic, and immigrant groups --Participation in career and technical education and school-to-work in American high schools -- Do school-to-work programs help the "forgotten half"? -- Learning by doing career academies -- The National Academy Foundation's career academies : shaping postsecondary transitions -- Labor-market linkages among two-year college faculty and their impact on student perceptions, effort, and college persistence – Smoothing the transition from school to work : building job skills for a local labor market.

Table of Contents
Chapter 1 Improving School-to-Work Transitions: Introduction (Neumark)
Chapter 2 Transitions to Work for Racial, Ethnic, and Immigrant Groups (Reed, et al.)
Chapter 3 Participation in Career and Technical Education and School-to-Work in American High Schools (Stone and Aliaga)
Chapter 4 Do School-to-Work Programs Help the "Forgotten Half"? (Neumark and Rothstein)
Chapter 5 Learning by Doing Career Academies (Stern, et al.)
Chapter 6 The National Academy Foundation's Career Academies: Shaping Postsecondary Transitions (Orr, et al.)
Chapter 7 Labor-Market Linkages Among Two-Year College Faculty and Their Impact on Student Perceptions, Effort, and College Persistence (Person and Rosenbaum)
Chapter 8 Smoothing the Transition from School to Work: Building Job Skills for a Local Labor Market (Maxwell)

"We now have evidence that money from child support may have a direct positive effect on children's cognitive development and educational attainment," said Elizabeth Peters, Cornell professor of consumer economics and housing.

How far children go in school also is influenced by other factors, such as family income, education of parents, family structure and composition and residential location, according to an earlier study by Peters.

"Some of these findings have important implications for policy," said Peters, an expert on the economic dimensions of marriage, divorce, child custody and child support who makes a concerted effort to bridge the gap between research and family policy. "Since we now know, for example, that fathers' child support payments have benefits beyond their economic value, we should consider this when developing policy." Cornell University, RELEASE: Jan. 24, 1997.

Looking at Lives includes studies from a range of disciplines, including psychology, sociology, and education, which together cover a span of more than fifty years. The contributors pay particular attention to the changing historical, cultural, and scientific context of their work, as well as the theoretical and methodological changes that have occurred in their fields over decades. What emerges is a clear indication of the often unexpected effects these studies have had on public policies and public opinion - especially as they relate to such issues as the connection between poverty and criminal behavior, or the consequences of teen-age pregnancy and drug use for inner-city youth. For example, David Weikart reveals how his long-term research on preschool intervention projects, begun in 1959, permitted him to show how surprisingly effective preschool education can be in improving the lives of disadvantaged children. In another study, John Laub and Robert Sampson build on findings from a groundbreaking study begun by Sheldon and Eleanor Glueck in the 1950s to reveal the myriad ways in which juvenile delinquency can predict criminal behavior in adults. And Arland Thornton, Ronald Freedman, and William Axinn employ an intergenerational study of women and their children begun in 1962 to examine the substantial relaxation of social mores for family and individual behavior in the latter decades of the 20th century.

Looking at Lives is full of striking testimony to the importance of long-term, longitudinal studies. As a unique chronicle of the origins and development of longitudinal studies in America, this collection will be an invaluable aid to 21st century investigators who seek to build on the successes and the experiences of the pioneers in life-course studies. Copyright Russell Sage Foundation, 2002.

See in particular Chapter 6: Incarceration, Marriage, and Family Life"

See review of monograph: http://www.bsos.umd.edu/gvpt/lpbr/subpages/reviews/western1006.htm