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Title: Socioeconomic (Dis)advantage, Contextual Risk and Educational Outcomes in Early Adulthood
Resulting in 1 citation.
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Mykyta, Laryssa |
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Socioeconomic (Dis)advantage, Contextual Risk and Educational Outcomes in Early Adulthood Presented: Detroit, MI, Population Association of America Meetings, April-May 2009 Cohort(s): Children of the NLSY79, NLSY79 Young Adult Publisher: Population Association of America Keyword(s): Adolescent Behavior; Behavior, Prosocial; Child Self-Administered Supplement (CSAS); Educational Attainment; Family Structure; Parenting Skills/Styles; Pearlin Mastery Scale; Peers/Peer influence/Peer relations; School Dropouts; Volunteer Work Permission to reprint the abstract has not been received from the publisher. A vast body of literature addresses the effects of poverty on adolescent outcomes, yet few researchers have examined how economic disadvantage shapes the transition to adulthood in the U.S. If, as Furstenberg (2003; 2006) argues, family background creates divergent experiences for youth, then young adults from affluent, modest or limited means face different trajectories in the transition to adulthood. Understanding these differences and the factors that contribute to them has important implications for the reduction of inequality as well as for policies to improve children's life chances. In this paper, I explore the relationship between family income and educational outcomes typically considered as markers in the transition to adulthood. Specifically, I address how family socioeconomic status (SES) and changes in economic position in childhood influence educational outcomes in early adulthood. I also explore the extent to which family, peer, school and neighborhood contexts mediate the effects of family SES on educational outcomes. |
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Bibliography Citation
Mykyta, Laryssa. "Socioeconomic (Dis)advantage, Contextual Risk and Educational Outcomes in Early Adulthood." Presented: Detroit, MI, Population Association of America Meetings, April-May 2009. |