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Title: The Occupational Achievements of Community and Four-Year College Entrants
Resulting in 1 citation.
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Monk-Turner, Elizabeth A. |
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The Occupational Achievements of Community and Four-Year College Entrants American Sociological Review 55,5 (October 1990): 719-725. Also: http://www.jstor.org/stable/2095867 Cohort(s): Young Men Publisher: American Sociological Association Keyword(s): College Education; Colleges; Duncan Index; Educational Returns; Occupational Attainment; Occupational Status; Racial Differences Permission to reprint the abstract has not been received from the publisher. This study examines occupational effects of community college attendance for a cross-section of young men from the Young Men's cohort of the NLS. Data show that type of first college entered shapes adult occupational status even when controlling for years of education acquired, IQ, whether or not the B.A. degree was achieved, and other relevant background variables. Community college students are generally perceived as less motivated, talented, educable, and from a poorer socioeconomic class background than four-year college entrants. Utilizing a simple human capital model, the author analyzes how the return to each additional year of school and completion of the B.A. degree differ between community and four-year college entrants. Compared to four-year college entrance, community college entrance depreciates the value of a year of education and inflates the importance of obtaining the B.A. degree. Community college entrance entails more of an occupational penalty for blacks than for whites. The occupational status of black four-year college entrants' jobs is 18 points higher on the Duncan scale than black community college entrants. |
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Bibliography Citation
Monk-Turner, Elizabeth A. "The Occupational Achievements of Community and Four-Year College Entrants." American Sociological Review 55,5 (October 1990): 719-725.
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