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Title: Tracking Women's Transitions to Adulthood: Race, Curricular Tracking, and Young Adult Outcomes
Resulting in 1 citation.
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Beattie, Irenee Rose |
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Tracking Women's Transitions to Adulthood: Race, Curricular Tracking, and Young Adult Outcomes Youth and Society 49,1 (January 2017): 96-117. Also: http://yas.sagepub.com/content/49/1/96.abstract Cohort(s): NLSY79 Publisher: Sage Publications Keyword(s): High School Curriculum; High School Dropouts; Mothers, Adolescent; Poverty; Racial Differences; Transition, Adulthood; Women Permission to reprint the abstract has not been received from the publisher. Theories suggest curricular tracking is linked to racial/ethnic inequality. However, prior studies largely examine cognitive outcomes like standardized test scores and neglect behavioral outcomes. They also overlook potential racial/ethnic differences within curricular tracks. This study asks the following questions: (a) Is curricular tracking associated with young women's social and behavioral outcomes during the transition to adulthood (dropping out of high school, teen motherhood, and poverty)? and (b) Are there racial/ethnic differences in these associations? Using National Longitudinal Survey of Youth data and logistic regression, results show that all women reduce risks of negative outcomes in the college and vocational tracks compared with the general track. However, college track coursework buffers White women from dropping out and teen motherhood (but not poverty) significantly more than it does Black and Latina women. Thus, racial gaps are greatest within the college track rather than lower tracks, suggesting that the college track may be a site for opportunity hoarding among Whites. |
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Bibliography Citation
Beattie, Irenee Rose. "Tracking Women's Transitions to Adulthood: Race, Curricular Tracking, and Young Adult Outcomes." Youth and Society 49,1 (January 2017): 96-117.
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