Search Results
Author: Beattie, Irenee Rose
Resulting in 5 citations.
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Arum, Richard Beattie, Irenee Rose |
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High School Experience and the Risk of Adult Incarceration Criminology 37,3 (August 1999): 515-539. Also: http://onlinelibrary.wiley.com/doi/10.1111/j.1745-9125.1999.tb00495.x/abstract Cohort(s): NLSY79 Publisher: American Society of Criminology Keyword(s): Education; Event History; High School; Incarceration/Jail; Labor Market Demographics; Life Course; Unemployment Rate, Regional Permission to reprint the abstract has not been received from the publisher. This study assesses the effects of high school educational experiences on the risk of incarceration for young men aged 19-36 using event history analysis and National Longitudinal Survey of Youth data. High school education serves as a defining moment in an individual's life course. Young men who enroll in secondary occupational course work significantly reduce their likelihood of incarceration both overall and net of differences in the adult labor market. High school student/teacher ratios and student composition also significantly affect an individual's risk of incarceration. |
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Bibliography Citation
Arum, Richard and Irenee Rose Beattie. "High School Experience and the Risk of Adult Incarceration." Criminology 37,3 (August 1999): 515-539.
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| 2. |
Beattie, Irenee Rose |
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High School and Women's Life Course: Curriculum Tracking, Race/Ethnicity, and Welfare Receipt Journal of Poverty 15,1 (January-March 2011): 65-87. Also: http://www.tandfonline.com/doi/abs/10.1080/10875549.2011.539404 Cohort(s): NLSY79 Publisher: Haworth Press, Inc. Keyword(s): Academic Development; College Education; High School; High School Curriculum; Life Course; Welfare; Women's Education; Women's Studies Life course scholarship considers how institutional contexts, such as schools, influence adolescent development. Likewise, educational scholars examine how high school experiences influence nonacademic life course outcomes. This study connects these disparate research areas to determine how high school curricular tracks relate to racial/ethnic differences in welfare dynamics. Using National Longitudinal Survey of Youth (1979) data, the author finds that college preparatory coursework provides greater benefits to White women than to Black and Latina women in helping them avoid early welfare receipt. This benefit accrues largely through lowering their chances of dropping out of high school. Theoretical implications and relevance to the current policy environment are discussed. [ABSTRACT FROM AUTHOR] Copyright of Journal of Poverty is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
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Bibliography Citation
Beattie, Irenee Rose. "High School and Women's Life Course: Curriculum Tracking, Race/Ethnicity, and Welfare Receipt." Journal of Poverty 15,1 (January-March 2011): 65-87.
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| 3. |
Beattie, Irenee Rose |
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Learning "Self-Sufficiency": How High Schools Help Women Avoid Welfare Presented: Anaheim, CA, American Sociological Association Annual Meetings, August 2001 Cohort(s): NLSY79 Publisher: American Sociological Association Keyword(s): Adolescent Fertility; Education; High School; Modeling; Poverty; Schooling; Welfare; Women; Women's Education Permission to reprint the abstract has not been received from the publisher. This research fills gaps in education and welfare research by analyzing the longitudinal effect of high school experiences on women's risk of welfare receipt and on the proximate causes of receipt - teen childbearing, dropping out of high school, limited work experience, single motherhood, and adult poverty. I draw from theoretical arguments about the role of schooling in society and empirical work demonstrating the importance of within- and between-school variation in shaping student outcomes. I use the National Longitudinal Survey of Youth data (1979-1998) and event history, logistic and OLS regression to determine how high school helps women avoid welfare. Analyzing the effects of curricular tracking, school context, and school resources on first welfare receipt and its proximate causes, I find that curricular tracking and school context indirectly affect welfare receipt through their effects on each of the proximate causes of receipt. Further, I find that women's risks of first welfare receipt is directly diminished by enrollment in college track coursework and by attending high schools with lower concentrations of poor students, net of extensive, time-varying controls for family background, adult poverty, work experience, fertility and other factors. |
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Bibliography Citation
Beattie, Irenee Rose. "Learning "Self-Sufficiency": How High Schools Help Women Avoid Welfare." Presented: Anaheim, CA, American Sociological Association Annual Meetings, August 2001. |
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Beattie, Irenee Rose |
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Tracking Women's Transition to Adulthood: High School Experiences, Race/Ethnicity, and the Early Life Course Outcomes of Schooling Ph.D. Dissertation, The University of Arizona, 2003. DAI-A 64/09, p. 3496, Mar 2004 Cohort(s): NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Ethnic Studies; Family Studies; Gender Differences; Life Course; Mothers, Adolescent; Racial Studies; Test Scores/Test theory/IRT; Welfare High schools are key settings for adolescent development, yet life course scholars have not fully examined how schools shape transitions to adulthood. Schools are important for socializing youth, but most education research examines cognitive outcomes, like test scores, rather than behavioral outcomes, like welfare receipt. Theories about transitions to adulthood and the role of curricular tracking each focus on racial/ethnic differences, but there is little connection between the two areas of inquiry. This study explores racial/ethnic variation in the effect of curricular tracking on women's risk of young welfare receipt, and on behavioral outcomes I term the proximate causes of welfare --dropping out of high school, teenage motherhood, limited work experience, poverty, and single motherhood. In three distinct but theoretically connected essays, I study these relationships using a sample of black, Latina, and white women from the National Longitudinal Survey of Youth. Chapter 2 examines racial/ethnic differences in the effect of college and vocational tracks on behavioral outcomes of schooling. College tracks reduce women's risk of experiencing the proximate causes of receipt, but these effects are much stronger for white women than for black and Latina women. Women of color have lower risks of each of the proximate causes in vocational tracks and racial/ethnic inequality is greatest in college tracks. Chapter 3 considers whether racial variation in the effects of tracking influences pathways to welfare receipt. Tracking shapes welfare dynamics, and racial inequality in these effects is greatest in the college track. Whites benefit more from college track placement while women of color benefit more from vocational track coursework. Tracking influences welfare risks primarily through effects on teen motherhood and dropping out of school. Chapter 4 explores a mechanism through which racial/ethnic differences in the effect of tracking might operate: an "attitude-achievement paradox'; Women with high educational expectations and limited preparation for college (as indicated by test scores) are extremely likely to become teen mothers. African American women are most buffered from teen motherhood risks in the vocational rather than the general or college tracks. In each section, I discuss the important theoretical and policy implications derived from these results. |
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Bibliography Citation
Beattie, Irenee Rose. Tracking Women's Transition to Adulthood: High School Experiences, Race/Ethnicity, and the Early Life Course Outcomes of Schooling. Ph.D. Dissertation, The University of Arizona, 2003. DAI-A 64/09, p. 3496, Mar 2004. |
| 5. |
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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