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Author: Cordero-Guzman, Hector Ruben

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1.	Cordero-Guzman, Hector Ruben
1.	Cognitive Skills, Test Scores, and Social Stratification: The Role of Family and School-Level Resources on Racial/Ethnic Differences in Scores on Standardized Tests (AFQT) Review of Black Political Economy 28,4 (Spring 2001): 31-71. Also: http://www.springerlink.com/content/9k0tl8rg15yr60ad/ Cohort(s): NLSY79 Publisher: Transaction Publishers Keyword(s): Armed Forces Qualifications Test (AFQT); Educational Attainment; Family Resources; Minorities; Parental Investments; Racial Differences; School Characteristics/Rating/Safety; School Quality; Social Capital; Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. Argues that lower scores by minorities on the Armed Forces Qualification Test (AFQT) is largely due to their lack of access to the material resources, social investments, and exposure to values, experiences, and networks of the white upper middle class; based on data from the National Longitudinal Survey of Youth (NLSY79). In this paper I have shown that scores on the AFQT are a function of family and school level material resources and investments on individual development. The AFQT is not a measure of “intelligence (IQ),” “ability,” or “cognitive skills.” The AFQT is in large part a measure of access to material resources, social investments, and exposure to the values, experiences, and networks of the white upper middle class.
	Bibliography Citation Cordero-Guzman, Hector Ruben. "Cognitive Skills, Test Scores, and Social Stratification: The Role of Family and School-Level Resources on Racial/Ethnic Differences in Scores on Standardized Tests (AFQT)." Review of Black Political Economy 28,4 (Spring 2001): 31-71.

2.	Cordero-Guzman, Hector Ruben
2.	Educational Attainment, Labor Force Participation and the Wages of White, African-American, Mexican-American, Puerto Rican, and Other Hispanic Young Males During the 1980's Ph.D. Dissertation, The University of Chicago, 1995 Cohort(s): NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Educational Attainment; Employment, Youth; Ethnic Studies; Hispanics; Labor Force Participation; Labor Market Demographics; Minorities, Youth; Racial Studies; Wage Determination; Wage Differentials; Wage Growth This dissertation is intended as a theoretical and empirical contribution to the social science literature on education, employment, and wage determination. Using data from the National Longitudinal Survey of Youth (NLSY) I analyze patterns of educational attainment, labor force participation and wages for a cohort of white, African-American, Mexican-American, Puerto Rican, and Other Hispanic young males and I estimate the relative importance of individual, family, school, community, and labor market level factors on each of these outcomes. I examine the process of educational attainment as a function of various individual, family, and school level characteristics and find that ethnic disparities in educational attainment are partly attributable to differences in family and school level resources. I then explore patterns of entry into the labor force and find that racial/ethnic/ national origin differences are attributable not only to disparities in education but also to differences in the effects of labor market and community level characteristics. My analysis of wages reveals that ethnic differences are attributable not only to disparities in educational attainment but also to divergence in the process of entry into the labor force and in the characteristics of the labor markets where minorities concentrate. The central theoretical point of this thesis is that to account for and explain differences in educational attainment, labor force participation, and wage growth, social science research on stratification needs to analyze not only individual level attributes but also social disparities in material and cultural resources, differences in institutional practices, and differences in the structural level conditions that set the parameters under which individuals operate. From a public policy perspective our approach suggests that solutions to the unique disadvantages of minority youth must be anchored in a detailed analysis of the connection between the individual, structural, and temporal dimensions of stratification. Solutions that reduce the nature of the educational and labor market difficulties of minority youth to putative individual inadequacies, inefficiencies, attitudes, and cultural deficits are bound to fail because
	Bibliography Citation Cordero-Guzman, Hector Ruben. Educational Attainment, Labor Force Participation and the Wages of White, African-American, Mexican-American, Puerto Rican, and Other Hispanic Young Males During the 1980's. Ph.D. Dissertation, The University of Chicago, 1995.

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