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Author: Milesi, Carolina
Resulting in 6 citations.
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Milesi, Carolina |
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Different Paths, Different Destinations: A Life Course Perspective on Educational Transitions Ph.D. Dissertation, The University of Wisconsin - Madison, 2008. DAI-A 69/05, Nov 2008 Cohort(s): NLSY79 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): Cognitive Ability; Educational Attainment; Event History; Heterogeneity; High School Curriculum; Life Course; Modeling, Hazard/Event History/Survival/Duration; Socioeconomic Status (SES); Variables, Independent - Covariate Permission to reprint the abstract has not been received from the publisher. "Non-traditional" educational trajectories are increasingly common among American students. This dissertation assesses the implications of this phenomenon for inequality in educational attainment. A proper analysis of educational trajectories requires consideration of qualitatively different types of destinations within educational transitions, of the timing at which different transitions occur, and of the sequence of events within educational levels. By ignoring these issues, the standard sociological conceptualization of educational attainment--the educational transitions model--offers an insufficient account of inequality in educational attainment. To examine "traditional" and "non-traditional" pathways through post-secondary education, this study relies on extensive data from the National Longitudinal Survey of Youth 1979-2002. An underutilized application of event history methods, namely multi-state hazard models, is used to analyze the influence that type, timing, and sequence have on post-secondary degree attainment. The inclusion of time-varying covariates allows the proper identification of effects of socioeconomic background (SES) throughout educational trajectories. The study finds that the "traditional" pathway to earn a bachelor's degree is only fulfilled by about a third of students. This has consequences for attainment because following a "non-traditional" pathway reduces students' chances to complete a bachelor's degree. Cognitive skills and high school academic preparation are positively associated with post-secondary enrollment and degree attainment. In contrast, non-cognitive attributes and cumulative health are only associated with post-secondary enrollment. The pattern of SES effects across educational transitions is consistent with findings of declining SES effects documented in the literature. Findings also reveal that SES effects are stronger in the educational trajectory associated with four-year colleges as compared with the trajectory for two-year colleges. Further analysis that accounts for individual-specific unobserved heterogeneity yields smaller SES effects for transitions associated with college entry (entry in two- or four-year college). Since SES effects remain the same in the transitions associated with degree completion, the overall pattern of decline in SES effects is less pronounced in these results. Further research is needed to investigate what possible unobserved factors may affect the different rates at which students progress through school. |
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Bibliography Citation
Milesi, Carolina. Different Paths, Different Destinations: A Life Course Perspective on Educational Transitions. Ph.D. Dissertation, The University of Wisconsin - Madison, 2008. DAI-A 69/05, Nov 2008. |
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Milesi, Carolina |
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Do All Roads Lead to Rome? Effect of Educational Trajectories on Educational Transitions. Research in Social Stratification and Mobility 28,1 (March 2010): 23-44. Also: http://www.sciencedirect.com/science/article/pii/S0276562410000028 Cohort(s): NLSY79 Publisher: Elsevier Keyword(s): Education; Educational Attainment; School Progress; Schooling, Post-secondary; Socioeconomic Background "Non - traditional" educational trajectories are increasingly common among American students. This study assesses the implications of this phenomenon for inequality in educational attainment. A proper account of educational trajectories requires simultaneous consideration of qualitatively different types of destinations within educational transitions, of the timing at which different transitions occur, and of the sequence of events within educational levels. To examine "traditional" and "non - traditional" pathways through post - secondary education, this study relies on detailed educational histories from the National Longitudinal Survey of Youth 1979 - 2002. Findings reveal that deviations from a traditional trajectory are widespread, are more frequent among students who enrolled in less selective colleges, and also among socioeconomically and academically disadvantaged students. Results show that following a "non - traditional" pathway reduces students' chances to enroll in college and to complete a post - secondary degree. In the case of bachelor's degree completion, most of the observed gap among students from different socioeconomic backgrounds is accounted for the different trajectories students follow. This study demonstrates that a fine - grained analysis of students' trajectories improves our understanding of the persistent socioeconomic disparities in educational attainment. (c) 2010 International Sociological Association Research Committee 28 on Social Stratification and Mobility. Published by Elsevier Ltd. All rights reserved. [ABSTRACT FROM AUTHOR] Copyright of Research in Social Stratification & Mobility is the property of JAI Press, Inc. 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 t he 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
Milesi, Carolina. "Do All Roads Lead to Rome? Effect of Educational Trajectories on Educational Transitions." Research in Social Stratification and Mobility 28,1 (March 2010): 23-44.
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Milesi, Carolina |
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Inequality in Post-Secondary Educational Attainment among Traditional and Non-Traditional High School Graduates Presented: New York, NY, Population Association of America Annual Meetings, March 29-31, 2007. Also: http://paa2007.princeton.edu/abstractViewer.aspx?submissionId=72112 Cohort(s): NLSY79 Publisher: Population Association of America Keyword(s): Cognitive Ability; College Graduates; Educational Attainment; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; High School Completion/Graduates; Socioeconomic Background Permission to reprint the abstract has not been received from the publisher. This study analyzes the impact different high school credentials have on inequality of educational attainment. I compare the post-secondary degree attainment of students who graduate from high school through a "traditional" high school diploma with those who graduate by means of a General Educational Development (GED) certificate. Using detailed data from the National Longitudinal Survey of Youth 1979-2002, I found that whether students complete any post-secondary degree is affected by the type of high school credential they attain, the timing at which the transitions out of secondary education and into post-secondary education occur, and the sequence of events within educational levels – even after taking into account differences in socioeconomic background, cognitive skills, and non-cognitive skills. This research demonstrates that a framework that takes into account the type, timing, and sequence of educational experiences within students' careers offers a more complete understanding of inequality in educational attainment. |
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Bibliography Citation
Milesi, Carolina. "Inequality in Post-Secondary Educational Attainment among Traditional and Non-Traditional High School Graduates." Presented: New York, NY, Population Association of America Annual Meetings, March 29-31, 2007. |
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Milesi, Carolina |
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Pathways to College across Two Youth Cohorts Presented: Dallas, TX, Population Association of America Meetings, April 2010 Cohort(s): NLSY79, NLSY97 Publisher: Population Association of America Keyword(s): College Education; College Enrollment; College Graduates; Education; Socioeconomic Status (SES) Permission to reprint the abstract has not been received from the publisher. This study compares the educational trajectories of students from two different cohorts born approximately 20 years apart. Using data from the National Longitudinal Survey of Youth 1979 and the National Longitudinal Survey of Youth 1997, this paper examines whether and how postsecondary educational trajectories have changed for students who mainly attended college in the 1980's versus those who mostly attended college in 2000's. This project describes how the process of college enrollment, college persistence, and college completion have changed throughout this period and assesses whether, as a result of these different trajectories, socioeconomic inequality has increased, decreased or remained the same. |
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Bibliography Citation
Milesi, Carolina. "Pathways to College across Two Youth Cohorts." Presented: Dallas, TX, Population Association of America Meetings, April 2010. |
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Milesi, Carolina |
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Social Classes, Inequalities and Health Disparities: The Intervening Role of Early Health Status Presented: Minneapolis, MN, Population Association of America Annual Meeting, May 2003 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Population Association of America Keyword(s): Child Health; Economic Well-Being; Health Factors; Health/Health Status/SF-12 Scale; Intergenerational Patterns/Transmission; Mortality Permission to reprint the abstract has not been received from the publisher. The persistence of adult health and mortality inequalities and the equally stubborn reproduction of social class inequalities are two salient regularities in modern societies that puzzle researchers in completely different and unconnected research domains. Using a new strand of labor economics emphasizing the existence of non-conventional skills and relying on research findings about the effects of early childhood health and conditions on adult health and economic successes, this paper poses attempts to (a) partially account for intergenerational transmission of inequalities and (b) partially confirm the plausibility and importance of health selection (selection of Type II) as an explanation for current adult health and mortality differentials. We use estimates from NLSY and ECLS as well as from extant economics literature to assemble approximate estimates for the contribution of early child conditions to intergenerational transmission of inequalities, and suggest extensions of the same procedure to account for adult health and mortality inequalities. |
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Bibliography Citation
Milesi, Carolina. "Social Classes, Inequalities and Health Disparities: The Intervening Role of Early Health Status." Presented: Minneapolis, MN, Population Association of America Annual Meeting, May 2003. |
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Milesi, Carolina Bittmann, Russell |
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The Effects of Timing and Duration of Adolescent and Early Adulthood Obesity on College Enrollment and Completion Presented: New Orleans LA, Population Association of America Annual Meeting, April 2013 Cohort(s): NLSY97 Publisher: Population Association of America Keyword(s): Body Mass Index (BMI); College Degree; College Enrollment; Educational Attainment; Obesity Permission to reprint the abstract has not been received from the publisher. We estimate the effects of current obesity status as well as of obesity duration on the probabilities of entering college and completing a bachelor’s degree for U.S. youth. We conjecture that the relatively well-established effects of obesity at one point in time are just the tip of the iceberg and that they vastly underplay the real effects of obesity that are mostly driven by the timing of onset and duration of obesity thus implying cumulative effects. We discuss the implications of these results: given past growing rates of obesity prevalence and progressively earlier onset of obesity among the U.S. youth, the estimates we obtain have ominous consequences for future educational success of all U.S. youth and particularly for females and racial and ethnic minorities. |
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Bibliography Citation
Milesi, Carolina and Russell Bittmann. "The Effects of Timing and Duration of Adolescent and Early Adulthood Obesity on College Enrollment and Completion." Presented: New Orleans LA, Population Association of America Annual Meeting, April 2013. |