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Author: Monaghan, David B.

Resulting in 7 citations.

1.	Monaghan, David B.
1.	Adult Participation in Undergraduate Education: Trends, Patterns, and Attainment over the Life Course Presented: Boston MA, Population Association of America Annual Meeting, May 2014 Cohort(s): NLSY79 Publisher: Population Association of America Keyword(s): College Education; Educational Attainment; Life Course Permission to reprint the abstract has not been received from the publisher. Adult students – defined as students aged 25 or older – now make up a substantial portion of the undergraduate population, but very little research has been carried out on this population. I first present a statistical profile of which contrasts adult undergraduates with traditionally-aged students in terms of demographic composition, socioeconomic status, high school academic preparation, and college behavior. I find that most adult undergraduates began postsecondary education during ‘traditional’ ages, which suggests that adult students represent for the most part delayed completers rather than new enrollees. I go on to assess trends in age-specific postsecondary enrollment over the past four decades. Finally, using the NLSY79, I examine the contribution of adult educational upgrading to cohort educational attainment, and determine whether adult attainment narrows or exacerbates educational disparities which emerged earlier in life.
	Bibliography Citation Monaghan, David B. "Adult Participation in Undergraduate Education: Trends, Patterns, and Attainment over the Life Course." Presented: Boston MA, Population Association of America Annual Meeting, May 2014.

2.	Monaghan, David B.
2.	Adult Undergraduates and Bachelor's Degree Attainment: How Common Is Completion? And Who Completes? Presented: Washington DC, American Educational Research Association (AERA) Annual Meeting, April 2016 Cohort(s): NLSY79 Publisher: American Educational Research Association Keyword(s): College Degree; Education, Adult; Gender Differences Permission to reprint the abstract has not been received from the publisher. Adults are a large and increasing proportion of the undergraduate population, but completion among older students has been given little attention. In this paper, I leverage data from the National Longitudinal Survey of Youth in order to inquire into the rates and correlates of college completion among those who enroll at non-traditional ages. I find that roughly 40% of adult college-goers complete a bachelor's degree. The probability of degree completion varies by socioeconomic background, measured cognitive ability, and early degree expectations. Most striking, however, is a substantial gender effect: women are substantially more likely to complete a bachelor's degree at older ages, controlling for academic ability, work experience, earlier post-secondary attendance, and early work and childbearing history.
	Bibliography Citation Monaghan, David B. "Adult Undergraduates and Bachelor's Degree Attainment: How Common Is Completion? And Who Completes?" Presented: Washington DC, American Educational Research Association (AERA) Annual Meeting, April 2016.

3.	Monaghan, David B.
3.	Does College Enrollment and Bachelor's Completion by Mothers Impact Children's Educational Outcomes? Sociology of Education 90,1 (January 2017): 3-24. Also: http://journals.sagepub.com/doi/full/10.1177/0038040716681054 Cohort(s): NLSY79, NLSY79 Young Adult Publisher: American Sociological Association Keyword(s): College Degree; College Enrollment; Education, Adult; Educational Attainment; Educational Outcomes; Mothers, Education; Parental Influences Permission to reprint the abstract has not been received from the publisher. Today, many undergraduates are themselves raising children. But does college-going by parents improve their offspring's educational attainment? I address this question using data from the National Longitudinal Survey of Youth-1979 and linked Children and Young Adults Survey. I first model postnatal college enrollment and bachelor's completion by mothers and use predicted probabilities to minimize selection bias through inverse probability of treatment weighting. I then estimate the impact of maternal college enrollment and attainment on offspring's likelihood of graduating from high school, enrolling in college, and completing a four-year degree. I find sizeable effects of maternal college completion on all outcomes, but the impact of maternal enrollment without completion is considerably muted. I review implications for sociological research and policies to assist nontraditional students.
	Bibliography Citation Monaghan, David B. "Does College Enrollment and Bachelor's Completion by Mothers Impact Children's Educational Outcomes?" Sociology of Education 90,1 (January 2017): 3-24.

4.	Monaghan, David B.
4.	Surviving the Gauntlet: Adult Undergraduates in American Higher Education Ph.D. Dissertation, Department of Sociology, City University of New York, 2015 Cohort(s): NLSY79 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): College Dropouts; College Enrollment; Educational Attainment; Modeling, Fixed Effects Permission to reprint the abstract has not been received from the publisher. In modern American higher education, people ages twenty-five and older account for nearly forty percent of all undergraduates. Though neglected by scholars, these students and their experiences are both important in their own right and can help shed light on the broader world of non-elite postsecondary education. In this dissertation, I combine qualitative and quantitative methods to address central questions relating to college-going among adults. I draw on data from a nationally-representative longitudinal study (the National Longitudinal Survey of Youth, 1979 cohort) and from in-depth interviews with thirty-six adult undergraduates in order to explore factors that lead students to drop out of college and to enroll at older ages. I utilize sequence analysis techniques to investigate the impact of non-standard college-going patterns on other aspects of the transition to adulthood, event history analysis to identify the proximal and distal correlates of adult enrollment, and both fixed-effects and marginal structural models to estimate the impacts of college participation and completion in adult years on wages and benefits. My study indicates that a substantial portion of adults are motivated to attend college because of insecurity or poor conditions in the non-baccalaureate labor market, but that adults who do enroll tend to benefit by doing so, and that women in particular benefit substantially from completing a bachelor's degree past age twenty five.
	Bibliography Citation Monaghan, David B. Surviving the Gauntlet: Adult Undergraduates in American Higher Education. Ph.D. Dissertation, Department of Sociology, City University of New York, 2015.

5.	Monaghan, David B.
5.	The Effect of Maternal Educational Upgrading on Children's Well-Being and Academic Achievement Presented: Miami FL, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 12-14, 2015 Cohort(s): NLSY79, NLSY79 Young Adult Publisher: Association for Public Policy Analysis and Management (APPAM) Keyword(s): Children, Academic Development; Children, Well-Being; Cognitive Ability; Educational Attainment; Modeling, Fixed Effects; Mothers, Education Permission to reprint the abstract has not been received from the publisher. In this study, I will draw on data from the National Longitudinal Surveys of Youth (NLSY-79 and NLSY-79 Children and Young Adults) to determine the impacts of maternal educational upgrading on children's cognitive scores, academic progress, and other outcomes. I will make use of fixed-effects and marginal structural models in order to investigate these time-varying effects. Finally, I will investigate whether any positive impacts appear to be the direct result of educational attainment itself or, rather, to be an indirect of educational upgrading acting through improved household incomes or maternal marital status.
	Bibliography Citation Monaghan, David B. "The Effect of Maternal Educational Upgrading on Children's Well-Being and Academic Achievement." Presented: Miami FL, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 12-14, 2015.

6.	Monaghan, David B.
6.	The Effects of Post-Natal Enrollment and Attainment on Children's Educational Attainment Presented: Seattle WA, American Sociological Association Annual Meeting, August 2016 Cohort(s): Children of the NLSY79, NLSY79 Young Adult Publisher: American Sociological Association Keyword(s): Children, Academic Development; College Enrollment; Educational Attainment; Educational Outcomes; Mothers, Education; Parental Influences Permission to reprint the abstract has not been received from the publisher. Modern higher education serves a large number students who are themselves already parents. But does college-going by parents have a beneficial impact on their children's educational outcomes? Using data from the National Longitudinal Survey of Youth-1979 and the NLSY Children and Young Adults Survey, I estimate the impact of maternal college enrollment and bachelor’s completion on already-born children. For a range of educational outcomes, estimated effects of both enrollment and attainment are sizeable. Estimated effects seem to be larger if children were somewhat older when their mother either returned to college or earned a bachelor’s degree. And the impact of post-natal schooling seems to be stronger on female children than on male children. These results strongly suggest that supporting postsecondary enrollment and completion by parents could be a very effective strategy for boosting children's educational outcomes.
	Bibliography Citation Monaghan, David B. "The Effects of Post-Natal Enrollment and Attainment on Children's Educational Attainment." Presented: Seattle WA, American Sociological Association Annual Meeting, August 2016.

7.	Monaghan, David B.
7.	The Impact of Non-traditional College-going on Entry into Marriage and Divorce Presented: Montreal, QC, American Sociological Association Annual Meeting, August 2017 Cohort(s): NLSY79 Publisher: American Sociological Association Keyword(s): College Enrollment; Divorce; Education, Adult; Marital History/Transitions; Marriage; Modeling, Marginal Structural Permission to reprint the abstract has not been received from the publisher. Today, participation in higher education has expanded well beyond the 18-23 year age range; nearly 40% of all undergraduates are at least 25 years of age. However, most scholarship on the relationship between education and marriage implicitly assumes that individuals obtain all of their education in their youth, in one spell, and prior to attaining other major adult statuses. As a result, we know little about how college-going at older ages impacts one's transitions into and out of marriage. Using the National Longitudinal Survey of Youth 1979, I ask how college enrollment and bachelor’s completion at older ages impacts 1) entry into marriage for those unmarried at 25, and 2) dissolution of existing unions. Because time-varying confounders are endogenous with the independent variables of interest, I employ marginal structural models to estimate the independent impacts of educational variables. There does not appear to be any impact of college enrollment or completion on entry into marriage. Completing college seems to protect against divorce, but only for males.
	Bibliography Citation Monaghan, David B. "The Impact of Non-traditional College-going on Entry into Marriage and Divorce." Presented: Montreal, QC, American Sociological Association Annual Meeting, August 2017.

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