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Source: Research in Sociology of Education and Socialization

Resulting in 3 citations.

1.	Berends, Mark Grissmer, David W. Kirby, Sheila Nataraj Williamson, Stephanie
1.	The Changing American Family and Student Achievement Trends Research in Sociology of Education and Socialization 12 (1999): 67-101. Also: http://books.emeraldinsight.com/display.asp?K=9780762302567 Cohort(s): NLSY79 Publisher: JAI Press, Inc. Keyword(s): Divorce; Education, Secondary; Family Characteristics; High School Students; Marriage; Minority Groups; Schooling; Test Scores/Test theory/IRT Data from the 1980 National Longitudinal Survey of Youth & the 1988 National Educational Longitudinal Study were analyzed to determine how family characteristics influenced secondary student achievement, 1970-1990. It was reported that (1) families during the 1970s & 1980s were better able to provide support for educational achievement than during the 1950s & 1960s. (2) Minority families in 1990 were more supportive of educational achievement than those in 1970. (3) Minority students made significant gains in test scores, 1970- 1990. It is concluded that Anglo American students' failure to make similar gains in achievement & the emergence of microlevel alterations to education opportunity in the US require additional study.
	Bibliography Citation Berends, Mark, David W. Grissmer, Sheila Nataraj Kirby and Stephanie Williamson. "The Changing American Family and Student Achievement Trends." Research in Sociology of Education and Socialization 12 (1999): 67-101.

2.	Kerckhoff, Alan C. Everett, Diane D.
2.	Sponsored and Contest Education Pathways to Jobs in Great Britain and the United States Research in Sociology of Education and Socialization 6 (1986): 133-163 Cohort(s): Young Men Publisher: JAI Press, Inc. Keyword(s): Britain, British; Cross-national Analysis; Education, Secondary; Educational Returns; Mobility; Mobility, Social; Occupational Attainment; Schooling; Vocational Education Examined here are hypothesized differences in social mobility processes in the United States and Great Britain based on sponsored and contest norms in the regular school system and in the vocational education system. Performing multivariate analyses of data from the 1976 NLS for the United States and the 1972 Oxford Social Mobility Survey for Great Britain (n = 2,904 and 2,345, respectively) results show that the relative effects of social background and educational experiences for males aged 25-34 are the same in the two countries. However, the form of the education effects are different. In Great Britain, type of secondary school (academic versus nonacademic) and vocational education better predict level of occupation, while in the United States, the number of years of schooling is more important in predicting occupational placement. Sponsorship in regular education also appears to carry over into the vocational education system in Great Britain. While these results are consistent with Ralph H. Turner's differentiation of sponsored and contest mobility systems, neither society strictly conforms to the mobility patterns suggested by him. Rather, the social mobility processes more readily reflect James Rosenbaum's "tournament model," especially in Great Britain (Making Inequality: The Hidden Curriculum of High School Tracking, 1976). It appears that the difference between the two societies lies in the education system, not in a more general rigidity in the British stratification system.
	Bibliography Citation Kerckhoff, Alan C. and Diane D. Everett. "Sponsored and Contest Education Pathways to Jobs in Great Britain and the United States." Research in Sociology of Education and Socialization 6 (1986): 133-163.

3.	Parnes, Herbert S. Rich, Malcolm C.
3.	Perspectives on Educational Attainment from the National Longitudinal Surveys of Labor Market Behavior Research in Sociology of Education and Socialization 1 (1980): 161-188 Cohort(s): Mature Women, Older Men, Young Men, Young Women Publisher: JAI Press, Inc. Keyword(s): Educational Attainment; NLS Description; Parental Influences; Socioeconomic Status (SES) This paper discusses in general the four original NLS cohorts with particular emphasis on the applicability of these data sets for the study of the educational experiences of Americans. While indicating the difficulty of generalizing from numerous studies based on these data, the authors indicate that it appears clear that ability and parental socioeconomic status have a major impact on educational attainment, while some other significant factors can be more tentatively identified. In addition, the process of educational attainment appears basically similar for blacks and whites, and for males and females.
	Bibliography Citation Parnes, Herbert S. and Malcolm C. Rich. "Perspectives on Educational Attainment from the National Longitudinal Surveys of Labor Market Behavior." Research in Sociology of Education and Socialization 1 (1980): 161-188.

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