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Title: Educational Differentiation and Status Attainments: The Community College Controversy
Resulting in 1 citation.
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Monk-Turner, Elizabeth A. |
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Educational Differentiation and Status Attainments: The Community College Controversy Sociological Focus 21,2 (April 1988): 141-152. Also: http://www.jstor.org/pss/20831469 Cohort(s): Young Men, Young Women Publisher: North Central Sociological Association ==> Routledge (new in 2012) Keyword(s): College Education; Colleges; Duncan Index; Educational Returns; Life Cycle Research; Occupational Status; Socioeconomic Status (SES); Wages Permission to reprint the abstract has not been received from the publisher. This paper presents an examination of how community college attendance shapes adult socioeconomic attainment in the United States, from the perspective of human capital theory, using data on 2 youth cohorts of a national longitudinal survey regarding labor market experiences (SIGMA number of cases = 2,125). Type of college first entered is a significant variable influencing earning ability and occupational status even when holding constant variation in ability, socioeconomic background, and college goal. The rate of return to each additional year of education for 4-year college entrants is 7.9%; for community college students, 5.4%. The average status of 4-year college entrants' jobs is significantly higher than those of community college entrants. It is concluded that community college entrance entails a wage and occupational penalty early in the life cycle that outweighs the opportunity cost of first entering a 4-year college. [Sociological Abstracts, Inc.] |
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Bibliography Citation
Monk-Turner, Elizabeth A. "Educational Differentiation and Status Attainments: The Community College Controversy." Sociological Focus 21,2 (April 1988): 141-152.
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