An Examination of the School-to-Work Transitions of Male and Female College and University Graduates of Applied and Liberal Arts Programs in Canada

2006 ◽  
Vol 19 (2) ◽  
pp. 225-250 ◽  
Author(s):  
David Walters
Keyword(s):  
Liberal Arts ◽  
School To Work ◽  
University Graduates ◽  
Male And Female ◽  
Female College ◽  
College And University ◽  
Work Transitions ◽  
Arts Programs

scholarly journals Exploring the alignment between postsecondary education programs and earnings: An examination of 2005 Ontario graduates

2012 ◽  
Vol 42 (3) ◽  
pp. 93-115 ◽  
Author(s):  
Kristyn Frank ◽  
David Walters
Keyword(s):  
Secondary Education ◽  
Postsecondary Education ◽  
Liberal Arts ◽  
College Graduates ◽  
University Graduates ◽  
Post Secondary Education ◽  
Post Secondary ◽  
College And University ◽  
Technical Programs ◽  
Arts Programs

This study examines the influence that field of study and level of post-secondary education have on the earnings of recent graduates in Ontario. Graduates of trades, community college, and university programs are compared. Results suggest that graduates of applied and technical programs obtain higher earnings within two years of graduation than graduates of liberal arts programs. University graduates also fare better than college and trades graduates, whereas male graduates of trades programs are found to obtain higher earnings than college graduates. This study provides updated information for policy officials involved with allocating government funding to post-secondary education in Ontario.  

Young Adult Transnational School- to-Work Transitions in the Context of Work Migration in Europe

2021 ◽  
pp. 423-440
Author(s):  
Oana Negru-Subtirica
Keyword(s):  
Young Adults ◽  
Labor Market ◽  
Young Adult ◽  
Emerging Adults ◽  
School To Work ◽  
University Graduates ◽  
Work Experiences ◽  
Work Transitions ◽  
Market Factors ◽  
Work First

Today, an increasing number of young adults’ first systematic work experiences occur beyond the boundaries of their homelands, leading to transnational school-to-work transitions. Work migration trends in the past decades indicate that more young adults choose or are forced to live their first systematic work experiences in a new country. This chapter explores transnational school-to-work transitions in the European context in emerging adults who migrate to find work. First, the author analyzes the dynamics of transnational school-to-work transitions for European emerging adults who have completed extensive schooling (university graduates). Next, the author examines how educational and labor market factors may influence the development of meanings of work and of work identities in these young adults. Lastly, the author details implications for educational and occupational policies targeting immigrant young adults.

scholarly journals Improving Undergraduate Life Science Education for the Biosciences Workforce: Overcoming the Disconnect between Educators and Industry

2018 ◽  
Vol 17 (3) ◽  
pp. es12 ◽  
Author(s):  
Christopher Thompson ◽  
Joseph Sanchez ◽  
Michael Smith ◽  
Judy Costello ◽  
Amrita Madabushi ◽  
...  
Keyword(s):  
United States ◽  
Workforce Development ◽  
The United States ◽  
University Graduates ◽  
Washington Dc ◽  
College And University ◽  
Highly Educated ◽  
Undergraduate Institutions ◽  
And Mathematics ◽  
Undergraduate Programs

The BioHealth Capital Region (Maryland, Virginia, and Washington, DC; BHCR) is flush with colleges and universities training students in science, technology, engineering, and mathematics disciplines and has one of the most highly educated workforces in the United States. However, current educational approaches and business recruitment tactics are not drawing sufficient talent to sustain the bioscience workforce pipeline. Surveys conducted by the Mid-Atlantic Biology Research and Career Network identified a disconnect between stakeholders who are key to educating, training, and hiring college and university graduates, resulting in several impediments to workforce development in the BHCR: 1) students are underinformed or unaware of bioscience opportunities before entering college and remain so at graduation; 2) students are not job ready at the time of graduation; 3) students are mentored to pursue education beyond what is needed and are therefore overqualified (by degree) for most of the available jobs in the region; 4) undergraduate programs generally lack any focus on workforce development; and 5) few industry–academic partnerships with undergraduate institutions exist in the region. The reality is that these issues are neither surprising nor restricted to the BHCR. Recommendations are presented to facilitate improvement in the preparation of graduates for today’s bioscience industries throughout the United States.

scholarly journals The Social and Solidarity Economy: An Opportunity for Young Women’s Work Transitions

Young ◽  
2021 ◽  
pp. 110330882098605
Author(s):  
Roger Soler-i-Martí ◽  
Andreu Camprubí Trepat ◽  
Ester Oliveras ◽  
Mireia Sierra Andrés
Keyword(s):  
Gender Inequality ◽  
Working Conditions ◽  
Young Women ◽  
Well Being ◽  
School To Work ◽  
Solidarity Economy ◽  
Feminist Economics ◽  
Work Transitions ◽  
The Social ◽  
And Gender

This article analyses to what extent the social and solidarity economy (SSE), the aim of which is to prioritize people’s needs and well-being, can offer young people education-to-work transitions conditions and opportunities which are different from those in the conventional economy. The very nature of SSE means that it is especially suitable for challenging gender inequality and proves to be exceptionally useful for testing feminist economics. Against a backdrop of economic crisis, SSE has shown greater resilience when compared to other sectors, although it is still not widespread. To examine how SSE can improve young women’s experiences and labour trajectories, this article analyses working conditions, job satisfaction and gender roles in school-to-work transitions of young women in SSE in Catalonia. Results show that the collective and value-driven nature of SSE entails a specific awareness and commitment that empower young women’s transitions experiences and expectations.

Adults' Perceptions of Children's Independence and other Sex-Role Characteristics as a Function of Child's Gender Label

1978 ◽  
Vol 47 (3) ◽  
pp. 955-962 ◽  
Author(s):  
Nancy J. Bell ◽  
Kay Hibbs ◽  
Thomas Milholland
Keyword(s):  
College Students ◽  
Sex Role ◽  
Female College Students ◽  
Same Sex ◽  
Male And Female ◽  
Female College ◽  
Opposite Sex

Male and female college students were presented with a photograph labeled as a 5-yr.-old boy or girl and heard statements attributed to the child. They then rated the child on sex-role traits and responded to open-ended questions about the child. The primary findings involved sex of child by sex of adult interactions on ratings of independence and leadership: in both cases, same-sex children were rated higher than opposite-sex children. There was also some evidence that women having high contact with children rated the child more extremely on opposite-sex traits than did those with little contact.

Medical Students' Edwards Personal Preference Schedule Norms

1988 ◽  
Vol 63 (2) ◽  
pp. 465-466 ◽  
Author(s):  
James A. Thorson ◽  
F. C. Powell
Keyword(s):  
College Students ◽  
Medical Students ◽  
Female College Students ◽  
Male And Female ◽  
Female College ◽  
Personal Preference ◽  
Edwards Personal Preference Schedule

Three consecutive classes of freshman medical students completed the Edwards Personal Preference Schedule; results were compared to published norms for male and female college students. 171 male medical students scored significantly lower on the traits of Order, Exhibition, and Dominance and were higher on Affiliation, Succorance, Nurturance, and Heterosexuality. 51 female medical students scored significantly lower on the traits of Exhibition, Affiliation, and Abasement; they were higher on Achievement, Succorance, and Nurturance.

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