scholarly journals Factors Predictive of Midlife Occupational Attainment and Psychological Functioning in Adults With Mild Intellectual Deficits

2009 ◽  
Vol 114 (2) ◽  
pp. 128-143 ◽  
Author(s):  
Marsha Mailick Seltzer ◽  
Frank J. Floyd ◽  
Jan S. Greenberg ◽  
Jinkuk Hong ◽  
Julie Lounds Taylor ◽  
...  
Keyword(s):  
High School ◽  
Social Participation ◽  
Psychological Functioning ◽  
Role Models ◽  
Transition Planning ◽  
Past Research ◽  
Occupational Attainment ◽  
Men And Women ◽  
The Life Course ◽  
Intellectual Deficits

Abstract The life course of individuals with mild intellectual deficits and the factors that account for heterogeneity in their midlife outcomes were examined. Past research has shown that such individuals are at risk for poor occupational attainment in adulthood and more compromised psychological functioning, including increased depression. Although predictors varied for men and women, in general greater midlife occupational attainment was predicted by continuation of education beyond high school, having role models for achievement, and social participation earlier in adulthood. Midlife psychological functioning was predicted by having role models of achievement, having discussed plans for the future with parents and teachers, and achievement of aspirations set in high school. Implications for contemporary models of transition planning are discussed.

scholarly journals The path from social origins to top jobs: social reproduction via education

2017 ◽  
Author(s):  
Alice Sullivan ◽  
Samantha Parsons ◽  
Francis Green ◽  
Richard D. Wiggins ◽  
George Ploubidis
Keyword(s):  
Social Class ◽  
Educational Attainment ◽  
Social Reproduction ◽  
Past Research ◽  
School Level ◽  
Occupational Attainment ◽  
Social Origins ◽  
Men And Women ◽  
British Cohort Study ◽  
Detailed Picture

This paper provides a comprehensive account of the way in which cognitive and educational attainment mediate the link between social origins and elite social class destinations in mid-life. Using the 1970 British Cohort Study (BCS70), we assess the roles of a range of pathways through which educational advantage may lead to occupational attainment: cognitive development; private and selective secondary schools; school level qualifications; and higher education, including institution and field of study. Whereas past research has shown a residual direct effect of social origins on class destinations, we find that, once a sufficiently detailed picture of educational attainment is taken into account, education fully explains the link between social origins and top social class destinations. In contrast, the gap between men and women in achieving top social class positions is in no part accounted for by education.

Postschool outcomes for Korean American young adults with intellectual/developmental disabilities, and parental perceptions of transition planning

2020 ◽  
Vol 48 (12) ◽  
pp. 1-13
Author(s):  
Kyeong-Hwa Kim ◽  
Mary E. Morningstar
Keyword(s):  
Higher Education ◽  
High School ◽  
Young Adults ◽  
Developmental Disabilities ◽  
Transition Planning ◽  
Past Research ◽  
Parental Perceptions ◽  
Korean American ◽  
Postschool Outcomes ◽  
American Young Adults

In the literature on young adults with intellectual and/or developmental disabilities (IDD), little research has been conducted regarding the perspectives of Korean American young adults with disabilities and their families. This study investigated the postschool outcomes of Korean American young adults (aged 18–25 years) with IDD, and their parents' perceptions of transition planning. The postsecondary employment outcomes of Korean American young adults with IDD were poorer than those of other groups of young adults with IDD. Korean American young adults with IDD were also less likely to be enrolled in higher education than were other young adults with IDD studied in past research. Many parents were dissatisfied with the transition planning for their children leaving high school. It is, therefore, important for professionals to ensure that Korean American parents are equipped with appropriate information related to their child's transition planning.

scholarly journals Persistent short-term imprisonment: Belonging as a lens to understand its shifting meanings over the life course

Incarceration ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 263266632198901
Author(s):  
Marguerite Schinkel ◽  
Keyword(s):  
Life Course ◽  
Sense Of Belonging ◽  
Life Course Perspective ◽  
Criminal Punishment ◽  
Short Term ◽  
Men And Women ◽  
The Life Course ◽  
Looking Back

This article takes a life-course perspective to the meaning of persistent short-term imprisonment and introduces the significance of ‘penal careers’. Examining a total of 62 interviews with men and women in Scotland with long careers of (progression through) criminal punishment, it uses to the concept of belonging as a lens to interpret their experiences. While some participants already felt early on in their career that they belonged in prison because of their shared characteristics with other prisoners, the repetition of imprisonment meant that they increasingly felt displaced from life outside and saw life in prison as ‘easier’ and ‘safer’. Nevertheless, looking back on their many sentences, they felt their cumulative meaning was ‘a waste of life’. The article concludes by considering steps towards tackling the conditions that create this sense of belonging in a place of punishment.

Partner Selection Across the Life-Course: Age Variation in Partner Preferences in the Czech Republic

2021 ◽  
pp. 136078042199237
Author(s):  
Jana Klímová Chaloupková ◽  
Renáta Topinková ◽  
Markéta Šetinová
Keyword(s):  
Czech Republic ◽  
Older Women ◽  
Age Groups ◽  
Financial Resources ◽  
Younger Adults ◽  
The Czech Republic ◽  
Men And Women ◽  
Partner Preferences ◽  
Age Variation ◽  
The Life Course

The proportion of people seeking a partner later in life has increased in recent decades. However, studies exploring age variation in partner preferences are quite rare. We aim to fill this gap by examining the partner preferences for household care skills, financial resources, and education of unpartnered individuals aged 19–65 years ( n = 1145) who participated in speed-dating events in the Czech Republic. We hypothesized that the importance of these characteristics varies with age, and that this variance may differ for men and women. The results show that gender differences concerning these characteristics are mostly stable across age groups. The exception is the importance of household care skills, which increases for older men and decreases for older women. We found that older adults value financial resources more than younger adults, and that this increase is true for women and men. Finally, we did not find evidence that the importance of education differs with age.

scholarly journals Social Participation Across Midlife and Later Life: Evidence From the Silent Generation

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 408-408
Author(s):  
Eric Vogelsang
Keyword(s):  
Social Participation ◽  
Early Adulthood ◽  
Later Life ◽  
Silent Generation ◽  
School Activities ◽  
Wisconsin Longitudinal Study ◽  
Different Types ◽  
Exercise Activity ◽  
The Life Course ◽  
Made In

Abstract Despite the well-established benefits of social participation for individuals and communities, little is known about how it varies throughout the life course. Drawing upon data collected between 1957 and 2011 by the Wisconsin Longitudinal Study (22,023 observations from a cohort of 6,627), this study provides four valuable results. One, I find evidence of five distinct social participation trajectories between the ages of 35 and 71; the majority of which demonstrate social disengagement over time. Two, these participation declines are primarily attributable to changes in meeting friends and group exercise activity. Three, the most pronounced activity differences separating those in more favorable and unfavorable participation trajectories are cultural event attendance and voluntary group membership. Lastly, I identify particular high school activities that are associated with social participation decades later. In total, these results highlight heterogeneity among different types of social activities, and underscore the possible consequences of membership decisions made in early adulthood.

Social origins, tracking and occupational attainment in Italy

2021 ◽  
Author(s):  
Carlo Barone ◽  
Moris Triventi ◽  
Marta Facchini
Keyword(s):  
High School ◽  
Labour Market ◽  
Social Background ◽  
Occupational Attainment ◽  
Probability Models ◽  
Market Outcomes ◽  
Occupational Outcomes ◽  
Upper Secondary Education ◽  
Academic Track

Students and parents choose among high school tracks based on the assumption that academic tracks will offer a better preparation for university while vocational tracks will make the transition in the labour market easier, if students do not have a tertiary degree. We assess whether this assumption holds also when considering the long-term occupational outcomes of tracks choices in upper secondary education, controlling for both social and ability selection into tracks. We use for this purpose recent data from the 2014 ISFOL PLUS survey and apply linear regression/probability models to investigate labour market outcomes in a stage of occupational maturity. We find that, while there are no significant differences between tracks in the likelihood of being employed, students with an academic diploma fare better than vocational students in terms of social class attainment, even in the absence of a tertiary degree. The advantage of the academic diploma holds both for entering the salariat class and the high salariat class, and for avoiding demotion into manual occupations or unskilled manual occupations. We also show that tracking accounts for a large proportion of the total effects of socio-economic background on occupational attainment, and that coming from socio-economically advantaged families exacerbates the labour market advantages of attending an academic track.<br /><br />Key messages<br /><ul><li>The link between social background, high school track and long-term occupational outcomes is analysed.</li><br /><li>Analyses control for social and ability selection into tracks.</li><br /><li>There are no significant differences between tracks in employment status at occupational maturity in Italy.</li><br /><li>Academic diploma holders have higher chances of entering the upper classes and lower risks of ending into manual occupations.</li></ul>

scholarly journals Emerging Adulthood: An Intersectional Examination of the Changing Life Course

2019 ◽  
Vol 15 (4) ◽  
pp. 14-33
Author(s):  
Shauna A. Morimoto
Keyword(s):  
High School ◽  
High School Students ◽  
Emerging Adulthood ◽  
Life Course ◽  
School Students ◽  
Identity Exploration ◽  
Race And Gender ◽  
Adult World ◽  
And Gender ◽  
The Life Course

This article draws on qualitative data of U.S. high school students considering their place in the adult world; the purpose is to investigate Jeffrey Arnett’s (2000) concept of “emerging adulthood” as a new stage of life course. Drawing on interviews and observational data collected around the time when Arnett’s notion of emerging adulthood started to take hold, I use intersectional interpretive lens in order to highlight how race and gender construct emerging adulthood as high school students move out of adolescence. I consider Arnett’s thesis twofold. First, when emerging adulthood is examined intersectionally, young people reveal that – rather than being distinct periods that can simply be prolonged, delayed, or even reached – life stages are fluid and constantly in flux. Second, since efforts to mitigate against uncertain futures characterizes the Millennial generation, I argue that the process of guarding against uncertainty reorders, questions or reconfigures the characteristics and stages that conventionally serve as markers of life course. I conclude that the identity exploration, indecision, and insecurity associated with emerging adulthood can also be understood as related to how the youth reveal and reshape the life course intersectionally.

scholarly journals Change of perceptions of the image of the future among youth

2020 ◽  
pp. 45-59
Author(s):  
Natalia Petrovna Shilova ◽  
Pavel Petrovich Brudanov
Keyword(s):  
High School ◽  
Vocational Education ◽  
Educational Institution ◽  
Young Men ◽  
Self Control ◽  
Self Determination ◽  
Psychological State ◽  
Men And Women ◽  
Emotional Relationships ◽  
The Future

This article describes the results of research carried out among youth for determining the perceptions of the image of the future. The image of the future is a dynamic psychological state that sets a vector of life and self-organization of individuals, and serves as the basis for projecting the development of personality and resources, essential for realization of its life path. Leaning on the analysis of existing perceptions of the image of the future suitable for youth, it was established that it relates to the perception of life as a dependent on the subject of activity, which correlates with independence, self-control, acceptance of social roles and emotional self-esteem. The author assumes that there are three key strategies in description of the image of the future for young men and women: planning, description of emotional relationships, and self-determination. The research involved total of 1,538 respondents (610 male and 928 female, aged 14-28. The classical methodology developed by I. S. Kon &ldquo;Me in 5 Years&rdquo; served as the main method for this study. Images of the future for young men and women contain both, different and similar strategies. Young women receiving vocational education see their future through planning, and the ones studying in high school and universities &ndash; through self-determination. Young men who study in high school and universities see their future through emotional relationships, and students of vocational education &ndash; through self-determination. This implies that namely the level of educational institution (school, university, vocational education) allows forming certain gender differences in the image of the future.

scholarly journals DOMAIN BUILDING OR RISK TAKING? (In-)equality in Danish School Management

2012 ◽  
Vol 2 (3) ◽  
pp. 134
Author(s):  
Katrin Hjort ◽  
Marianne Abrahamsen
Keyword(s):  
High School ◽  
Risk Taking ◽  
School Management ◽  
Middle Level ◽  
Men And Women ◽  
Interesting Difference ◽  
Top Manager ◽  
Danish School ◽  
Management Staff

The Nordic Countries are usually seen as the worlds must successful nations when it comes to gender equality, and the Scandinavian population in general appreciates values traditionally labeled feminine as caretaking and the quality of everyday life. However, the inequalities become obvious in school management. Among headmasters in High school in Denmark only 18 % are women despite of the fact that 52 % of the teachers are female. How can we explain that? This article is based on a survey answered by top- and middle level management staff. It rejects all traditional explanations of the relations between gender, values and family obligation but reveals an interesting difference between two strategies for career development: Domain Building and Risk Taking. Both strategies are applied by both men and women. However, one of them seems to be the most effective with regard to achieve a position as a top manager – and one of them is more often preferred by men than by women.

Sign in / Sign up

Export Citation Format

Share Document