Educational Pathways and Work Value Trajectories

2002 ◽  
Vol 45 (2) ◽  
pp. 113-138 ◽  
Author(s):  
Monica Kirkpatrick Johnson ◽  
Glen H. Elder
Keyword(s):  
High School ◽  
Young People ◽  
Postsecondary Education ◽  
Transition To Adulthood ◽  
Work Values ◽  
High School Graduates ◽  
Educational Pathways ◽  
Influence At Work ◽  
Investments In Education ◽  
Over Time

This study relates change and stability in work values to educational pathways in the transition to adulthood. Using panel data, we examine whether levels and rates of change in work values in the eight years after high school are linked to postsecondary education. Along some value dimensions, initial differences increased notably between those who finished their education with high school and those who obtained postsecondary degrees, with postsecondary students demonstrating larger change on average. Young people who continued their education beyond high school initially placed greater importance on having influence at work and less importance on job security than other young people. These tendencies strengthened over time. Along other dimensions, including extrinsic, altruistic, and social, high school graduates attached less importance to rewards over time, whereas those who obtained postsecondary degrees maintained their initial values to a greater extent. The findings are consistent with the idea that work values predict investments in education, yet also undergo change with continued schooling.

Work values during the transition to adulthood and mid-life satisfaction

2016 ◽  
Vol 41 (1) ◽  
pp. 105-114 ◽  
Author(s):  
Angela Chow ◽  
Nancy L. Galambos ◽  
Harvey J. Krahn
Keyword(s):  
High School ◽  
Life Satisfaction ◽  
Postsecondary Education ◽  
Transition To Adulthood ◽  
Structural Equation ◽  
Work Values ◽  
Equation Modeling ◽  
Life Outcomes ◽  
Extrinsic Work Values ◽  
Work Rewards

This 25-year longitudinal study of a sample of Canadian high school seniors ( N = 373) examined pathways from work values at age 18 to mid-life (age 43) career satisfaction and life satisfaction through several possible mediators: age 25 and 32 work values, months of postsecondary education (PSE) by age 25, and age 43 work rewards. Gender and parents’ PSE were also examined as influences on pathways to mid-life satisfaction. Structural equation modeling found support for one pathway beginning with intrinsic work values in high school (age 18 intrinsic work values→age 25 intrinsic work values→age 32 intrinsic work values→age 43 intrinsic work rewards→age 43 career and life satisfaction). Another pathway began with parents’ PSE (parents’ PSE→participants’ age 25 PSE→age 43 intrinsic work rewards→age 43 career and life satisfaction). Extrinsic work values from age 18 to 32 were not related to age 43 work rewards or career and life satisfaction. These findings indicate that adolescent work values matter for important mid-life outcomes, intrinsic work values are stronger predictors of adaptive outcomes than are extrinsic work values, and PSE plays a vital cross-generational role in shaping mid-life satisfaction.

scholarly journals Musical instrument engagement across the life course and episodic memory in late life: An analysis of 60 years of longitudinal data from the Wisconsin Longitudinal Study

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253053
Author(s):  
Jamie L. Romeiser ◽  
Dylan M. Smith ◽  
Sean A. P. Clouston
Keyword(s):  
High School ◽  
Episodic Memory ◽  
Cognitive Reserve ◽  
High School Graduates ◽  
Musical Instrument ◽  
Delayed Recall ◽  
Memory Decline ◽  
Musical Engagement ◽  
Rate Of Decline ◽  
Over Time

Background As the global burden of dementia increases, the absence of treatment underscores the need for identification of factors that may improve cognitive reserve–the ability to stave off cognitive decline in old age. The beneficial association between musical instrument engagement and episodic memory has been identified in children, young adults, and older adults. Yet, previous studies in musical instrument engagement have rarely examined the potential for adolescence and adulthood exposures to independently improve cognition, nor have they been linked with the rate of memory decline over time in older adults. We investigated whether adolescent musical instrument engagement and continued musical instrument engagement over the adult life course were separately associated with higher episodic memory, as well as rate of decline in a large longitudinal cohort. Methods Data were from a prospective cohort of high school graduates from 1957. High school music engagement (HSME) was ascertained through graduate yearbooks and assessed as membership in musical performance groups. A questionnaire was used to assess musical engagement through adulthood (MEA) at ages 35, 55, and 65. The episodic memory score was composed of immediate and delayed recall task scores, and was assessed when participants were aged approximately 65 and 72 years old among 5,718 individuals. Linear mixed models were used to assess the association between music, and memory performance and decline over time. Results Of high school graduates who participated in the study, 38.1% played music in high school, and 21.1% played music in adulthood. While musical engagement was more common in those who played in childhood, 40% of those who played continuously as an adult did not play in high school. High HSME (B = 0.348, p = 0.049) and continuous MEA (B = 0.424, p = 0.012) were associated with higher memory scores at age 65 after covariate adjustment. When examining memory decline, the benefits of high HSME decreased over time (B = -0.435, p = 0.048), while the rate of decline did not differ between MEA groups. Exploratory models revealed differential benefits for HSME and immediate recall, and MEA and delayed recall. Conclusion This study provides further evidence that musical engagement in childhood or adulthood is associated with non-musical cognitive reserve. These two exposures may act differentially in different domains of episodic memory. Further work is needed to determine the relationship between musicianship and the rate of cognitive decline.

Attractiveness of Industrial Training Institutes (ITI) in India

2019 ◽  
Vol 61 (2) ◽  
pp. 153-168 ◽  
Author(s):  
Usha Ajithkumar ◽  
Matthias Pilz
Keyword(s):  
Young People ◽  
Data Collection ◽  
Vocational Training ◽  
Design Methodology ◽  
Technical Education ◽  
Industrial Training ◽  
Content Type ◽  
Educational Pathways ◽  
Career Option ◽  
Over Time

PurposeThe purpose of this paper is to conduct the study in two states of India to covers the perception of students and their parents about the attractiveness of Industrial Training Institutes (ITI) in India.Design/methodology/approachThree ITIs were selected each from the states Maharashtra and Haryana for data collection. Students pursuing trade fitter, electrical and beauty courses and their parents were selected. The instrument used to collect the data from students and parents was interviews with students and families.FindingsThe results show that the attractiveness of ITIs has shifted over time. The low status associated with these institutions is slowly fading away. The skills acquired at an ITI can provide the basis of successful careers. Once considered a last resort, today it is being considered as a possible career option. However, ITIs have yet to develop a better image and higher attractiveness within society for it to become an interesting option for young people and their parents when choosing educational pathways.Originality/valueSome implications of this study are presented as suggestions in formulating policies to improve the image of technical education and vocational training.

scholarly journals Behind the Exceptional Educational Pathways of Canadian Youth from Immigrant Background: Between Equality and Ethnic Hierarchy

2021 ◽  
Author(s):  
Pierre Canisius Kamanzi ◽  
Tya Collins
Keyword(s):  
Young People ◽  
Postsecondary Education ◽  
Geographic Origin ◽  
Structural Barriers ◽  
Immigrant Background ◽  
Canadian Youth ◽  
Educational Pathways ◽  
Specific Objective ◽  
Canadian Immigrants ◽  
The Relationship

This chapter aims to show that, behind the general exceptional academic pathways of Canadian students from immigrant backgrounds, some of these young people, belonging to racialized ethnic minorities, are less likely to access and graduate from postsecondary education. Its specific objective is to describe the general portrait of their educational pathways. A synopsis of some recent studies shows that that these students often face structural barriers at the institutional level. Comparative analyses between young Canadians of immigrant origins and their peers who are not recognize the remarkable success of Canadian immigrants, a rather exceptional phenomenon compared to what is observed internationally. However, this chapter stresses that this portrait must be nuanced: a number of studies highlight significant disparities among young people from immigrant backgrounds according to the ethnocultural and geographic origin of their parents. The situation is less favorable or unfavorable, in the case of certain racialized groups. Therefore, following an overview of the contribution of studies inspired by a postpositivist approach, this chapter highlights some dimensions that have been traditionally obscured. This allows for a better understanding of the relationship between the effects of various factors (individual, institutional, systemic) that structure and perpetuate inequalities and ethnic hierarchy among students from immigrant backgrounds.

scholarly journals AB 540: Tuition Waiver Policy in California: How Student Services Professionals Influence College Access for Undocumented Students

2018 ◽  
Vol 12 (1) ◽  
pp. 67
Author(s):  
Lynn J. Wang
Keyword(s):  
High School ◽  
Financial Aid ◽  
Postsecondary Education ◽  
Student Services ◽  
Immigrant Students ◽  
High School Graduates ◽  
Undocumented Students ◽  
Full Time ◽  
Front Line ◽  
Knowledge Resources

This was an exploratory qualitative study utilizing tenets of phenomenology to examine the lived experiences of front-line student services professionals in Admissions and Financial Aid and their dilemmas in interpreting and implementing California Assembly Bill 540 (2001) in their interactions with undocumented students. Front-line student services professionals are often the make-it or break-it persons for undocumented students to realize their dreams of attaining a postsecondary education because they determine whether students can pay in-state tuition and receive financial aid. California law AB 540 (2001) was created with the intention of providing a fair tuition policy for all California high school graduates entering college in California. AB 540’s (2001) purpose is to allow all California high school graduates, including undocumented immigrant students who meet the requirements, to be exempt from paying nonresident tuition at California public postsecondary institutions. An undocumented student is classified as someone who entered the U.S. without proper immigration documents or someone who entered the country legally as a nonimmigrant but later never exited the country (Internal Revenue Service, 2014). Twelve student service professionals, both part-time and full-time, at public two-year and four-year higher education institutions shared their experiences regarding management of difficult and sensitive conversations with undocumented students, as they attempted to translate state legislation through institutional polices. Many times, these front-line professionals in Admissions and Financial Aid were the first and only people to interact with incoming undocumented students before they set foot in the classroom. These professionals utilized their knowledge, resources, and networks to help students navigate the college-going process. However, unclear and/or non-existent campus policies, departmental silos, along with a lack of professional development, adequate resources, and appropriate guidance, often limited their capacity to help.

scholarly journals A comparison of factors determining the transition to postsecondary education in Toronto and Chicago

2019 ◽  
Vol 14 (3) ◽  
pp. 338-356
Author(s):  
Karen Robson ◽  
Paul Anisef ◽  
Robert S. Brown ◽  
Jenny Nagaoka
Keyword(s):  
High School ◽  
High School Students ◽  
Longitudinal Data ◽  
Postsecondary Education ◽  
Black Males ◽  
School Students ◽  
Two Year Colleges ◽  
Life Chances ◽  
Educational Pathways ◽  
Four Year Colleges

We examine how race, sex and poverty contribute to the likelihood of attending two- and four-year colleges in Chicago and Toronto. In each city, we use longitudinal data on high school students and their postsecondary trajectories in order to explore how race and sex may impact differentially upon their educational pathways. Our analyses are informed by an intersectionality perspective, wherein we understand that life chances are shaped by the various traits and identities that individuals possess. In Toronto, Black males are less likely than all other groups to attend four-year colleges. We also find that two-year colleges appear to fulfill a different role in Toronto than they do in Chicago; that is, serving populations who may have been tracked into non-academic course selections in high school. We contextualize our findings within the very different political, cultural, and historical contexts of Ontario and Illinois.

scholarly journals Rituals of entering adulthood in the religious and secular space (sociological reflections)

2021 ◽  
Vol XII (2(35)) ◽  
pp. 57-70
Author(s):  
Maria Sroczyńska
Keyword(s):  
High School ◽  
Young People ◽  
21St Century ◽  
High School Graduates ◽  
Pierre Bourdieu ◽  
High School Graduation ◽  
School Graduation ◽  
Theoretical Issues ◽  
Ritual Practices

The text deals with the rituals of passage, granting and approval accompanying entering adulthood. These considerations refer to both theoretical issues, taking into account the typology of rituals proposed by Pierre Bourdieu, and to selected results of own research (quantitative and qualitative) carried out at the end of the first decade of the 21st century among high school graduates of the Świętokrzyskie region. The ritual practices that are still important for young people (confirmation, "eighteenth" and high school graduation) were taken into account, although the manner of their celebration and the functions performed are subject to more or less significant transformations.

Adult Adjustment among High School Graduates with Mild Disabilities

1992 ◽  
Vol 59 (3) ◽  
pp. 221-233 ◽  
Author(s):  
Patricia L. Sitlington ◽  
Alan R. Frank ◽  
Rori Carson
Keyword(s):  
High School ◽  
Postsecondary Education ◽  
Living Arrangements ◽  
High School Graduates ◽  
Work Experiences ◽  
Behaviorally Disordered ◽  
Mentally Disabled ◽  
Adults With Learning Disabilities ◽  
Education Resource ◽  
Adult Adjustment

This study investigated the adult adjustment of a statewide random sample of 737 young adults with learning disabilities, 59 labeled behaviorally disordered, and 142 labeled mentally disabled, all graduates of special education resource teacher programs. Results are reported in terms of (a) general status information, such as marital status and living arrangements; (b) information about those competitively employed, such as wages, hours worked per week, and percentage of living expenses paid; and (c) comparison of competitively employed versus unemployed individuals, in terms of high school vocational training and work experiences. Information is also provided on postsecondary education and overall “successful” adult adjustment. Data are compared across disability groups and across gender, where relevant.

The Summer Before College: A Case Study of First-Generation, Urban High School Graduates

2020 ◽  
pp. 004208592091436
Author(s):  
Antar Tichavakunda ◽  
Carlos Galan
Keyword(s):  
High School ◽  
Postsecondary Education ◽  
College Readiness ◽  
First Generation ◽  
High School Graduates ◽  
Critical Time ◽  
Public High School ◽  
College Ready ◽  
Time Period

Often without guidance in completing college-related tasks, first-generation students face unique challenges during the summer before college. This case study investigates this critical time period by studying a cohort of 33 newly graduated students from the same urban, public high school. Guided by social capital, college readiness, and nepantla frameworks, results shed light on students’ barriers and pathways to transitioning to postsecondary education. The authors call for an extension of college readiness frameworks to the summer before college and also problematize the notion of a college-ready student.

Sign in / Sign up

Export Citation Format

Share Document