The Color of the Undergraduate Experience and the Occupational Attainment of Blacks and Whites: Evidence from Longitudinal Data

2004 ◽  
Vol 45 (1) ◽  
pp. 21-44
Author(s):  
Gary L. St. C. Oates
Keyword(s):  
Longitudinal Data ◽  
Occupational Attainment ◽  
Undergraduate Experience ◽  
Blacks And Whites

GENERATIONAL CHANGES IN RACIAL INEQUALITY IN OCCUPATIONAL ATTAINMENT, 1950–2010

2017 ◽  
Vol 14 (2) ◽  
pp. 387-425 ◽  
Author(s):  
Franklin D. Wilson
Keyword(s):  
Birth Cohort ◽  
Generation X ◽  
White Women ◽  
Baby Boom ◽  
Occupational Status ◽  
Primary Objective ◽  
Occupational Attainment ◽  
Birth Cohorts ◽  
Baby Boom Generation ◽  
Blacks And Whites

AbstractThis paper analyzes age and cohort changes in the occupational attainment of Blacks and Whites born in successive decades from 1910 to 1979. Occupational attainment is operationalized as “occupational returns to education” and “earnings returns to occupation.” The primary objective is to determine whether the relative occupational attainment of Blacks of the baby-boom generation and Generation X improved over that of their great-grandparents, grandparents, and parents. The results indicate that Blacks and Whites, and men and women improved their occupational attainment levels over those of previous birth cohorts. However, neither Black men of the baby-boom generation nor those of Generation X improved their occupational attainment relative to White men of the same age and born in the same decade. Moreover, on a per capita basis, Black men’s occupational status declined for the most recent birth cohorts due in large part to joblessness starting with members of the 1940 birth cohort, which increased progressively with each successive birth cohort. On the other hand, Black women seem to have improved their occupational status relative to White women, but the improvements fluctuated over the decades. These findings are discussed in relation to possible causes and limitations of this analysis.

Instruction-Based Approach-Avoidance Effects

2015 ◽  
Vol 62 (3) ◽  
pp. 161-169 ◽  
Author(s):  
Pieter Van Dessel ◽  
Jan De Houwer ◽  
Anne Gast ◽  
Colin Tucker Smith
Keyword(s):  
Implicit Association Test ◽  
Avoidance Training ◽  
Social Groups ◽  
Implicit Association ◽  
Approach And Avoidance ◽  
Evaluative Priming ◽  
Blacks And Whites ◽  
Approach Avoidance ◽  
Implicit And Explicit ◽  
Explicit Measures

Prior research suggests that repeatedly approaching or avoiding a certain stimulus changes the liking of this stimulus. We investigated whether these effects of approach and avoidance training occur also when participants do not perform these actions but are merely instructed about the stimulus-action contingencies. Stimulus evaluations were registered using both implicit (Implicit Association Test and evaluative priming) and explicit measures (valence ratings). Instruction-based approach-avoidance effects were observed for relatively neutral fictitious social groups (i.e., Niffites and Luupites), but not for clearly valenced well-known social groups (i.e., Blacks and Whites). We conclude that instructions to approach or avoid stimuli can provide sufficient bases for establishing both implicit and explicit evaluations of novel stimuli and discuss several possible reasons for why similar instruction-based approach-avoidance effects were not found for valenced well-known stimuli.

Loglinear Models for Longitudinal Data: Prospects and Limitations

2001 ◽  
Vol 46 (5) ◽  
pp. 506-508
Author(s):  
Daniel A. Powers
Keyword(s):  
Longitudinal Data ◽  
Loglinear Models

Measures Collected on the USMA Class of 1998 as Part of the Baseline Officer Longitudinal Data Set (BOLDS)

2002 ◽  
Author(s):  
Lynn M. Milan ◽  
Dennis R. Bourne ◽  
Michelle M. Zazanis ◽  
Paul T. Bartone
Keyword(s):  
Longitudinal Data ◽  
Data Set
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