scholarly journals Does Race Matter? Earnings of Visible Minority Graduates from Alberta Universities

2005 ◽  
Vol 35 (1) ◽  
pp. 85-110
Author(s):  
Katerina Maximova ◽  
Harvey Krahn
Keyword(s):  
Human Capital ◽  
Regression Analysis ◽  
Racial Discrimination ◽  
Visible Minority ◽  
Central Question ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Graduate Survey ◽  
Educational Credentials ◽  
Using Data

Using data from the 1997 Alberta University Graduate Survey, this study compares earnings of visible minority graduates and their non-visible minority counterparts who received degrees in 1994. The central question is whether investments in human capital in the form of Canadian post- secondary education by visible minority members and other graduates yield similar returns in the Canadian labour market. Multiple regression analysis results indicate that earnings of visible minority graduates do not differ significantly from those of other graduates, although several interesting interaction effects are observed. Overall, this study provides no evidence of racial discrimination against visible minority members who obtained their post-secondary educational credentials in Alberta.

scholarly journals Investigating Integration: The Geographies of the WUSC Student Refugee Program at the University of British Columbia

Refuge ◽  
1969 ◽  
Vol 27 (1) ◽  
pp. 59-74
Author(s):  
Robyn Plasterer
Keyword(s):  
Qualitative Research ◽  
British Columbia ◽  
Human Capital ◽  
Post Secondary Education ◽  
Refugee Students ◽  
Skill Sets ◽  
Post Secondary ◽  
University Of British Columbia ◽  
The World ◽  
The University

This paper examines the geographies of resettlement and integration with respect to the Student Refugee Program(SRP) of the World University Service of Canada (WUSC).As Canada’s only program to link resettlement with post-secondary education, the SRP makes manifest intriguing geographies that intersect international, national, and local scales. Th is study carried out the first qualitative research of the WUSC SRP at the University of British Columbia (UBC). It draws from good settlement practices,refugees’ existing skill sets, and refugees’ perspectives to examine how refugee students’ human capital can best contribute to Canadian integration.

The Evolving Discourse of the Purpose of Higher Education

2017 ◽  
pp. 532-548 ◽  
Author(s):  
Mary Runté ◽  
Robert Runté
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Secondary Education ◽  
Public Discourse ◽  
Manpower Planning ◽  
Analytical Framework ◽  
Historical Overview ◽  
Post Secondary Education ◽  
Post Secondary ◽  
The Public

A brief historical overview of the evolution of the public discourse of the purpose of higher education is undertaken to provide context for current debates over investment in, and reform of, post-secondary education. Four separate discourses are identified: higher education for enlightenment, to develop human capital, as manpower management, and as consumerism. The dominant discourse of the purpose of higher education is shown to have changed from learning for its own sake to an emphasis on manpower planning and consumerism. The separate assumptions and implications of these distinct discourses are often confabulated with little apparent awareness of the contradictory nature of rhetoric drawn from more than one discourse at a time. The authors provide a simple analytical framework to cut through the confusion.

Does a Ged Lead to More Training, Post-Secondary Education, and Military Service for School Dropouts?

ILR Review ◽  
1997 ◽  
Vol 51 (1) ◽  
pp. 100-116 ◽  
Author(s):  
Richard J. Murnane ◽  
John B. Willett ◽  
Kathryn Parker Boudett
Keyword(s):  
Secondary Education ◽  
Military Service ◽  
Educational Development ◽  
Longitudinal Survey ◽  
Post Secondary Education ◽  
School Dropouts ◽  
Training And Education ◽  
Post Secondary ◽  
Training Post ◽  
Using Data

Using data from the National Longitudinal Survey of Youth for the years 1979–91, the authors investigate how school dropouts' acquisition of a General Educational Development certificate (GED) affected the probability that they would obtain training, post-secondary education, or military service. The authors use the longitudinal data to estimate prototypical training and education profiles. They find that the probability that a dropout participated in post-secondary education or non-company training was greater after GED receipt than before for both men and women. Still, less than half of GED recipients obtained post-secondary education or training by age 26.

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

scholarly journals Human Capital Disparities and Earnings Inequality in The Portuguese Private Labour Market

2021 ◽  
Author(s):  
Derick R. C. Almeida ◽  
João A. S. Andrade ◽  
Adelaide Duarte ◽  
Marta Simões
Keyword(s):  
Human Capital ◽  
Labour Market ◽  
Tertiary Education ◽  
Earnings Inequality ◽  
Kuznets Curve ◽  
Positive Trend ◽  
Returns To Schooling ◽  
Education Inequality ◽  
Using Data

AbstractThis paper examines human capital inequality and how it relates to earnings inequality in Portugal using data from Quadros de Pessoal for the period 1986–2017. The objective is threefold: (i) show how the distribution of human capital has evolved over time; (ii) investigate the association between human capital inequality and earnings inequality; and (iii) analyse the role of returns to schooling, together with human capital inequality, in the explanation of earnings inequality. Our findings suggest that human capital inequality, computed based on the distribution of average years of schooling of employees working in the Portuguese private labour market, records a positive trend until 2007 and decreases from this year onwards, suggesting the existence of a Kuznets curve of education relating educational attainment levels and education inequality. Based on the decomposition of a Generalized Entropy index (Theil N) for earnings inequality, we observe that inequality in the distribution of human capital plays an important role in the explanation of earnings inequality, although this role has become less important over the last decade. Using Mincerian earnings regressions to estimate the returns to schooling together with the Blinder-Oaxaca decomposition of real hourly earnings we confirm that there are two important forces associated with the observed decrease in earnings inequality: a reduction in education inequality and compressed returns to schooling, mainly in tertiary education.

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