東華大學圖書館 |

Work and School in the Transition to Adulthood: Implications for Objective and Subjective Career Outcomes Across Individuals from Diverse Backgrounds.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Work and School in the Transition to Adulthood: Implications for Objective and Subjective Career Outcomes Across Individuals from Diverse Backgrounds./
作者:	Cho, Sugene.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	183 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28216234
ISBN:	9798678186522

Work and School in the Transition to Adulthood: Implications for Objective and Subjective Career Outcomes Across Individuals from Diverse Backgrounds.
Cho, Sugene.

Work and School in the Transition to Adulthood: Implications for Objective and Subjective Career Outcomes Across Individuals from Diverse Backgrounds. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 183 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ph.D.)--The Ohio State University, 2020.

This item must not be sold to any third party vendors.

College is a key piece of the career pathways taken by many young adults today. However, college education is not a homogenous experience and varies in meaningful ways including the occurrence and timing of entry, type, and degree receipt. Moreover, many youth bypass college altogether and instead directly transition into the job market. Yet education and work after high school have commonly been examined as separate domains, often measured as binary transitions. Moreover, research on career development during the transition to adulthood has tended to ignore the contribution of employment. My research centers on providing a more comprehensive approach in understanding young adults' early career development by modeling career transitions that encompass diverse postsecondary education and work experiences, which may occur both with and without each other. I use National Longitudinal Study of Youth 1997 (NLSY97), a longitudinal nationally representative dataset to identify young adults' career pathways and further explore the contextual factors that shape them and their links to subjective and objective career outcomes. Chapter 1 introduces my motivation for studying young adults' work and school trajectories, the life course theory as an overarching theoretical framework of these studies, and the NLSY97 used as the main dataset in all three studies. In Chapter 2, latent class analyses were conducted to identify the common career trajectories among young adults based on multiple work and school transition characteristics beginning from the timeline of their expected high school graduation until about eight years after. The role of family socioeconomic status (SES), individuals' future expectations, and local labor market conditions in predicting work and school pathways were also examined. This study identified four work and school pathways associated with a) pursuing a Bachelor's degree b) pursuing an Associate's degree c) entering the workforce with a high school diploma and d) showing limited engagement in both postsecondary education and early work. I also found that parental socioeconomic status and individuals' future expectations were associated with work and school pathways, whereas local labor market conditions were not. The aim of Chapter 3 was to examine how the work and school pathways identified in Chapter 2 were associated with their future subjective and objective career outcomes, and whether these associations vary by gender and SES. The findings suggest that the pathways were significantly associated with objective labor market outcomes but had limited relations with subjective career outcomes. However, the associations between work and school pathways and future job satisfaction varied by gender and SES. In Chapter 4, I used propensity score matching to estimate the career returns to different postsecondary educational experiences (e.g., Bachelor's degree receipt, Associate's degree receipt, some college experience, never enrolled in college) and further investigate whether the career returns vary by gender and SES. The findings indicate similar patterns to Chapter 3, in which postsecondary educational attainment levels significantly predicted objective labor market outcomes and had very little associations with job satisfaction. However, there were nuanced differences in the role of postsecondary educational attainment on job satisfaction across gender and SES. Lastly, Chapter 5 provides general contributions, integration of the findings, and limitations/strengths of the introduced studies as well as future directions.

ISBN: 9798678186522Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Life course

Work and School in the Transition to Adulthood: Implications for Objective and Subjective Career Outcomes Across Individuals from Diverse Backgrounds.
LDR:04807nmm a2200349 4500 001 2278440
005 20210628075028.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798678186522
035 $a (MiAaPQ)AAI28216234
035 $a (MiAaPQ)OhioLINKosu1587644222499243
035 $a AAI28216234
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cho, Sugene. $3 3556815
245 1 0 $a Work and School in the Transition to Adulthood: Implications for Objective and Subjective Career Outcomes Across Individuals from Diverse Backgrounds.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 183 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Purtell, Kelly.
502 $a Thesis (Ph.D.)--The Ohio State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a College is a key piece of the career pathways taken by many young adults today. However, college education is not a homogenous experience and varies in meaningful ways including the occurrence and timing of entry, type, and degree receipt. Moreover, many youth bypass college altogether and instead directly transition into the job market. Yet education and work after high school have commonly been examined as separate domains, often measured as binary transitions. Moreover, research on career development during the transition to adulthood has tended to ignore the contribution of employment. My research centers on providing a more comprehensive approach in understanding young adults' early career development by modeling career transitions that encompass diverse postsecondary education and work experiences, which may occur both with and without each other. I use National Longitudinal Study of Youth 1997 (NLSY97), a longitudinal nationally representative dataset to identify young adults' career pathways and further explore the contextual factors that shape them and their links to subjective and objective career outcomes. Chapter 1 introduces my motivation for studying young adults' work and school trajectories, the life course theory as an overarching theoretical framework of these studies, and the NLSY97 used as the main dataset in all three studies. In Chapter 2, latent class analyses were conducted to identify the common career trajectories among young adults based on multiple work and school transition characteristics beginning from the timeline of their expected high school graduation until about eight years after. The role of family socioeconomic status (SES), individuals' future expectations, and local labor market conditions in predicting work and school pathways were also examined. This study identified four work and school pathways associated with a) pursuing a Bachelor's degree b) pursuing an Associate's degree c) entering the workforce with a high school diploma and d) showing limited engagement in both postsecondary education and early work. I also found that parental socioeconomic status and individuals' future expectations were associated with work and school pathways, whereas local labor market conditions were not. The aim of Chapter 3 was to examine how the work and school pathways identified in Chapter 2 were associated with their future subjective and objective career outcomes, and whether these associations vary by gender and SES. The findings suggest that the pathways were significantly associated with objective labor market outcomes but had limited relations with subjective career outcomes. However, the associations between work and school pathways and future job satisfaction varied by gender and SES. In Chapter 4, I used propensity score matching to estimate the career returns to different postsecondary educational experiences (e.g., Bachelor's degree receipt, Associate's degree receipt, some college experience, never enrolled in college) and further investigate whether the career returns vary by gender and SES. The findings indicate similar patterns to Chapter 3, in which postsecondary educational attainment levels significantly predicted objective labor market outcomes and had very little associations with job satisfaction. However, there were nuanced differences in the role of postsecondary educational attainment on job satisfaction across gender and SES. Lastly, Chapter 5 provides general contributions, integration of the findings, and limitations/strengths of the introduced studies as well as future directions.
590 $a School code: 0168.
650 4 $a Higher education. $3 641065
650 4 $a Adult education. $3 543202
653 $a Life course
653 $a Postsecondary education
653 $a Job satisfaction
690 $a 0745
690 $a 0516
710 2 $a The Ohio State University. $b Human Ecology: Human Development and Family Science. $3 1672703
773 0 $t Dissertations Abstracts International $g 82-06A.
790 $a 0168
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28216234