東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Different paths, different destinati...

Milesi, Carolina.

FindBook

Google Book

Amazon

博客來

Different paths, different destinations: A life course perspective on educational transitions.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Different paths, different destinations: A life course perspective on educational transitions./
作者:	Milesi, Carolina.
面頁冊數:	156 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1997.
Contained By:	Dissertation Abstracts International69-05A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3314189
ISBN:	9780549632726

Different paths, different destinations: A life course perspective on educational transitions.
Milesi, Carolina.

Different paths, different destinations: A life course perspective on educational transitions. - 156 p.

Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1997.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2008.

"Non-traditional" educational trajectories are increasingly common among American students. This dissertation assesses the implications of this phenomenon for inequality in educational attainment. A proper analysis of educational trajectories requires consideration of qualitatively different types of destinations within educational transitions, of the timing at which different transitions occur, and of the sequence of events within educational levels. By ignoring these issues, the standard sociological conceptualization of educational attainment---the educational transitions model---offers an insufficient account of inequality in educational attainment. To examine "traditional" and "non-traditional" pathways through post-secondary education, this study relies on extensive data from the National Longitudinal Survey of Youth 1979--2002. An underutilized application of event history methods, namely multi-state hazard models, is used to analyze the influence that type, timing, and sequence have on post-secondary degree attainment. The inclusion of time-varying covariates allows the proper identification of effects of socioeconomic background (SES) throughout educational trajectories.

ISBN: 9780549632726Subjects--Topical Terms:

626654
Education, Sociology of.

Different paths, different destinations: A life course perspective on educational transitions.
LDR:03503nam 2200313 4500 001 1394860
005 20110506135119.5
008 130515s2008 ||||||||||||||||| ||eng d
020 $a 9780549632726
035 $a (UMI)AAI3314189
035 $a AAI3314189
040 $a UMI $c UMI
100 1 $a Milesi, Carolina. $3 1673513
245 1 0 $a Different paths, different destinations: A life course perspective on educational transitions.
300 $a 156 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1997.
500 $a Adviser: Adam Gamoran.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2008.
520 $a "Non-traditional" educational trajectories are increasingly common among American students. This dissertation assesses the implications of this phenomenon for inequality in educational attainment. A proper analysis of educational trajectories requires consideration of qualitatively different types of destinations within educational transitions, of the timing at which different transitions occur, and of the sequence of events within educational levels. By ignoring these issues, the standard sociological conceptualization of educational attainment---the educational transitions model---offers an insufficient account of inequality in educational attainment. To examine "traditional" and "non-traditional" pathways through post-secondary education, this study relies on extensive data from the National Longitudinal Survey of Youth 1979--2002. An underutilized application of event history methods, namely multi-state hazard models, is used to analyze the influence that type, timing, and sequence have on post-secondary degree attainment. The inclusion of time-varying covariates allows the proper identification of effects of socioeconomic background (SES) throughout educational trajectories.
520 $a The study finds that the "traditional" pathway to earn a bachelor's degree is only fulfilled by about a third of students. This has consequences for attainment because following a "non-traditional" pathway reduces students' chances to complete a bachelor's degree. Cognitive skills and high school academic preparation are positively associated with post-secondary enrollment and degree attainment. In contrast, non-cognitive attributes and cumulative health are only associated with post-secondary enrollment.
520 $a The pattern of SES effects across educational transitions is consistent with findings of declining SES effects documented in the literature. Findings also reveal that SES effects are stronger in the educational trajectory associated with four-year colleges as compared with the trajectory for two-year colleges. Further analysis that accounts for individual-specific unobserved heterogeneity yields smaller SES effects for transitions associated with college entry (entry in two- or four-year college). Since SES effects remain the same in the transitions associated with degree completion, the overall pattern of decline in SES effects is less pronounced in these results. Further research is needed to investigate what possible unobserved factors may affect the different rates at which students progress through school.
590 $a School code: 0262.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Higher. $3 543175
650 4 $a Sociology, Demography. $3 1020257
690 $a 0340
690 $a 0745
690 $a 0938
710 2 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 69-05A.
790 1 0 $a Gamoran, Adam, $e advisor
790 $a 0262
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3314189