Learning and Earning: Schooling, Juvenile Employment, and the Early Life Course in Late Nineteenth-Century New Haven

Lassonde, Stephen

doi:10.1353/jsh/29.4.839

Cited by 11 publications

(6 citation statements)

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“…These results would be consistent with the explanation that role conflict with the employee and student role grew. In other words, parents and young people were starting to believe that childhood and adolescence were the time for education, not employment (Caldwell et al 1998; Lassonde 1996). …”

Section: Discussionmentioning

confidence: 99%

“…Thus as roles become more differentiated in these societies, there is likely to be stronger role conflict between the student role and the employee role. Research suggests that in rapidly transitioning societies, an important change is that parents begin to view adolescence as a time for education and not other duties, such as employment or family formation (Caldwell et al 1998; Lassonde 1996). …”

Section: Theories and Hypothesesmentioning

confidence: 99%

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Social Change and the Relationships Between Education and Employment

Yabiku

Schlabach

2008

Popul Res Policy Rev

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The relationships between education and employment have long been of interest to social scientists. During the transition from a completely agricultural economy to one that is developing nonfarm opportunities, however, the relationships between education and employment may dramatically change. We examine how two components of education—schooling enrollment and attainment—affect the transition to employment for men and women in the Chitwan Valley of Nepal. Using discrete-time event history models, we find that school enrollment tends to delay employment, while school attainment accelerates employment. We also test how these effects may have changed across successive cohorts. Over time, the effects of enrollment have become stronger, while the effects of attainment appear to have weakened. These shifts in the nature of education may be related to increasing conflict between student and employee roles, as well as changes in the types and availability of employment.

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Section: Discussionmentioning

confidence: 99%

Section: Theories and Hypothesesmentioning

confidence: 99%

Social Change and the Relationships Between Education and Employment

Yabiku

Schlabach

2008

Popul Res Policy Rev

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“…Ideally attendance would be measured with more detail because daily school attendance was well below the number of students enrolled or registered. For example, Lassonde (1996) notes about antebellum New Haven that only around 2/3 of those registered actually attended on a given day. However, the attendance indicator is not a bad measure explanations, I also present models that limit the sample to individuals 10 years on each side of the compulsory cutoff (ages 4 to 23 at the time of the law in most states, which required attendance until age 14) and control for age at the time of the law.…”

Section: Methodsmentioning

confidence: 99%

Hidden Gains

Rauscher

2014

Educational Evaluation and Policy Analysis

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Research on early compulsory schooling laws finds minimal effects on attendance, but fails to investigate heterogeneous effects. Similarly, research proposes limited contexts in which expansion policies can increase equality, but has difficulty separating policy and cohort effects. Capitalizing on within-country variation in timing of early compulsory laws, passed 1852-1918, I ask whether they improved equality of school attendance or educational attainment by class, nativity, and race. Based on census data, compulsory laws increased equality of attendance and attainment, particularly among young men in the North, where the laws reduced class and race gaps by over 20%. Early compulsory schooling laws provided "hidden gains," missed in previous analyses, suggesting policies that raise minimum schooling can increase educational equality in certain contexts.

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“…In this respect, contadini parents at the turn of the century differed little from their working-class predecessors in the United States, many of whom had resisted the introduction and enforcement of compulsory schooling from the 1870s to the end of the century (Lassonde, 1996). However, whereas compulsory school attendance and the legal apparatus that supported it were phased in gradually over the latter half of the nineteenth century in Connecticut, immigrant families arriving after 1900 encountered a highly integrated system of enforcement.…”

Section: The Contadini In New Havenmentioning

confidence: 99%

Extended schooling, adolescence, and the renegotiation of responsibility among Italian immigrant families in New Haven, Connecticut, 1910–1940

Lassonde

2001

New Directions for Child and Adolescent Development

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Learning and Earning: Schooling, Juvenile Employment, and the Early Life Course in Late Nineteenth-Century New Haven

Cited by 11 publications

References 0 publications

Social Change and the Relationships Between Education and Employment

Social Change and the Relationships Between Education and Employment

Hidden Gains

Extended schooling, adolescence, and the renegotiation of responsibility among Italian immigrant families in New Haven, Connecticut, 1910–1940

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