Why Education Matters

Kingston, Paul; Hubbard, Ryan J.; Lapp, Brent; Schroeder, Paul W.; Wilson, Julia

doi:10.2307/3090261

Cited by 173 publications

(125 citation statements)

References 21 publications

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“…Rosenbaum (2001) argues that social science researchers have not fully examined the consequences of the college-for-all movement on individual outcomes. Education has an impact on nearly every single life outcome, generally leading to more favorable results (Converse 1972;Hout 2012;Kingston et al 2003). It is tempting to treat education's effects as time-invariant, and research on returns to education can be summarized by Hout's (2012, 394) However, this study also undermines one of the key implications of the absolute education hypothesis: If education improves outcomes for each individual, then more education for the entire population should improve outcomes for everyone.…”

Section: Resultsmentioning

confidence: 99%

Doing Less with More: Cohorts, Education, and Civic Participation in America

Horowitz

2015

Social Forces

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Section: Resultsmentioning

confidence: 99%

Doing Less with More: Cohorts, Education, and Civic Participation in America

Horowitz

2015

Social Forces

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“…The former are crucial to how young people, especially girls, function in school, and the latter are typically embedded in school contexts (Correll 2001;Crosnoe 2000). Second, high school is the foundation for subsequent stages of the life course, affecting the likelihood and timing of college enrollment, marriage, childbearing, income security, good health, and mortality (Kingston et al 2003;Kerckhoff 1993). Bringing these themes together, the school is a setting for the social psychological disruption of early puberty and a vehicle through which this disruption has long term consequences.…”

Section: Early Pubertal Timing and Girls' Academic Careersmentioning

confidence: 99%

Puberty and the Education of Girls

2007

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This study extends previous research on the social psychological implications of pubertal timing to education by applying a life course framework to data from the National Longitudinal Study of Adolescent Health and from the Adolescent Health and Academic Achievement Study. Early pubertal timing, which has previously been associated with major social psychological changes in girls' lives during middle school, predicted girls' grade point average and probability of course failure at the start of high school. Because of this initial failure during the high school transition, it also predicted their probability of dropping out of high school, and, among those who graduated, their grade point average at the end of high school. Such research demonstrates one way in which the immediate social psychological risk of early pubertal timing, measured as the age at menarche, translates into longterm disadvantage for girls, thereby opening up new avenues of research for social psychologists interested in youth development, health, and education.Puberty is a physiological event that profoundly transforms the human body. Yet, the significance of this event extends far beyond the physiological or biological into the social and psychological domains of the early life course (Stattin and Magnusson 1990). Consequently, puberty, especially its timing, is of interest to sociologists and psychologists who study adolescence (Brooks-Gunn, Peterson, and Eichorn 1985;Cavanagh 2004;Ge, Conger, and Elder 1996;Graber et al. 1997;Haynie 2003;Martin 1996). In short, this research demonstrates that how and when young people, especially girls, undergo puberty shapes their sense of self as well as their social relationships. This rich literature on the social psychological risks of puberty can and should be extended to include a careful consideration of how these immediate risks translate into long-term consequences for girls' lives. One approach to this "translation" is to investigate how these risks influence girls' pathways through major institutions of society, such as the educational system. In other words, do alterations in psychological well-being and social context during the pubertal transition direct girls' lives long after by influencing their navigation of high school?In this study, we use the educational data recently added to the National Longitudinal Study of Adolescent Health (Add Health) to explore the connection between the pubertal transition, measured as the age at menarche, and girls' pathways into and through high school. Such research is directly relevant to three prominent areas of sociological social psychology: 1) life course research focused on the connection between the intimate aspects of individual development and larger, institutional pathways as well as on the long-term implications of discrete developmental transitions, 2) interactionist research focused on the specific mechanisms by which changes to the self translate into institutional risks and benefits, and 3) educational research focused on the ways ...

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“…Sociologists and political scientists have long been putting forward alternative interpretations of the attitudinal effects of education (see e.g. Jackman and Muha 1981, Bobo and Licari 1989, Burns and Gimpel 2000, Kingston et al 2003. They have argued that the positive effect of education on pro-immigration attitudes could be entirely due to values and predispositions that are associated to schooling, such as tolerance, open-mindedness or political correctness, rather than to relative scarcity of human capital (see also Wagner and Zick 1995;Hainmueller andHiscox 2007, Côté andErickson 2009).…”

Section: Introductionmentioning

confidence: 99%

Labor-market exposure as a determinant of attitudes toward immigration

2012

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Why Education Matters

Cited by 173 publications

References 21 publications

Doing Less with More: Cohorts, Education, and Civic Participation in America

Doing Less with More: Cohorts, Education, and Civic Participation in America

Puberty and the Education of Girls

Labor-market exposure as a determinant of attitudes toward immigration

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