Household Structure and Children's Educational Attainment: A Perspective on Coresidence with Grandparents

Children from alternative households complete fewer years of schooling. Yet little is known about the implications of coresidence with grandparents for educational attainment. Using data from the National Longitudinal Study of Adolescent Health (N = 10,083), this study found that extended households with two biological parents were not detrimental to high school completion or college enrollment. Although coresidence with grandparents did not compensate for not living with two biological parents, it seemed to be beneficial for the educational attainment of youth from single‐mother households. In contrast, skipped‐generation households were associated with a persistent disadvantage for educational attainment. Limited socioeconomic resources partially accounted for the adverse effects of alternative households, whereas parenting quality did not explain these effects. Interactions of gender by household structure suggested that stepfather households could have negative consequences for high school completion and college enrollment only for girls.     

Competition for Resources: A Reexamination of Sibship Composition Models of Parental Investment

The predictions of resource dilution and sibship gender composition models of educational investment are tested using the Japanese Nationwide Survey on Families (N = 6,985). Japan is an important case because of its postindustrial economy, coupled with high levels of dependence on parental investment to attend a university and persisting gender inequality in educational attainment. In previous between‐family analyses of educational attainment in Japan, boys were found to drain resources from their sisters. The within‐family, multilevel models of parental educational investments in this analysis show that girls with college‐educated brothers fare better than their peers without brothers. An alternative model incorporating the educational investments received by brothers in the same family is proposed.     

Nonparental Adults as Social Resources in the Transition to Adulthood

This short‐term longitudinal study examined whether the social resources of important nonparental adults (VIPs) perceived by youth during their senior year of high school had a significant relation to their educational and socioemotional adjustment 1 year later. One month before their high school graduation, a multiethnic sample of youths (N=754) reported on their grades, educational expectations, and selected psychosocial characteristics (i.e., depressed mood and misconduct); the educational attainment and perceived psychosocial characteristics of an important nonparental adult in their lives; and the educational plans and perceived psychosocial characteristics of their close friends. Key measures were included in a mailed survey 1 year later. VIP characteristics (particularly their educational attainment) were associated with post‐high school adjustment, even after controlling for previous level of youth adjustment and contributions from demographic and peer characteristics.     

Evaluating a project on Roma education

This research note is based on the evaluation of the Comenius project Teacher‐IN‐SErvice‐Training‐for‐Roma‐inclusion (INSETRom). The project represented an international effort that was undertaken to bridge the gap between Roma and non‐Roma communities and to improve the educational attainment of Roma children in the mainstream educational system. The evaluation of the project showed that such projects can impact a teacher's confidence and attitudes, but that implementing new insights poses many challenges.     

DO COLLEGE‐PREPARATORY PROGRAMS IMPROVE LONG‐TERM OUTCOMES?

This paper presents an analysis of the longer‐run effects of a college‐preparatory program implemented in inner‐city schools that provided teacher training in addition to payments to 11th‐ and 12th‐grade students and their teachers for passing scores on Advanced Placement (AP) exams. Affected students passed more AP exams, were more likely to remain in college beyond their first and second years, and earned higher wages. Effects are particularly pronounced for Hispanic students who experienced a 2.5‐percentage‐point increase in college degree attainment and an 11% increase in earnings. While the study is based on nonexperimental variation, the results are robust across a variety of specifications, and most plausible sources of bias are ruled out. The results provide credible evidence that implementing high‐quality college‐preparatory programs in existing urban schools can improve the long‐run educational and labor‐market outcomes of disadvantaged youth. (JEL I2, I24, J0)     

Women's Changing Attitudes Toward Divorce, 1974–2002: Evidence for an Educational Crossover

This article examines trends in divorce attitudes of young adult women in the United States by educational attainment from 1974 to 2002. Women with 4‐year college degrees, who previously had the most permissive attitudes toward divorce, have become more restrictive in their attitudes toward divorce than high school graduates and women with some college education, whereas women with no high school diplomas have increasingly permissive attitudes toward divorce. We examine this educational crossover in divorce attitudes in the context of variables correlated with women's educational attainment, including family attitudes and religion, income and occupational prestige, and family structure. We conclude that the educational crossover in divorce attitudes is associated most strongly with work and family structure variables.     

Ethnicity,Language, and Economic Well‐being in Rural Guatemala

Abstract We examine ethnic differences in objective and perceived economic well‐being in rural Guatemala. The evidence shows that long‐standing ethnic differentials in objective indicators of household economic well‐being actually widened between 1988 and 1995, a period characterized by rapid economic growth rates. We examine the effects of a major determinant of household economic well‐being in rural Guatemala, educational attainment, in accounting for ethnic and language differentials in household consumption. Our results show that returns to education appear to be substantially lower for indigenous households, especially indigenous households where the head of household does not speak Spanish. Ethnic differentials in perceived economic well‐being do not strictly parallel differences in objective indicators of well‐being. Indigenous women with any education are more likely to report relative economic deprivation than are non‐indigenous women, or ladinas, controlling for objective measures of household wealth.     

Young Adults' Fertility Expectations and Events: Associations With College Enrollment and Persistence

The analyses described in this article investigated the association between adolescent fertility expectations and college enrollment (N = 7,838). They also explored the potential impact of fertility expectations and events on college persistence among 4‐year (n = 2,605) and 2‐year (n = 1,962) college students. The analysis, which used data from the National Longitudinal Survey of Youth 1997 cohort, showed a significant association between expectations for early parenthood and the likelihood of going to a 4‐year college or 2‐year college for both men and women. In addition, the authors found that pregnancies were associated with an increased risk of college dropout for women; however, if all of the estimated effect of pregnancies on the risk of dropout were causal, they would still not be a major factor contributing to educational attainment because fertile pregnancies among college women are so rare.     

A COMPARATIVE ANALYSIS OF THE NATIVITY WEALTH GAP*

We investigate the relative wealth position of immigrant households residing in Australia, Germany, and the United States. In Germany and the United States, wealth differentials stem from differences in the educational attainment and demographic characteristics of the native and immigrant populations, rather than income differentials. In contrast, the small nativity wealth gap in Australia exists because immigrants to Australia do not translate their relative educational and demographic advantage into a wealth advantage. Overall, we find substantial disparity in the economic well‐being of immigrant and native families which is largely consistent with domestic labor markets and immigration policies. (JEL F22, D31)     

The State of Research in Latino Academic Attainment

In this essay, I present an interdisciplinary examination of the state of research in Latino education, addressing not only the cultural forces influencing Latinos’ educational attainment, but also the structural conditions faced by them—as a racialized minority group—throughout their schooling and that have a cumulative effect on their academic attainment. Overall, I suggest that by engaging in a critical review of the literature on Latinos’ educational attainment, the reader will acknowledge that the racially driven hierarchical structural arrangements are highly responsible for the patterns observed.     

OPTIMAL WAGE TAXATION WHEN HUMAN CAPITAL AND EMPLOYMENT ARE ENDOGENOUS

This paper studies how optimal wage tax conclusions from the classic two‐period life cycle model of human capital accumulation are affected by endogenizing the number of taxpaying workers. In the absence of a corrective policy, young individuals underinvest in human capital from a social perspective because tax premiums for transfers to nonworkers are not actuarially adjusted downward for human capital attainment. A combination of wage taxes and wage subsidies can restore proper price signals. Numerical simulations suggest that even modest employment elasticities can be sufficient to substantially impact the magnitudes and even the signs of optimal wage tax rates. (JEL H21, H3, J24)     

DISCOUNTING,COGNITION, AND FINANCIAL AWARENESS: NEW EVIDENCE FROM A CHANGE IN THE MILITARY RETIREMENT SYSTEM

The choice given military personnel between an immediate cash payment of $30,000 or a more generous retirement pension permits us to estimate individuals' personal discount rates (PDRs). The resulting PDRs, about 7% for enlisted personnel and 2%–4.3% for officers, are precise and are correlated with a variety of other financial behaviors. The PDR is negatively related to educational attainment and the Armed Forces Qualification Test, but cognition seems to operate through channels other than being better informed; better‐informed individuals were not always measured to be more patient. (JEL D91, D14)     

ACCOUNTING FOR THE GENDER GAP IN COLLEGE ATTAINMENT

One striking phenomenon in the U.S. labor market is the reversal of the gender gap in college attainment. Females have outnumbered males in college attainment since 1987. We develop a discrete choice model of college entry decisions to study the driving forces of changes in college attainment by gender. We find that the increase in relative earnings between college‐educated and high‐school‐educated individuals and the increasing parental education have important effects on the increase in college attainment for both genders, but cannot explain the reversal of the gender gap. Rising divorce probabilities increase returns to college for females and decrease those for males, and thus are crucial in explaining the reversal of the gender gap in college attainment. (JEL J24, J16, I20)     

THE LONG‐TERM EFFECTS OF CONDITIONAL CASH TRANSFERS ON CHILD LABOR AND SCHOOL ENROLLMENT

This paper investigates the long‐term effects of conditional cash transfers on school attainment and child labor. To this end, we construct a dynamic heterogeneous agent model, calibrate it with Brazilian data, and introduce a policy similar to the Brazilian Bolsa Família. Our results suggest that this type of policy has a very strong impact on educational outcomes, sharply increasing primary school completion. The conditional transfer is also able to reduce the share of working children from 22% to 17%. We then compute the transition to the new steady state and show that the program actually increases child labor over the short run, because the transfer is not enough to completely cover the schooling costs, so children have to work to be able to comply with the program's schooling eligibility requirement. We also evaluate the impacts on poverty, inequality, and welfare. (JEL O11, I25, J24)     

HOW MUCH ARE WE WILLING TO CONTRIBUTE FOR BETTER EDUCATIONAL OUTCOMES? EVIDENCE FROM A SURVEY EXPERIMENT

We use a survey experiment on a sample of Argentine households to elicit willingness to contribute toward improving the performance of public school students in international educational assessments. Households are presented with a sequence of bids that they can accept or reject. Information is presented in vignettes that vary in the proportion of children who benefited from the gains in educational attainment. We find a higher willingness to contribute for larger gains. In total, households would be willing to contribute an additional 12.8% of current educational expenditure to guarantee improved education quality. (JEL I22, I25, C83, H52)     

Economic hardship in the family of origin and children's psychological well‐Being in adulthood

Past research consistently indicates that poverty and economic hardship have negative consequences for children. Few studies, however, have examined whether these consequences persist into adulthood. This study addresses this gap by assessing whether economic resources in the family of origin have long‐term effects on psychological well‐being in adulthood. Specifically, we test two processes—one involving interpersonal processes in the family of origin, and the other involving children's socioeconomic attainment—that may help to explain the link between early economic factors and later well‐being. Using 17‐year longitudinal data from two generations (N= 589), we find evidence that economic hardship in the family of origin predicts later adult well‐being through the parents’ marital relationship, the parent‐teen relationship, children's educational attainment, and children's earned income. Supplementary analyses suggest that economic hardship is particularly problematic when it is of long duration or when it occurs during adolescence.     

Der lange Arm der Bildungsexpansion: Die Bedeutung zunehmender elterlicher Bildungsressourcen für die Bildungsbeteiligung von Frauen in Deutschland

The study combines survey data from the German General Social Survey (ALLBUS) and the German Socio-Economic Panel (GS?O?E?P) to address the role of changing parental resources in explaining the long-run historical trend of women’s rising educational attainment in Germany. For West German cohorts, the analysis suggests a distinction between two historical periods: a first one for birth cohorts up until the mid-1960s, when daughters’ educational attainment increased uniformly across all social strata, and a second period among women from younger birth cohorts, for whom all observable change in educational attainment can be explained as a pure compositional effect due to rising levels of parental resources. Rising educational attainment among East German cohorts has followed a more complex historical pattern, however, as women first benefitted from rapid educational expansion and the equalization of educational opportunity during the first two decades of the GDR. With educational policies reversed since the 1970s, East German women saw their educational progress stalled, and class-specific educational attainment actually in decline up until the point of German reunification. With reunification, women’s educational attainment increased sharply, but, as among Western cohorts, mostly as a reflection of the growth of parents’ private resources. In both parts of Germany, parental education rather than class has been the key factor at the family level, and increasingly so the rising education of mothers.     

Latin American Immigration,Maternal Education,and Approaches to Managing Children's Schooling in the United States

Concerted cultivation is the active parental management of children's educations that, because it differs by race/ethnicity, nativity, and socioeconomic status, plays a role in early educational disparities. Analyses of the Early Childhood Longitudinal Study–Kindergarten Cohort (n = 10,913) revealed that foreign‐born Latina mothers were generally less likely to engage in school‐based activities, enroll children in extracurricular activities, or provide educational materials at home when children were at the start of elementary school than were U.S.‐born White, African American, and Latina mothers, in part because of their lower educational attainment. Within the foreign‐born Latina sample, the link between maternal education and the three concerted cultivation behaviors did not vary by whether the education was attained in the United States or Latin America. Higher maternal education appeared to matter somewhat more to parenting when children were girls and had higher achievement.     

Ethnic Stratification and Inter-Generational Differences in Japan: A Comparative Study of Korean and Japanese Status Attainment

Abstract: There are plenty of stereotypical discourses concerning the Korean minority in Japan that are widely accepted, not because of their plausibility, but because of the lack of basic empirical data. In order to fill this intellectual vacuum, I conducted a social stratification and mobility survey focusing on resident Korean men in 1995, comparable with the Japanese sample. The purpose of this article is exploratory rather than aimed at hypothesis testing, given the extreme paucity of the earlier empirical data for the ana‐lysis of Korean minority status attainment. The results show that:  

• 1 For the Korean minority in Japan, class resources translate into educational attainment to a much lower extent than for the Japanese.
• 2 Korean status attainment patterns deviate from those of their Japanese counterparts. For the Japanese, the crucial status attainment path is secured through educational attainment, which is not the case among Koreans.
• 3 Despite being denied access to such mainstream status attainment paths, major status indicators for Koreans are not significantly different than those of Japanese, and regarding this equality of outcomes, one of the possible explanations is that Korean ethnic disadvantages in the status attainment process may have been overcome by mobilizing informal bilateral ethnic networks.

     

A Longitudinal Examination of Support,Self‐Esteem,and Mexican‐Origin Adolescent Mothers' Parenting Efficacy

Guided by a risk and resilience framework, this study used a prospective longitudinal, multiple‐reporter design to examine how social support from a mother figure during pregnancy interacted with Mexican‐origin adolescent mothers' self‐esteem to inform their parenting efficacy when their children were 10 months old. Using reports of perceived social support by adolescent mothers (M_age = 16.24, SD = 0.99) and their mother figures (M_age = 40.84, SD = 7.04) in 205 dyads, and controlling for demographic factors (i.e., adolescent age, adolescent nativity, family income, mothers' educational attainment, adolescent – mother coresidence) and adolescents' social support from a significant other, the findings indicated that social support during pregnancy was positively associated with adolescent mothers' future parenting efficacy when adolescent mothers had relatively lower self‐esteem. The findings were consistent for adolescents' and mothers' reports and emphasize the value of social support from a mother figure among adolescent mothers with lower self‐esteem. Implications for interventions are presented.