Educational Attainment by Life Course Sexual Attraction: Prevalence and Correlates in a Nationally Representative Sample of Young Adults

Researchers know relatively little about the educational attainment of sexual minorities, despite the fact that educational attainment is consistently associated with a range of social, economic, and health outcomes. We examined whether sexual attraction in adolescence and early adulthood was associated with educational attainment in early adulthood among a nationally representative sample of US young adults. We analyzed waves I and IV restricted data from the National Longitudinal Study of Adolescent Health (n = 14,111). Sexual orientation was assessed using self-reports of romantic attraction in waves I (adolescence) and IV (adulthood). Multinomial regression models were estimated and all analyses were stratified by gender. Women attracted to the same-sex in adulthood only had lower educational attainment compared to women attracted only to the opposite-sex in adolescence and adulthood. Men attracted to the same-sex in adolescence only had lower educational attainment compared to men attracted only to the opposite-sex in adolescence and adulthood. Adolescent experiences and academic performance attenuated educational disparities among men and women. Adjustment for adolescent experiences also revealed a suppression effect; women attracted to the same-sex in adolescence and adulthood had lower predicted probabilities of having a high school diploma or less compared to women attracted only to the opposite-sex in adolescence and adulthood. Our findings challenge previous research documenting higher educational attainment among sexual minorities in the US. Additional population-based studies documenting the educational attainment of sexual-minority adults are needed.     

Estimating marital fertility rates by educational attainment using a survey of new mothers

Marital fertility rates by educational attainment of mother are estimated for the United States for 1963. These calculations are based upon information collected in a probability sample survey of women having births in 1963 and are prepared by relating birth estimates for educational attainment groups to estimates of married women in corresponding groups.The rates do not display a negative association between educational attainment and the annual level of fertility, thus differing from the pattern observed in other measures of period fertility. Women who completed some high school but did not graduate and women with one or more years of college had higher annual fertility rates than women in other attainment classes.Alternative estimation procedures are discussed which illustrate difficulties in obtaining satisfactory correspondence between two independent surveys which are used to obtain the rate calculation components.     

From Privilege to Prevalence: Contextual Effects of Women’s Schooling on African Marital Timing

In Africa and elsewhere, educated women tend to marry later than their less-educated peers. Beyond being an attribute of individual women, education is also an aggregate phenomenon: the social meaning of a woman’s educational attainment depends on the educational attainments of her age-mates. Using data from 30 countries and 246 birth cohorts across sub-Saharan Africa, we investigate the impact of educational context (the percentage of women in a country cohort who ever attended school) on the relationship between a woman’s educational attainment and her marital timing. In contexts where access to education is prevalent, the marital timing of uneducated and highly educated women is more similar than in contexts where attending school is limited to a privileged minority. This across-country convergence is driven by uneducated women marrying later in high-education contexts, especially through lower rates of very early marriages. However, within countries over time, the marital ages of women from different educational groups tend to diverge as educational access expands. This within-country divergence is most often driven by later marriage among highly educated women, although divergence in some countries is driven by earlier marriage among women who never attended school.     

Receptivity Attitudes and the Occupational Attainment of Male and Female Immigrant Workers

This paper seeks to extend assimilation scholarship by focusing on the impact ofimmigrant receptivity attitudes. We test the hypotheses that receptivity attitudestoward immigrants held by citizens of metropolitan and regional labor marketswill have a direct impact, and/or interact with the educational human capital ofimmigrants, in explaining the occupational attainment of male and female immigrantworkers. Multi-level modeling is used to test the impact of aggregated immigrantreceptivity attitude measures, derived from the General Social Survey, which arespatially merged with immigrant worker human capital, individual-level assimilation,and area labor market indicators to predict managerial/professional and service/laboroccupation attainment of immigrant workers from a merged 1995–97 CurrentPopulation Survey data file. The results provide support for the receptivity attitudesthesis with statistically significant effects on service and labor attainment, but showminimal effects on managerial and professional occupational attainment. The keyreceptivity dimensions affecting occupational attainment are native-born citizens'attitudes concerning the impact of immigrants on American society, and attitudeson English-only language policies. The results show no systematic support for thereverse causation hypothesis that the occupational patterns of immigrants determinethe immigrant receptivity attitudes of citizens.     

The Black Gender Gap in Educational Attainment: Historical Trends and Racial Comparisons

It is often asserted that the gender gap in educational attainment is larger for blacks than whites, but historical trends comparing the black and white gender gap have received surprisingly little attention. Analysis of historical data from the U.S. census IPUMS samples shows that the gender gap in college completion has evolved differently for whites and blacks. Historically, the female advantage in educational attainment among blacks is linked to more favorable labor market opportunities and stronger incentives for employment for educated black women. Blacks, particularly black males, still lag far behind whites in their rates of college completion, but the striking educational gains of white women have caused the racial patterns of gender differences in college completion rates to grow more similar over time. While some have linked the disadvantaged position of black males to their high risk of incarceration, our estimates suggest that incarceration has a relatively small impact on the black gender gap and the racial gap in college completion rates for males in the United States.     

Can migration reduce educational attainment? Evidence from Mexico

This paper examines the impact of migration on educational attainment in rural Mexico. Using historical migration rates to instrument for current migration, we find evidence of a significant negative effect of migration on schooling attendance and attainment. IV-censored ordered probits show that living in a migrant household lowers the chances of boys completing junior high school and of boys and girls completing high school. We find that the observed decrease in schooling of 16- to 18-year-olds is accounted for by current migration of boys and increased housework for girls.     

The effects of female employment status on the presence and number of children

The main concern of this paper is to analyze the effects of female employment status on the presence and number of children in households in the Netherlands. For this purpose a hurdle count data model is formulated and estimated by the generalized method of moments. The hurdle takes explicitly into account the interrelationship between female employment status and timing of first birth. The number of children, once children are present in the household, is modeled conditional on female employment status. The empirical results show that female employment status is a major determinant of the presence and number of children in households: employed women schedule children later in life and have fewer children compared to nonemployed women, holding educational attainment constant. After controlling for female employment status, the educational attainment of both the woman and the man in the households are found to have relatively small effects on the presence and number of children. Received: 3 November 1998/Accepted: 22 September 1999     

The socio-demographic legacy of the Khmer Rouge period in Cambodia

The study presented in this paper is an examination of the long-term impact of genocide during the period of the Khmer Rouge regime (1975-79) in Cambodia. The very high and selective mortality of the period had a major impact on the population structure of Cambodia. Fertility and marriage rates were both very low under the Khmer Rouge, but recovered immediately after the regime's collapse. Because of the shortage of eligible men, the age and education differences between partners tended to decline. The period also had a lasting impact on the educational attainment of the population. The school system collapsed during the period and therefore individuals -- especially men -- who were of school age at the time have a lower educational attainment than those from the preceding and subsequent birth cohorts.     

Does the number of sex partners affect educational attainment? Evidence from female respondents to the Add Health

We use data on young women from the National Longitudinal Study of Adolescent Health to explore the relationship between number of sex partners and educational attainment. Using the average physical development of male schoolmates to generate plausibly exogenous variation in number of sex partners, instrumental variables estimates suggest that number of sex partners is negatively related to educational attainment. This result is consistent with the argument that romantic involvements are time consuming and can impose substantial emotional costs on young women.     

Does the number of sex partners affect educational attainment? Evidence from female respondents to the Add Health

We use data on young women from the National Longitudinal Study of Adolescent Health to explore the relationship between number of sex partners and educational attainment. Using the average physical development of male schoolmates to generate plausibly exogenous variation in number of sex partners, instrumental variables estimates suggest that number of sex partners is negatively related to educational attainment. This result is consistent with the argument that romantic involvements are time consuming and can impose substantial emotional costs on young women.     

Schooling,marriage, and age at first birth in Madagascar

The low school attainment, early marriage, and low age at first birth of females are major policy concerns in less developed countries. This study jointly estimated the determinants of educational attainment, marriage age, and age at first birth among females aged 12–25 in Madagascar, explicitly accounting for the endogeneities that arose from modelling these related outcomes simultaneously. An additional year of schooling results in a delay to marriage of 1.5?years and marrying 1?year later delays age at first birth by 0.5?years. Parents’ education and wealth also have important effects on schooling, marriage, and age at first birth, with a woman's first birth being delayed by 0.75?years if her mother had 4 additional years of schooling. Overall, our results provide rigorous evidence for the critical role of education—both individual women's own and that of their parents—in delaying the marriage and fertility of young women.     

Effects of education on reproductive behavior: lessons from Pakistan

Evidence from the Pakistan Demographic and Health Survey 1990/91 (PDHS) and a 1987 study by Zeba A. Sathar and Karen Oppenheim on women's fertility in Karachi and the impact of educational status, corroborates the correlation between improved education for women and fertility decline. PDHS revealed that current fertility is 5.4 children/ever married woman by the end of the reproductive period. 12% currently use a contraceptive method compared to 49% in India, 40% in Bangladesh, and 62% in Sri Lanka. The social environment of high illiteracy, low educational attainment, poverty, high infant and child and maternal mortality, son preference, and low status of women leads to high fertility. Fertility rates vary by educational status; i.e., women with no formal education have 2 more children than women with at least some secondary education. Education also affects infant and child mortality and morbidity. Literacy is 31% for women and 43% for men. 30% of all males and 20% of all females have attended primary school. Although most women know at least 1 contraceptive method, it is the urban educated woman who is twice as likely to know a source of supply and 5 times more likely to be a user. The Karachi study found that lower fertility among better educated urban women is an unintended consequence of women's schooling and deliberate effort to limit the number of children they have. Education-related fertility differentials could not be explained by the length of time women are at risk of becoming pregnant (late marriage age). Fertility limitation may be motivated by the predominant involvement in the formal work force and higher income. The policy implications are the increasing female schooling is a good investment in lowering fertility; broader improvements also need to be made in economic opportunities for women, particularly in the formal sector. Other needs are for increasing availability and accessibility of contraceptive and family planning services and increasing availability and accessibility of contraceptive and family planning services and increasing knowledge of contraception. The investment will impact development and demography and is an adjunct to child health an survival.     

Same-Sex Sexuality and Educational Attainment: The Pathway to College

Research finds lower levels of academic performance among sexual minority high school students, but some studies suggest sexual minorities have higher levels of educational attainment in adulthood. To further our understanding of how and why sexual orientation is associated with educational success, this study turns attention to the pathways to college completion, examining points along educational trajectories in which sexual minorities fall behind or surpass their heterosexual peers. Using data from the National Longitudinal Study of Adolescent to Adult Health, we find that sexual minority women are less likely than women with no same-sex sexuality to complete college, in part due to their high school performance and transition into college. Men who experience same-sex sexuality only in adolescence struggle in high school, but men who experience same-sex sexuality for the first time in adulthood are more likely to earn a college degree than men who do not experience same-sex sexuality.     

Social background composition and educational growth

This paper examines the impact of intercohort changes in social background composition on changes in grade progression rates at selected schooling levels. It presents formal arguments that the relative and absolute effects of background composition on grade progression rates should decline over levels of schooling, and using data for white males born beteen 1907 and 1951, offers empirical support for these arguments. Whereas twentieth century increases in average educational attainment are primarily due to increases in grade progression rates at the elementary and secondary levels, future growth must occur through increases in transition rates beyond high school, given the near universality of high school graduation for cohorts born at midcentury. Our analysis shows that postsecondary progression rates are much less responsive to changes in family background composition than rates in the schooling process. Despite intercohort changes in background composition that are increasingly favorable to educational attainment, future educational growth may be slower than past growth because compositional effects on average attainment will be through progression rates where the effects are weak.     

Remarriage patterns of black and white women: Eeassessing the role of educational attainment

Using data from the National Survey of Families and Households, this article illustrates the role of educational attainment in the remarriage patterns of black and white women. For whites, remarriage propensities do not differ significantly by schooling level. For blacks, on the other hand, remarriage and education are positively associated, net of the effects of other variables such as age at separation and the number of children. Very few black high school dropouts in the sample had remarried 10 years after separation. The results suggest that for blacks, those with the worst socioeconomic prospects are least likely to remarry.     

Developing a best practice model of refugee maternity care

BackgroundAbout one third of refugee and humanitarian entrants to Australia are women age 12–44 years. Pregnant women from refugee backgrounds may have been exposed to a range of medical and psychosocial issues that can impact maternal, fetal and neonatal health.Research questionWhat are the key elements that characterise a best practice model of maternity care for women from refugee backgrounds? This paper outlines the findings of a project which aimed at developing such a model at a major maternity hospital in Brisbane, Australia.Participants and methodsThis multifaceted project included a literature review, consultations with key stakeholders, a chart audit of hospital use by African-born women in 2006 that included their obstetric outcomes, a survey of 23 African-born women who gave birth at the hospital in 2007–08, and a survey of 168 hospital staff members.ResultsThe maternity chart audit identified complex medical and social histories among the women, including anaemia, female circumcision, hepatitis B, thrombocytopenia, and barriers to access antenatal care. The rates of caesarean sections and obstetric complications increased over time. Women and hospital staff surveys indicated the need for adequate interpreting services, education programs for women regarding antenatal and postnatal care, and professional development for health care staff to enhance cultural responsiveness.Discussion and conclusionsThe findings point towards the need for a model of refugee maternity care that comprises continuity of carer, quality interpreter services, educational strategies for both women and healthcare professionals, and the provision of psychosocial support to women from refugee backgrounds.     

Understanding links between adolescent health and educational attainment

The educational and economic consequences of poor health during childhood and adolescence have become increasingly clear, with a resurgence of evidence leading researchers to reconsider the potentially significant contribution of early-life health to population welfare both within and across generations. Meaningful relationships between early-life health and educational attainment raise important questions about how health may influence educational success in young adulthood and beyond, as well as for whom its influence is strongest. Using data from the National Longitudinal Survey of Youth 1997, I examine how adolescents’ health and social status act together to create educational disparities in young adulthood, focusing on two questions in particular. First, does the link between adolescent health and educational attainment vary across socioeconomic and racial/ethnic groups? Second, what academic factors explain the connection between adolescent health and educational attainment? The findings suggest that poorer health in adolescence is strongly negatively related to educational attainment, net of both observed confounders and unobserved, time-invariant characteristics within households. The reduction in attainment is particularly large for non-Hispanic white adolescents, suggesting that the negative educational consequences of poor health are not limited to only the most socially disadvantaged adolescents. Finally, I find that the link between adolescent health and educational attainment is explained by academic factors related to educational participation and, most importantly, academic performance, rather than by reduced educational expectations. These findings add complexity to our understanding of how the educational consequences of poor health apply across the social hierarchy, as well as why poor health may lead adolescents to complete less schooling.In a presidential address to the Population Association of America, Palloni (2006) emphasized the need for research on early-life health as a mechanism in the intergenerational transmission of socioeconomic status. Although poor health is well known as a consequence of childhood and family socioeconomic conditions, it is also clear that illness during childhood and adolescence has lasting educational and socioeconomic effects (Case, Fertig, and Paxson 2005; Conley and Bennett 2000; Smith 2005). What remains less clear is how health early in life influences educational success in young adulthood and beyond. Do those with a health disadvantage graduate from high school at lower rates, for example, because they perform poorly in school or because they and their families develop reduced expectations for the future? In addition, how do race/ethnicity and socioeconomic status complicate these relationships? Our understanding of how health’s influence on educational attainment differs across groups is unclear.This article considers these complexities by asking several questions. It confirms that health during adolescence is strongly negatively associated with educational attainment and then examines this relationship in greater depth than is typical. First, I examine variation in the link between health and educational attainment along socioeconomic and racial/ethnic lines. Are the families of adolescents in poorer health better able to mitigate the negative educational consequences of a condition if they are socially and/or economically advantaged? Or do youths in these families suffer an equal or greater disadvantage? Second, I evaluate the role of academic factors—specifically, educational participation, performance, and expectations—that may explain the connection between adolescents’ health and educational attainment. I examine these questions with data from the National Longitudinal Survey of Youth 1997 (NLSY97), with an overall goal of understanding the ways in which health and social status act together to create educational disparities in the early life course.     

Being a Woman,Young and Poor

This study was conducted with the interest of knowing female identities in their reality, as well as the role of Brazilian telenovelas in the constitution of being a woman. The objective is to understand how the conflicts and the complementarities between telenovela audience and empirical mediations of family, school and social class constitute the female identity of young women from popular classes. The sample of this research was composed of twelve young women from fifteen to twenty-four years of age, who live in the outskirts of Santa Maria, a city in the South of Brazil with three hundred thousand inhabitants. The results of the research point to an imposition of the social class on the female identities of these young women. Their economic deprivation defines the experiences and ways of being a woman, either through teenage pregnancy, due to work, to abandoning school, or to television as their main form of leisure. The role of telenovelas is also essential. On the one hand, they (re)produce a traditional female model—in which maternity and marriage are the priorities of women. On the other hand, they present evidence to those interviewed of a representation of equality between genders, which they do not experience in their daily lives.     

母亲受教育水平对儿童健康的影响及其路径

母亲的受教育水平对儿童的健康发展具有重要影响,但鲜有研究针对其影响路径进行深入分析。本文基于1991-2015年中国营养与健康调查数据,利用母亲的兄弟姐妹个数作为母亲受教育水平的工具变量,采用两阶段最小二乘法(2SLS),探讨了母亲受教育水平对儿童健康的影响及其路径。研究表明,母亲受教育水平每提高1年,儿童的年龄别身高Z评分和年龄别体重Z评分分别平均显著提高0.129和0.14个标准差,具体来说,5岁儿童身高和体重对应是提高约0.6厘米和0.3千克。使用九年义务教育的实施作为母亲受教育水平的工具变量时,结果仍然稳健。影响路径的研究结果说明,母亲的受教育水平可通过提高其膳食知识水平和家庭资产指数来影响其儿童的健康发展。进一步的异质性分析发现,农村母亲受教育水平对家庭资产指数和儿童健康的影响显著大于城市,但对膳食知识水平的影响不存在城乡差异。基于以上分析,提高女性的教育投入,尤其是农村女性的教育投入可以显著改善儿童的健康状况。     

Education,religion, and voter preference in a Muslim country

Using a unique survey of adults in Turkey, we find that an increase in educational attainment, due to an exogenous secular education reform, decreased women’s propensity to identify themselves as religious, lowered their tendency to wear a religious head cover (head scarf, turban, or burka) and increased the tendency for modernity. We also find that education has a negative impact on women’s propensity to vote for Islamic parties. The effect of female education on religiosity is driven by those who reside in urban areas. There is no statistically significant impact of education on male religiosity and tendency to vote for Islamic parties. Increased education does not influence the propensity to cast a vote in national elections for either men or women.