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Social origins and post-high school institutional pathways: A cumulative dis/advantage approach |
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| Affiliation: | 1. The Ohio State University, Medical Oncology (For correspondence and reprints), B424 Starling Loving Hall 320 W, 10th Avenue, Columbus, OH 43214, USA;2. Yale School of Medicine, Department of Internal Medicine, New Haven, CT, USA;3. City of Hope Comprehensive Cancer Center, Medical Oncology Duarte, CA, USA;1. German Institute for International Educational Research, Schloßstr. 29, D-60486 Frankfurt am Main, Germany;2. University of Kassel, Germany;1. Institute of Automation, Chinese Academy of Sciences, Beijing, China, 100190;2. Department of Management Information Systems, The University of Arizona, Tucson, USA;1. Department of Educational Studies, Swarthmore College, Swarthmore, PA, United States;2. Department of Applied Psychology and Human Development, OISE, University of Toronto, Toronto, ON, Canada |
| Abstract: | The social stratification that takes place during the transition out of high school is traditionally explained with theoretical frameworks such as status attainment and social reproduction. In our paper, we suggest the cumulative dis/advantage hypothesis as an alternative theoretical and empirical approach that explains this divergence in institutional pathways as the result of the dynamic interplay between social institutions (in our case, schools) and individuals’ resources.We use data from the NLSY79 in order to compute institutional pathways (defined by educational and occupational status) of 9200 high school graduates. Optimal Matching Analysis and Cluster Analysis generated a typology of life course pathways. Our results show that both ascribed characteristics and students’ high school characteristics and resources are predictors of post-high school pathways. |
| Keywords: | Transition out of high school Life course pathways Cumulative dis/advantage hypothesis Sociology of education |
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