Blacks and Mexican Americans do not attain the levels of education enjoyed by whites. There are two possible explanations for these differences: (1) either the process of educational attainment varies across ethnic groups, or (2) if the process is invariant, whites start with social advantages not shared by blacks and Mexican Americans, and thus…

A study that compared occupational attainment before and after adult education shows that economic background and participation in education as an adult does not help blacks attain better jobs as much as it helps whites. Thus, the occupational attainment of blacks is not significantly related to their participation in education after age 25. The…

The postsecondary educational experiences of black and white high school graduates who entered college between 1972 and 1974 were studied, with a focus on the effects of institutional characteristics on students. Data were obtained from the National Longitudinal Study of the high school senior class of 1972 for entrants to two- or four-year…

Using data from the fifteen-year National Longitudinal Study (NLS), a special study examined the interaction of work-related attitudes and subsequent behavior for eight age-sex-race groups. It was found that attitudes do influence subsequent work behavior. Specifically, it was established that individuals who felt they could influence their future…

This study used data from the National Longitudinal Study of the High School Class of 1972 with a model of educational attainment for whites (n=6,512) and blacks (n=699) that explicitly measured for a father's presence in the household. No substantial differences were found in the process of educational attainment between these groups when…

Examines differences in educational satisfaction among Black and White male students in postsecondary institutions. Variables used to study these differences were high school ability, expectations, self-esteem, school and program type, and postsecondary grades. (Author/DB)

Comparison of National Longitudinal Study data for 1972 and 1980 high school senior agriculture students showed considerable increases in female and Black enrollment, no change in academic ability as indicated by standardized test scores, and changes in occupational aspiration (a trend toward female-dominant occupations). (SK)

The fourth follow-up survey of the National Longitudinal Study of the High School Class of 1972 shows that Whites who have attended community colleges demonstrate greater improvement than do Blacks. Control variables used in the analysis included three socioeconomic variables. (Author/GC)

Virtually no research conducted on women and mathematics is longitudinal in scope, generalizable in extent, and ethnic-race specific in nature. This descriptive study begins to fill the gap by examining the effects of background, school, and social-psychological factors on Hispanic, black, and white women's mathematics attainments. Data for the…

Analysis of data from the National Longitudinal Study, High School Class of 1972 found that (1) men and Blacks received more on-the-job training than women and Whites; (2) postsecondary education and aptitude had a positive effect; (3) high school curriculum did not affect training; and (4) training was affected by verbal, math, and clerical job…

Information from the National Longitudinal Study (1972 seniors), the High School and Beyond Study (1980 seniors and sophomores) and the Postsecondary Education Transcript Study (1984) is analyzed to compare the patterns of enrollment, persistence, and attainment among these groups from their high school graduation until 1986. Subgroups by sex,…

A prototype model was developed to estimate the effect of various variables on the internal rate of return to starting college. The model arose out of observations that there is a nonlinear relationship between education and earnings, that many students who begin college never finish, that there are large differences across fields of…

Project S-114 (1977-1983) consisted of three objectives which dealt with rural Southern youth and focused on educational and occupational aspirations and attainment results for males and females, blacks and whites. Each objective involved utilization of a distinct dataset. In 1979 Objective 1 was completed; the fourth wave of a longitudinal panel…

The postsecondary educational plans of black and white high school seniors in the class of 1972 were compared with those in the same racial classification in the class of 1980. Four planning categories were examined: vocational school, community college-vocational, community college-academic, and 4-year college or university. Data were extracted…

Examined race and sex differences in the stability of mobility goals over a seven-year period following high school graduation and assessed effects of race, sex, social class, and academic ability on current mobility goals of young people who participated in a recent national longitudinal survey. (Author/GC)