Influences on Labor Market Outcomes of African American College Graduates: A National Study

Autor/in	Strayhorn, Terrell L.
Titel	Influences on Labor Market Outcomes of African American College Graduates: A National Study
Quelle	In: Journal of Higher Education, 79 (2008) 1, S.28-57 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
Schlagwörter	Employment Level; Job Satisfaction; Labor Market; College Graduates; African Americans; Outcomes of Education; Education Work Relationship; Correlation; Student Characteristics; Racial Factors; Black Colleges; Longitudinal Studies; Educational Attainment; Parent Influence; Socioeconomic Status; Gender Differences; Graduate Study; Wages + Suchen Sie Ihr Suchwort? Beschäftigungsgrad; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Labour market; Arbeitsmarkt; Hochschulabsolvent; Hochschulabsolventin; Afroamerikaner; Lernleistung; Schulerfolg; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsabschluss; Bildungsgut; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Aufbaustudium; Graduiertenstudium; Hauptstudium; Wage; Löhne
Abstract	Using an expanded econometric model, this study sought to estimate more precisely the net effect of independent variables (i.e., attending an HBCU) on three measures of labor market outcomes for African American college graduates. Findings reveal a statistically significant, albeit moderate, relationship between measures of background, human and sociocultural capital, and labor market outcomes of Black graduates. Specifically, graduating from an HBCU has a net negative impact on post-BA earnings, and mixed results were found for occupational status and job satisfaction. (Contains 7 tables.) (Author).
Anmerkungen	Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10