Career and Education Patterns of Rural Women.

Autor/inn/en	Lichtman, Marilyn; Rothschild, Susan J. S.
Titel	Career and Education Patterns of Rural Women.
Quelle	(1982), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Aspiration; Employment Level; Family Status; Females; High School Graduates; Longitudinal Studies; Marital Status; Occupational Aspiration; Rural Urban Differences; Urbanization; National Longitudinal Study of the High School Class of 1972 + Suchen Sie Ihr Suchwort? Schulleistung; Beschäftigungsgrad; Weibliches Geschlecht; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Familienstand; Berufsneigung; Berufsziel; Stadt-Land-Beziehung; Urbanisation; Urbanisierung
Abstract	Data drawn from the National Longitudinal Study of the High School Class of 1972 and follow-up surveys through 1979 were used to explore career and educational patterns of two groups of women: those who received their high school education in rural areas and remained, and those who left for larger communities. Over 40% of the sample were classified as rural in both 1972 and 1979 (unweighted n=907; weighted n=144,016); nearly 60% of those women who lived in rural areas when they completed high school had moved away by 1979 (unweighted n=1,418; weighted n=182,785). Three classes of variables were selected: educational expectations and attainment, occupational expectations and attainment, and marital and family status. Data clearly suggested that rural residence following high school graduation was an important factor in career and educationl patterns of women. Those women who did not remain in rural communities attained higher levels of education and more diverse occupational status. More rural women were married and more non-rural women were single or no longer married. Two-thirds of the rural women had children while less than one-half of the non-rural women did. Subsequent analyses stressing the multivariate nature of attainment models will add psychological, attitudinal, and role model variables. (BRR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC