Equalization or Reproduction? "Some College" and the Social Function of Higher Education

Autor/in	Payne, Sarah S. C.
Titel	Equalization or Reproduction? "Some College" and the Social Function of Higher Education
Quelle	In: Sociology of Education, 96 (2023) 2, S.104-128 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Payne, Sarah S. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/00380407221134809
Schlagwörter	Socialization; Higher Education; Role of Education; National Surveys; Longitudinal Studies; College Role; Educational Attainment; Income; Disadvantaged; Debt (Financial); Student Financial Aid; College Graduates; Educational Benefits; Outcomes of Education; Dropouts; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsauftrag; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsabschluss; Bildungsgut; Einkommen; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Hochschulabsolvent; Hochschulabsolventin; Bildungsertrag; Lernleistung; Schulerfolg; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	What are the economic consequences of college noncompletion? Given escalating student debt, is "some college" still worth it? This article applies augmented inverse probability weighting to the National Longitudinal Survey of Youth 1997 to estimate the causal effect of college noncompletion on income and financial hardship. Although noncompletion yields higher income than never attending college, it also increases financial hardship among more-disadvantaged groups through the mechanism of student debt. However, noncompleters of most groups would have had greater income and experienced less financial hardship had they graduated. Such contradictions complicate equalization and reproduction theories of higher education because higher education appears to have both equalizing (in the case of completion) and reproductive (in the case of noncompletion) effects. I argue this ambiguity is substantively meaningful, suggesting future research should examine whether the production of ambiguity constitutes a key social function of higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01