Education and the Socioeconomic Career II: A Model of the Resource Conversion Properties of Family, School, and Occupational Environments. Research Notes from the Malmo Study. Report No. 10.

Autor/inn/en	Bulcock, Jeffrey W.; und weitere
Institution	Stockholm Univ. (Sweden). Inst. for the Study of International Problems in Education.
Titel	Education and the Socioeconomic Career II: A Model of the Resource Conversion Properties of Family, School, and Occupational Environments. Research Notes from the Malmo Study. Report No. 10.
Quelle	(1974), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability; Achievement; Careers; Comparative Analysis; Comparative Education; Economic Status; Educational Research; Goal Orientation; Income; International Education; Models; Social Status; Socioeconomic Background; Socioeconomic Influences; Statistical Analysis; Tables (Data); Sweden + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Performance; Leistung; Career; Karriere; Vergleichende Erziehungswissenschaft; Bildungsforschung; Pädagogische Forschung; Zielorientierung; Zielvorstellung; Einkommen; Internationale Erziehung; Analogiemodell; Sozialer Status; Sozioökonomische Lage; Sozioökonomischer Faktor; Statistische Analyse; Tabelle; Schweden
Abstract	Recent findings are reported on the ongoing research related to the socioeconomic career attainment process utilizing the Malmo data set from Sweden as reported in ED 097 268. The general proposition tested is that the association between selected personality resource assets and the desired outcomes of resource conversion settings will be different for different levels or types of resource settings. It is found that (1) the interaction of children's early abilities and their family socioeconomic environments has strong effects on future educational attainments; (2) the interaction of early ability and educational attainment has a low but significant impact on the development of ability at maturity; (3) the two interactions between educational attainment and job status, and between ability at maturity and job status account for variance in earnings over and above the direct effects of ability at maturity and job status; and (4) the impact of schooling on net earnings of job status and ability at maturity is neglible. Attention is given to the relevance of these findings for the development of status attainment theory, and some suggestions are made for extending the analysis by fitting more accurate statistical models. Tables and graphs illustrate the findings throughout the document. (Author/JR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC