Overeducation and Jobs: Can the Great Training Robbery be Stopped?

Autor/in	Quinn, Robert P.
Titel	Overeducation and Jobs: Can the Great Training Robbery be Stopped?
Quelle	(1975), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Background; Employment Qualifications; Employment Statistics; Job Satisfaction; Labor Force; Promotion (Occupational); Role Conflict; Self Esteem; Tables (Data) + Suchen Sie Ihr Suchwort? Vorbildung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Employment; Statistics; Arbeitsmarktstatistik; Beschäftigtenstatistik; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Labour force; Arbeitskraft; Erwerbsbevölkerung; Aufstiegsberuf; Berufsförderung; Rollenkonflikt; Self-esteem; Selbstaufmerksamkeit; Tabelle
Abstract	In recent years, researchers have been questioning the assumption that more education necessarily guarantees workers greater occupational payoffs. This study examines overeducation in the American work force in terms of its frequency; segments of the work force in which it is most common; its relationship to job dissatisfaction, low self-esteem, and depressed mood; and the effects of reinforcement from the worker's environment on the overeducated worker. Data were collected in 1973 from a national probability sample of people 16 years old or older, living in households, and working for pay at least 20 hours a week. Workers were interviewed regarding overeducation, job satisfaction, self-esteem, depressed mood, promotions, and skill shortage. Findings indicated that 27 percent of the American work force felt their level of formal education exceeded that needed by people in their jobs, and 19 percent felt their education was less than that needed. Overeducated workers were significantly more likely to be dissatisfied with their jobs, to have low self-esteem, and to experience depressed mood. Occupational role strain was greatest when the worker was both overeducated and either had never been promoted or did not perceive a shortage of people with his/her skills. (EA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC