Economic Attainment Patterns of College-Educated Women in Mid-Career: An Objective Indicator of Career Success

Autor/inn/en	Han, Hyojung; Rojewski, Jay W.
Titel	Economic Attainment Patterns of College-Educated Women in Mid-Career: An Objective Indicator of Career Success
Quelle	In: Journal of Research in Technical Careers, 1 (2017) 2, S.2-14 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2118
Schlagwörter	Educational Attainment; Income; Females; Adults; Career Development; Job Satisfaction; Longitudinal Studies; National Surveys; College Attendance; Family Work Relationship; Family Characteristics; Occupations; Race; Labor Market; Life Style; Generational Differences; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Einkommen; Weibliches Geschlecht; Berufsentwicklung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Beruf; Berufsumfeld; Rasse; Abstammung; Labour market; Arbeitsmarkt; Lebensstil
Abstract	The purpose of this study was to identify latent classes of college-educated late-baby-boomer generation women's economic attainment (income) patterns during mid-career and examine the family and job satisfaction characteristics within each latent class. Longitudinal latent class analysis was used to analyze income data from the National Longitudinal Survey of Youth 1979 for 607 college-educated women in the United States for the years 1990 to 2010. The analysis revealed five distinct patterns of women's economic attainment. A majority of the sample (72.7%) fell into the sustained growth group in which women's economic attainment increased continuously and consistently. Approximately one-third of the sample exhibited sporadic (steady decline, early-sustained, and late rebound) or limited (stagnant growth) patterns. Both newly-formed family and family-of-origin factors differed significantly across classes. However no difference in job satisfaction among classes was found. (As Provided).
Anmerkungen	UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01