Cognitive Skills and Noncognitive Traits and Behaviors in Stratification Processes

By George Farkas. 2003

653 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/21fad60380497962554142eeaa945ea8f9b25bc2

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Citations in the corpus

School readiness and later achievement. (2007, background): “Research on labor market outcomes suggests that both cognitive and self-regulation (often called “non-cognitive” in this literature) skills developed by adolescence are important predictors of earnings and occupational attainment (Jencks et al., 1979; Farkas, 2003; Bowles, Gintis, & Osborne, 2001; C”
Social inequalities in cognitive scores at age 16: The role of reading (2013, background): “The most prominent theory emphasising the importance of cultural resources, Bourdieu’s theory of cultural reproduction (Bourdieu and Passeron [1977] 1990) has been operationalised in various ways, but increasingly researchers are critical of a narrow interpretation of cultural capital as consisting ”
Gender differences in mathematics achievement: Exploring the early grades and the extremes (2008, background): “…factors such as track placement, teacher expectations, and student motivation, all of which place students on a trajectory of academic achievement (Farkas, 2003a).3 These findings suggest that if early gender differences in mathematics achievement do exist, they need to be considered…”
Parental education, class and income over early life course and children's achievement (2016, result): “However, similar results have been found in other types of institutional contexts (Farkas, 2003; Guo & Harris, 2000; Mayer, 1998).”
Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “Farkas has also explored the role of wider skills in the development of social stratification, emphasising ‘patterns of habitual behaviour, particularly the extent of conscientiousness or good work habits’ (Farkas, 2003).”
Intelligence and socioeconomic success: A meta-analytic review of longitudinal research ☆ (2007, background): “Reviewers typically cite only a couple of studies (see e.g., Brody, 1997; Farkas, 2003; Schmidt & Hunter, 2004).”
Diversity, Opportunity, and the Shifting Meritocracy in Higher Education (2007, background): “High school grades not only measure students’ achievements and cognitive ability, but they also capture important behavioral indicators of academic performance, such as ambition, tenacity, and work habits (Blau et al. 2004; Bowles and Gintis 1976; Farkas 2003).”
Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first Century (2015, background): “A large literature documents the impact of traits not captured by test scores on educational attainment and labor market success (Farkas 2003; Heckman and Rubenstein 2001; Olneck 1979).”