Occupational Stratification across the Life Course: Evidence from the Wisconsin Longitudinal Study
By John Robert Warren, R. Hauser, J. Sheridan. American Sociological Review, 2002
224 citations recorded by the source corpus.
Sociologists frequently study changes across cohorts in the consequences of family background, gender, education, and cognitive ability for occupational outcomes. This study focuses, however, on how the consequences of these variables change within the course of individuals’ lives. To appropriately estimate changes across the life course in the determinants of occupational standing, corrections are made for measurement errors in variables, and data on siblings are used to account for all aspects (measured and unmeasured) of family background. The analyses use data from the Wisconsin Longitudinal Study, which provides multiple measures of siblings’ occupational standing at four points in their lives. Models of sibling resemblance show that the effects of family background on occupational standing operate entirely through their effects on education and cognitive ability. The effects of education decline across the life course, while the effects of ability remain small but persistent. In comparing men and women, substantial differences are found in career trajectories and in life course changes in occupational returns to schooling.
Subfields: Health, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/8a1a75db2817fe2992965f583de530dbd4ae7de7
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In Sociology and Political Science
Citations in the corpus
- Characterizing the Life Course as Role Configurations and Pathways (2003, background): “Questions of stability and change, timing and order, the occurrence and sequencing of social roles, social relations, and social experiences are all important aspects of research in fields like stratification, social psychology, and social movements (Hagan, 2001; Warren, Hauser, & Sheridan, 2002; ”
- Are between- and within-school differences in student performance largely due to socio-economic background? Evidence from 30 countries (2006, background): “Student achievement or test scores are important since they have strong effects on subsequent educational outcomes and more moderate direct effects on the labour market outcomes of young people (Jencks et al., 1979, pp. 101 – 110; Sewell et al., 1980; Teachman, 1987; OECD & Statistics Canada, 1997, ”