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Descriptors:
Foreign Countries; Developing Nations; Outcomes of Education; Cost Effectiveness; Secondary Education; Higher Education; Human Capital; Educational Attainment; Gender Differences; Educational Status Comparison

Abstract:
This study provides new and more accurate information about private rates of return to education (RORE) in Malaysia. Most of the prior studies on RORE have not addressed selectivity bias, and those that have are based on an older data set. The findings suggest that for both males and females, the average private returns to education are highest at the secondary (16.5 percent and 27.2 percent, respectively) and university (15.5 percent and 16.1 percent, respectively) education levels. Thus, it is important to pursue education until the secondary level and further to the university level to capture higher returns to education. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Longitudinal Studies; National Surveys; Risk; Predictive Measurement; Crime; Predictor Variables; Victims of Crime; Unemployment; Immigration; Gender Differences; Age Differences; Educational Attainment; Social Indicators; Measurement; Sociometric Techniques; Socioeconomic Influences; Statistical Analysis

Abstract:
In a national sample of the Italian population, surveyed four times between October 2002 and January 2007 (N = 2,008), we performed a multilevel longitudinal study aimed at predicting the increase in crime risk perception as a function of three families of independent variables, respectively lying at the within individual level (direct victimization and indirect victimization), at the between-individuals level (being a woman, being an older person, being a poorly educated person and size of area of residence) and at the ecological level (county's crime rate, unemployment rate and immigration rate). Direct and indirect victimization, being a woman, being an older person, living in a large town and in a context characterized by high crime and unemployment rates positively influenced the change in crime risk perception, while the other individual and ecological predictors we used in our predictive model did not. Strengths, limitations, implications and future developments of this research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Social Class; Labor Market; Women Faculty; Role; Gender Differences; Labor Force; Social Capital; Occupational Aspiration; College Faculty; Work Attitudes; Personal Narratives; Social Mobility; Educational Attainment; Ethnicity; Family Characteristics; Success

Abstract:
This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents' stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents' stories and experiences of their career success is inadequate because it has historically neglected to take account of women's position in the labour market. Drawing on an example from my data examining the influence of the respondents' familial attitudes and dispositions towards education, the paper contends that Bourdieu's concept of habitus is an invaluable tool for theorising senior female academics' pathways to career success by bringing together a cultural, social and economic understanding of social class and gender. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Foreign Countries; Private Education; Curriculum; Interpersonal Relationship; Self Concept; Security (Psychology); Economic Factors; Educational Attainment; Educational Practices; Family Relationship; Academic Aspiration; Occupational Aspiration; Expectation; Extracurricular Activities; Interviews; Student Attitudes; School Choice

Abstract:
This paper takes as its starting point the concept of concerted cultivation as coined by Annette Lareau. It examines whether a focus on concerted cultivation adequately captures the various practices observed in young women's experiences of being privately educated in four schools in one area of England. We suggest that a variety of practices of cultivation are evident in the reasons reported as influencing the choice of private education, the ways schools present themselves and organise the curriculum, the manner in which young women in such schools relate to one another, and the experiences young women have in securing different forms of accomplishment. Regardless of whether this accomplishment is "effortless" or more worked at, the outcomes of these practices support young women in having a high degree of surety in the self. This surety is facilitated through family and school practices and is grounded, for the most part, in educational and economic security. Together, these processes support the reproduction of various forms of privilege in and through young women's lives. (Contains 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Predictor Variables; Gender Differences; Age Differences; Educational Attainment; Work Experience; Salesmanship; Performance; Labor Force Development; Online Surveys

Abstract:
The purpose of this study was to examine the impact demographic variables of gender and sales experience have on the performance of business-to-business (B2B) sales professionals. If a deeper understanding can be established of how gender and sales experience variables relate to B2B sales performance, human resource development (HRD) and human performance improvement (HPI) professionals can use these indicators during the hiring and selection process. This article reports findings of the study and offers implications to the field of HRD and HPI. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Internet; Video Technology; Protocol Analysis; Usability; Higher Education; Two Year Colleges; Web Sites; Vocational Education; Careers; Enrollment; College Students; Testing; Evaluation; Interviews; Disadvantaged Youth; Minority Group Students; Educational Attainment; Graduation; Student Personnel Services

Abstract:
This study explored whether community college websites are a useful medium for providing knowledge relevant to degree completion. Ten community students used one of three community college websites to answer 10 questions about occupational degree programs. A facilitator asked participants to think aloud while using the website to answer these questions; their responses were video-recorded and coded in terms of correctness of answers and types of usability problems encountered. The findings suggest that participants frequently encountered problems with finding and understanding information needed to understand degree selection and completion. The content analysis of these problems yields several suggestions for improving the usability of community college websites for answering common questions about degree completion. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Adolescents; Social Capital; Friendship; Comparative Analysis; College Graduates; Graduation; Family Income; Mothers; Parent Influence; Cultural Influences; Grade Point Average; Peer Influence; Secondary School Students; Racial Differences; Educational Attainment

Abstract:
Research on social capital in education rarely considers how the resources students can access through their friendships affect educational outcomes later in life. Using the National Longitudinal Study of Adolescent Health, we explore how having resource-rich best friends impacts adolescents' college completion. We compare the influence of friends' material and cultural resources and their effects relative to adolescents' family resources. We find that having a best friend with a college-educated mother significantly increases the likelihood of college completion, though having a best friend whose parents are high income does not. This positive effect of best friends' cultural resources is not explained fully by school achievement or by the expectations of respondents, best friends, or parents. We conclude that adolescent friendships are an underrecognized source of social capital. (Contains 5 tables and 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Aspiration; Immigrants; Self Efficacy; Self Concept; Barriers; Hispanic American Students; Acculturation; College Attendance; Resilience (Psychology); Correlation; Gender Differences; Mothers; Educational Attainment; Age Differences; Ethnicity; Measures (Individuals); Middle School Students; High School Students; Regression (Statistics)

Abstract:
Emerging immigrant communities differ from established communities in terms of needs and available resources. Students in these emerging communities may still be acculturating to new contexts and establishing their ethnic identities, which may impact their ability to engage in planning for the future. The current study examines what impact these cultural identity variables, in addition to perceptions of barriers to college entrance, would have on educational aspirations and college-going self-efficacy beliefs of Latino adolescents. Findings from 171 middle- and high school Latino students from immigrant families indicated that public ethnic regard and resilience to barriers were positively associated with college-going self-efficacy, and Anglo orientation had a trend-level effect, while perceived barriers were negatively related to that outcome. Private ethnic regard and person-based barriers were negatively associated with educational aspirations. Generation status, gender, mother's education, and age were control variables. Implications for research and practice are provided, focusing on perceived barriers and self-efficacy beliefs. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dropouts; Enrollment; Educational Attainment; Individual Characteristics; Juvenile Justice; Neighborhoods; Criminals; Law Enforcement; Disadvantaged; Crime; Longitudinal Studies; High School Students; College Attendance

Abstract:
Official sanctioning of students by the criminal justice system is a long-hypothesized source of educational disadvantage, but its explanatory status remains unresolved. Few studies of the educational consequences of a criminal record account for alternative explanations such as low self-control, lack of parental supervision, deviant peers, and neighborhood disadvantage. Moreover, virtually no research on the effect of a criminal record has examined the "black box" of mediating mechanisms or the consequence of arrest for postsecondary educational attainment. Analyzing longitudinal data with multiple and independent assessments of theoretically relevant domains, the authors estimate the direct effect of arrest on later high school dropout and college enrollment for adolescents with otherwise equivalent neighborhood, school, family, peer, and individual characteristics as well as similar frequency of criminal offending. The authors present evidence that arrest has a substantively large and robust impact on dropping out of high school among Chicago public school students. They also find a significant gap in four-year college enrollment between arrested and otherwise similar youth without a criminal record. The authors also assess intervening mechanisms hypothesized to explain the process by which arrest disrupts the schooling process and, in turn, produces collateral educational damage. The results imply that institutional responses and disruptions in students' educational trajectories, rather than social-psychological factors, are responsible for the arrest--education link. (Contains 2 figures, 8 tables and 20 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Bilingualism; Cognitive Processes; Executive Function; Comparative Analysis; Monolingualism; Task Analysis; Measures (Individuals); Language Fluency; Educational Attainment; Parent Background; Individual Differences; Inhibition; Correlation

Abstract:
Three studies compared bilinguals to monolinguals on 15 indicators of executive processing (EP). Most of the indicators compare a neutral or congruent baseline to a condition that should require EP. For each of the measures there was no main effect of group and a highly significant main effect of condition. The critical marker for a bilingual advantage, the Group x Condition interaction, was significant for only one indicator, but in a pattern indicative of a bilingual disadvantage. Tasks include antisaccade (Study 1), Simon (Studies 1-3), flanker (Study 3), and color-shape switching (Studies 1-3). The two groups performed identically on the Raven's Advanced Matrices test (Study 3). Analyses on the combined data selecting subsets that are precisely matched on parent's educational level or that include only highly fluent bilinguals reveal exactly the same pattern of results. A problem reconfirmed by the present study is that effects assumed to be indicators of a specific executive process in one task (e.g., inhibitory control in the flanker task) frequently do not predict individual differences in that same indicator on a related task (e.g., inhibitory control in the Simon task). The absence of consistent cross-task correlations undermines the interpretation that these are valid indicators of domain-general abilities. In a final discussion the underlying rationale for hypothesizing bilingual advantages in executive processing based on the special linguistic demands placed on bilinguals is interrogated. (Contains 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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