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ERIC Number: ED309688
Record Type: RIE
Publication Date: 1989-Mar
Pages: 74
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Intergenerational Effects of Parents' College Graduation: Comparative Path Analyses for Four Racial-Gender Groups.
Gruca, JoAnn M.; And Others
A study determining whether parents' possession of a college degree influenced the adult attainments of their progeny is presented. Techniques of path analysis were utilized to investigate both the direct and indirect effects of parents' college graduation on children's income, educational attainment, and occupational status. Separate estimations of a theoretical model for subjects in four racial-gender groups permitted the determination of any intergroup differences. The 15 variable block recursive model developed for estimation in the study included five categories of variables: student background characteristics; precollege variables; institutional characteristics; measures of the collegiate experience; and income, educational attainment, and occupational status 9 years after matriculation in college. Data were drawn from responses to the 1971 and 1980 surveys of the Cooperative Institutional Research Program. Out of a possible 24 direct effects of parental education measures, only two significant effects were obtained. Parents' college education was found to affect the next generation by significant indirect paths. The vast majority of significant indirect effects were obtained for the white groups. Results of the study provide empirical support for the establishment of parent education programs. They also seem to support the development of early home intervention programs, especially those directed toward minority mothers without college education. Results suggest the importance of college faculty in the transmission of intergenerational status attainments. Contains 57 references and 14 tables. (SM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).