ERIC Number: ED378259
Record Type: Non-Journal
Publication Date: 1993-Nov
Reference Count: N/A
Social Capital and the Successful Transition to Adulthood among "At Risk" Young Women.
Sugland, Barbara W.; And Others
Through a traditional status-attainment approach, this paper examines the attainments of young women in adult life across the four domains of education, labor-force participation, financial resources and avoidance of poverty, and experience with welfare. These life attainments were explored for a cohort of 62 young women, ages 14 to 25 in 1968, across a period of 17 years until they were 31 to 42 years old. The study is guided by status-attainment theory, which ascribes attainments of adult life as a function of family origins and individual characteristics. Data are from the National Longitudinal Survey of Young Women, part of the National Longitudinal Surveys of Labor Market Experience. Many of these young women were from disadvantaged families, but many were able to avoid poverty and welfare. Social capital, in the sense of both resource and emotional investments by the family, significantly enhanced these women's abilities to secure positive attainments. Its impact was most predictive of educational attainment, especially postsecondary education. However, it did not directly influence participating consistently in the labor force, securing financial resources, or avoiding poverty and welfare. The study supports the need for additional exploration of the importance of social capital. Thirty-eight tables present survey findings. An appendix discusses coding for the study. (Contains 32 references.) (SLD)
Descriptors: Achievement, Adults, At Risk Persons, Disadvantaged Youth, Education Work Relationship, Elementary Secondary Education, Family Influence, Females, Income, Individual Characteristics, Labor Force, Longitudinal Studies, Poverty, Social Capital, Young Adults
Child Trends Inc., 4301 Connecticut Avenue, N.W., Suite 100, Washington, DC 20008 ($0.10 per page; $6.50 per document).
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Grant (W.T.) Foundation, New York, NY.; Ford Foundation, New York, NY.
Authoring Institution: Child Trends, Inc., Washington, DC.