Why education matters

被引:136
作者
Kingston, PW
Hubbard, R
Lapp, B
Schroeder, P
Wilson, J
机构
[1] Univ Virginia, Dept Sociol, Charlottesville, VA 22903 USA
[2] Univ Virginia, Weldon Cooper Ctr Publ Serv, Ctr Survey Res, Charlottesville, VA 22903 USA
关键词
D O I
10.2307/3090261
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In this article, the authors assess why educational attainment is associated with many diverse social outcomes. Their multivariate models incorporate linear (years of schooling) and nonlinear (credentials) measures of schooling, socioeconomic status (origin and destination), and cognitive ability. The outcome variables include attitudes toward civil liberties and gender equality, social and cultural capital, and civic knowledge. The results indicate only modest evidence of "credential effects." The mediating impacts of both cognitive ability and socioeconomic status (original and destination) are often substantial but even together do not account for all apparent "educational effects.".
引用
收藏
页码:53 / 70
页数:18
相关论文
共 38 条
[1]  
[Anonymous], HIGH STATUS TRACK
[2]  
[Anonymous], 1990, AM J SOCIOL, DOI DOI 10.1086/228943
[3]  
Becker G.S., 1965, HUMAN CAPITAL
[4]  
BERG I, 1971, ED JOBS
[5]  
BIDWELL CE, 1989, RES SOCIOLOGY ED SOC, V8, P117
[6]   EDUCATION AND POLITICAL TOLERANCE - TESTING THE EFFECTS OF COGNITIVE SOPHISTICATION AND TARGET GROUP AFFECT [J].
BOBO, L ;
LICARI, F .
PUBLIC OPINION QUARTERLY, 1989, 53 (03) :285-308
[7]  
Bourdieu P., 1977, Power and ideology in education, P487, DOI DOI 10.4324/9781351018142
[8]  
BOWEN W, 1977, INVESTMENT LEARNING
[9]  
Bowles S., 1976, Schooling in capitalist America
[10]  
BRIDGES W, 1994, GENERATING SOCIAL ST, pCH9