TY - JOUR
T1 - Stymied mobility or temporary lull? the puzzle of lagging Hispanic college degree attainment
AU - Alon, Sigal
AU - Domina, Thurston
AU - Tienda, Marta
N1 - Funding Information:
This research is funded by grants from the Ford, Mellon, Hewlett and Spencer Foundations and NSF (GRANT # SES-0350990). We gratefully acknowledge institutional support from the Office of Population Research (NICHD Grant # R24 H0047879). Direct correspondence to Sigal Alon, Department of Sociology and Anthropology, Tel Aviv University, Ramat Aviv, Tel Aviv 69978, Israel. E-mail: [email protected].
PY - 2010/6
Y1 - 2010/6
N2 - We assess the intergenerational educational mobility of recent cohorts of high school graduates to consider whether Hispanics' lagging post-secondary attainment reflects a temporary lull due to immigration of low education parents or a more enduring pattern of unequal transmission of social status relative to whites. Using data from three national longitudinal studies, a recent longitudinal study of Texas high school seniors and a sample of students attending elite institutions, we track post-secondary enrollment and degree attainment patterns at institutions of differing selectivity. We find that group differences in parental education and nativity only partly explain the Hispanic-white gap in college enrollment, and not evenly over time. Both foreignand native-born college-educated Hispanic parents are handicapped in their abilities to transmit their educational advantages to their children compared with white parents. We conclude that both changing population composition and unequal ability to confer status advantages to offspring are responsible for the growing Hispanic-white degree attainment gap.
AB - We assess the intergenerational educational mobility of recent cohorts of high school graduates to consider whether Hispanics' lagging post-secondary attainment reflects a temporary lull due to immigration of low education parents or a more enduring pattern of unequal transmission of social status relative to whites. Using data from three national longitudinal studies, a recent longitudinal study of Texas high school seniors and a sample of students attending elite institutions, we track post-secondary enrollment and degree attainment patterns at institutions of differing selectivity. We find that group differences in parental education and nativity only partly explain the Hispanic-white gap in college enrollment, and not evenly over time. Both foreignand native-born college-educated Hispanic parents are handicapped in their abilities to transmit their educational advantages to their children compared with white parents. We conclude that both changing population composition and unequal ability to confer status advantages to offspring are responsible for the growing Hispanic-white degree attainment gap.
UR - http://www.scopus.com/inward/record.url?scp=78049249476&partnerID=8YFLogxK
U2 - 10.1353/sof.2010.0017
DO - 10.1353/sof.2010.0017
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AN - SCOPUS:78049249476
SN - 0037-7732
VL - 88
SP - 1807
EP - 1832
JO - Social Forces
JF - Social Forces
IS - 4
ER -