Abstract:
Building on more classical status
attainment and reproduction perspectives, this article examines the
extent of class, race and gender inequality in high school vocational
education, and the consequences for students' later educational and
occupational trajectories. Analyses demonstrate significant class, race
and gender disparities in vocational educational placement, even after
accounting for prior achievement and educational expectations.
Implications of these patterns are striking. Vocational involvement
increases the likelihood of dropping out of high school and
significantly decreases college attendance. While vocational training
does reduce unemployment spells later on, this is less true for
non-whites and women, who tend to be placed in service sector vocational
training and, consequently, similar jobs. We conclude by denoting, at a
more general theoretical level, the need to further explore how
occupational stratification and concentration may be fostered prior to
labor market entry, and by educational institutional process often
assumed to be neutral.
- School-Work Transitions: Status Attainment and Reproduction Perspectives
- Vocational Education and Stratification
- Vocational Education as Tracking
- Educational and Occupational Outcomes
- Class, Race and Gender
- Family Structure
- Macro-Level Controls
- Educational Expectations and Prior Achievement Controls
- Analytic Strategy and Results
- Vocational Training and Class Race and Sex Stratification
- Consequences of Persistance in High School and College Attendance
- Implications for Occupational Outcomes and Unemployment
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