Giudici Francesco, Pallas Aaron M
Teachers College, Columbia University, 525 West, 120th Street, 10027 New York, NY, United States.
Soc Sci Res. 2014 Mar;44:103-13. doi: 10.1016/j.ssresearch.2013.11.004. Epub 2013 Nov 26.
The social stratification that takes place during the transition out of high school is traditionally explained with theoretical frameworks such as status attainment and social reproduction. In our paper, we suggest the cumulative dis/advantage hypothesis as an alternative theoretical and empirical approach that explains this divergence in institutional pathways as the result of the dynamic interplay between social institutions (in our case, schools) and individuals' resources. We use data from the NLSY79 in order to compute institutional pathways (defined by educational and occupational status) of 9,200 high school graduates. Optimal Matching Analysis and Cluster Analysis generated a typology of life course pathways. Our results show that both ascribed characteristics and students' high school characteristics and resources are predictors of post-high school pathways.
高中毕业后出现的社会分层传统上是用地位获得和社会再生产等理论框架来解释的。在我们的论文中，我们提出累积劣势/优势假说，作为一种替代性的理论和实证方法，将这种制度路径的差异解释为社会制度（在我们的案例中是学校）与个人资源之间动态相互作用的结果。我们使用来自全国青年纵向调查1979年的数据，以计算9200名高中毕业生的制度路径（由教育和职业地位定义）。最优匹配分析和聚类分析生成了生命历程路径的类型学。我们的结果表明，归因特征以及学生的高中特征和资源都是高中后路径的预测因素。
