Article2001

Education, Cognitive Skill, and Labor Force Outcomes

Alan C. Kerckhoff · Stephen W. Raudenbush · Elizabeth J. Glennie

169 citations0/0 files storedSociology of Education

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Intergenerational and Educational Inequality Studies Labor market dynamics and wage inequality Education and Labor Relations

Abstract

This article compares the degree to which educational attainment and cognitive skill, individually and together, serve to explain labor force outcomes (occupational status and earnings). Although the same antecedent factors affect both of them and they both are associated with labor force outcomes, they are not redundant measures. They are affected in different ways by antecedent factors (social origins, ethnicity, and native language), act as independent mediators of the antecedent factors' effects on labor force outcomes, and separately serve to explain those labor force outcomes. Detailed analyses of subsamples of whites, blacks, and Hispanics point up differences in the relative importance of educational attainment and cognitive skill in explaining the labor force outcomes of men and women in the three groups. Both educational attainment and cognitive skill contribute independently in all three groups but in different ways and to different degrees.

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References

1983Human Capital 1995The Bell Curve: Intelligence and Class Structure in American Life.1973Inequality: A Reassessment of the Effect of Family and Schooling in America 1969The Educational and Early Occupational Attainment Process 1986Work and Personality: An Inquiry into the Impact of Social Stratification.1971Functional and Conflict Theories of Educational Stratification 1993Adult literacy in America : a first look at the results of the National Adult Literacy Survey 2018Some Principles of Stratification

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