Relative to Whom? Comment on “Relative Education and the Advantage of a College Degree”

To understand the relative advantage of a bachelor’s degree, we must consider the question: relative to whom? Using the Current Population Survey Annual Social and Economic Supplement, Horowitz (2018) argues that educational expansion between 1971 and 2010 decreased college graduates’ skill usage and eroded their advantages relative to individuals without a postsecondary degree. However, the comparison group—individuals without a postsecondary degree—is inconsistently defined over time due to a change to the CPS in 1992; this group also includes individuals without a high school degree, high school graduates, and people with some college but no degree—three groups that have heterogeneous labor market experiences. I replicate Horowitz’s analysis and repeat it using two alternative education categorization schemes that address these limitations. I show that college graduates’ absolute and relative advantages in skill usage depend substantially on how we measure education. Notably, I find that college graduates maintain persistent relative advantages in skill usage when compared to high school graduates and individuals with some college, even as education expands. Although no classification system perfectly accounts for the full variation of the population, my findings demonstrate that researchers must carefully define key variables and comparison groups, especially when considering relative effects.

Predictors of Motivation to Learn Among Middle-Aged and Older Men in the United States

Middle-aged and older men are less likely than women to participate in adult education and training (AET) outside of their work. AET is known to provide psychological, social and economic (e.g., job-related skills) benefits throughout the life course. Research has shown that motivation to learn (MtL) is the key to promoting AET. The objective of this study is to identify MtL predictors among middle-aged and older men in the U.S. Nationally representative data (n = 1,450) of men aged 45 years and older were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models were constructed to examine how a latent MtL construct measured by four 5-point Likert-type itemsMtL might be predicted by participant characteristics. Results showed that having a postsecondary degree (vs. high school or less; b = 0.19, p < 0.05), higher literacy skills (0-500 points; b = 0.01, p < 0.05), at least one parent/guardian with a postsecondary degree (vs. those without; b = 0.08, p < 0.05) and better self-rated health (b = 0.14, p < 0.05) were associated with greater MtL. Additionally, Black (b = 0.22, p < 0.05) and Hispanic (b = 0.19, p < 0.05) men showed greater MtL than White men. Overall, socioeconomic status indicators and race/ethnicity were linked to MtL. Given the known challenges involved in middle-aged and older men’s participationin AET (e.g., low and short-term participation), enhancing MtL may have long-term implications. Theoretical explanations and possible policy implications are evaluated.

Appreciative Advising to Promote Degree Completion by Appalachian Women

Women from the Appalachian region complete undergraduate degrees at a lower rate than other students across the United States. The low postsecondary completion rate correlates to the high levels of poverty within this region. In addition to identifying the economic and educational gaps between the Appalachian region and others in the general U.S. population, advisors must examine the roles, values, and characteristics of Appalachian women to increase their college persistence. The cultivation of hope and the implementation of appreciative advising may increase postsecondary degree completion and thus help Appalachian women break the cycle of poverty.