Browsing by Subject "Life Course"
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Item Gendered careers in changing social and institutional contexts: criminology in the post-WWII era(2009-03) Flood, Sarah M.This dissertation is simultaneously a study in the sociology of science, especially criminology, the life course, and gender relations in academia. I examine careers of male and female criminologists spanning nearly six decades in the post-WWII United States from a life course perspective, focusing on both careers stages and career trajectories as well as investigating differences by cohort membership, gender, and graduate department affiliation. Survey and interview data along with detailed information about crime-related scholarship published in leading sociology and criminology journals illustrate the unfolding of careers over time and offer insights into how and why careers progressed as they did. Cohort membership helps us understand how large scale changes affected individual opportunities and experiences, though career mobility and trajectories were largely stable over time. While gender initially appeared to play a limited role in the careers of male and female scholars, explicit attention to work and family life in the analysis of career trajectories demonstrated how the lives of scholars are clearly gendered at their intersection. Graduate department differences reflected both the concentration of specialized training programs in non-Research 1 institutions and the career opportunities available. My work illustrates the strengths of the life course approach, considering specific historical, social, and institutional contexts, demonstrating the interlock of work and family life, and showing the importance of early career experiences for institutional mobility and career trajectories. At the same time, my findings also contribute to our knowledge about the history and sociology of criminology, the empirical examination of careers, and work in the stratification of science.Item Immigration Policy and International Student Migration in the United States(2019-03) Ha, JasminePrior research has noted several instances when immigration laws and policies might impact the migration patterns of international students; however, the effort to link international student research with the broader study of migration remains limited. One key limitation is the lack of data on international students that encompass multiple destinations or multiple time frames. As King and Raghuram (2013: 132) noted a recent review, “a more sophisticated quantitative analysis […] is also necessary if any kinds of causal relations are to be established.” Accordingly, I curated the best available data on international students in the United States, through a Freedom of Information Act request and two restricted data licenses, which would enable large-scale analyses of international student migration patterns. My overarching hypothesis is that international students are vulnerable to the negative impacts of U.S. anti-immigration policies, both at the federal and the state level, because of their unique status as “side-door immigrants,” an in-between status between “desirable” and “undesirable” immigrants. I examine empirical evidences of international students’ vulnerability with three analyses. First, I consider whether and how U.S. states’ anti-immigration policy may have spillover effects on the enrollment patterns of international students. Second, taking a historical view of changes in U.S. immigration policies since 1986, I consider how policy changes towards a crimmigration regime impact international students’ ways of staying, i.e., their transitions into subsequent migration statuses. Third, contributing to the understanding of localities as unique immigration destinations within the United States, I provide a baseline estimate—the first of its kind—of lifetime retention of international students in their first study location, relative to other U.S.-educated immigrants. My results suggest that international students are indeed vulnerable to anti-immigration policies. By destabilizing the discrete categorization of immigrants, the “side door” framework facilitates future efforts to theorize and analyze unintended, or spillover, policy effects. This is essential for understanding the experiences of all temporary immigrants at the side door relative to policy change.Item A life course investigation of financial self-reliance and economic pressure in early adulthood.(2010-09) Gudmunson, Clinton G.The normative task of becoming financially self-reliant intersects with challenging social and economic conditions making early adulthood a likely time to experience economic pressure. The life course of contemporary cohorts of "emerging adults" can be characterized by multiple paths to adulthood via the ordering and timing of adult roles. Using data from the Youth Development Study (YDS), Eliason, Mortimer, Vuolo, and Tranby (2009) identified five life paths that summarized meaningful role changes from ages 17-30. Each life path had its own distinctive timing of family formation. Building on Eliason et al., this study examined how participants' background variables and life paths were associated with financial self-reliance and economic pressure in early adulthood. Longitudinal data were modeled with latent growth curves. The YDS sample in this study consisted of 732 participants, a cohort born in 1973-1974, originating from public schools in the upper Midwest. On average, financial self-reliance increased from ages 23 to 26 then decreased slightly before increasing again prior to age 31. The average level of economic pressure was moderately high from ages 25-31. Financial self-reliance and economic pressure trajectories were not correlated. Background variables had important selection effects on the life paths of participants. Background variables and the life paths of participants more often influenced initial levels of these financial outcomes rather than their rates of change; however, these initial differences were perpetuated over time. For instance, females experienced greater economic pressure than males at every age. Females were more likely than males to follow life paths that included early parenthood, and from ages 23-26, females in these groups had lower levels of financial self-reliance. The highest academic achievers had higher and more dynamic "up-down-up again" levels of financial self-reliance whereas low academic achievement was associated with lower and flatter monotonic levels of financial self reliance. The life paths of those reporting the highest levels of financial self-reliance included marriage earlier in the life course, but these early parenthood groups felt the most economic pressure.