Which Aspects of Education Matter for Early Adult Mortality? Evidence from the High School and Beyond Cohort

John Robert Warren; Chandra Muller; Robert A. Hummer; Eric Grodsky; Melissa Humphries

doi:10.1177/2378023120918082

Which Aspects of Education Matter for Early Adult Mortality? Evidence from the High School and Beyond Cohort

John Robert Warren, Chandra Muller, Robert A. Hummer, Eric Grodsky, Melissa Humphries

Sociology (Twin Cities)

Research output: Contribution to journal › Article › peer-review

10 Scopus citations

Abstract

What dimensions of education matter for people’s chances of surviving young adulthood? Do cognitive skills, noncognitive skills, course-taking patterns, and school social contexts matter for young adult mortality, even net of educational attainment? The authors analyze data from High School and Beyond, a nationally representative cohort of about 25,000 high school students first interviewed in 1980. Many dimensions of education are associated with young adult mortality, and high school students’ math course taking retains its association with mortality net of educational attainment. This work draws on theories and measures from sociological and educational research and enriches public health, economic, and demographic research on educational gradients in mortality that has relied almost exclusively on ideas of human capital accumulation and measures of degree attainment. The findings also call on social and education researchers to engage together in research on the lifelong consequences of educational processes, school structures, and inequalities in opportunities to learn.

Original language	English (US)
Article number	2378023120918082
Journal	Socius
Volume	6
DOIs	https://doi.org/10.1177/2378023120918082
State	Published - 2020

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The 2014 HS&B project was supported by the Alfred P. Sloan Foundation (grant 2012-10-27), the Institute for Education Sciences of the U.S. Department of Education (grant R305U140001), and the National Science Foundation (grants HRD1348527 and HRD1348557). This project also benefited from direct funding from NORC at the University of Chicago as well as support provided by the Eunice Kennedy Shriver National Institute for Child Health and Human Development to the University of Texas at Austin (grant R24-HD042849), the University of Wisconsin– Madison (grant P2C-HD047873), the University of Minnesota (grant P2C-HD041023), and the University of North Carolina at Chapel Hill (grant P2C-HD050924). However, errors and omissions are the responsibility of the authors.

Funding Information:
John Robert Warren is a professor of sociology at the University of Minnesota and director of the Minnesota Population Center. With support from the National Institute on Aging, he is co-leading the effort to reinterview the HS&B cohort in 2021–2022 (grant 1 R01 AG058719-01A1), linking five major surveys of older people to records from the 1940 U.S. census (grant 1 R01 AG050300-01A1), and building a longitudinal database on all early twentieth century American twins to study the effects of education on mortality (grant 1 R21 AG054824-01A1). He was recently editor of Sociology of Education.

Publisher Copyright:
© SAGE Publications Inc.. All rights reserved.

Keywords

cognitive skills
education
mortality
noncognitive skills
opportunity to learn

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/2378023120918082

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title = "Which Aspects of Education Matter for Early Adult Mortality? Evidence from the High School and Beyond Cohort",

abstract = "What dimensions of education matter for people{\textquoteright}s chances of surviving young adulthood? Do cognitive skills, noncognitive skills, course-taking patterns, and school social contexts matter for young adult mortality, even net of educational attainment? The authors analyze data from High School and Beyond, a nationally representative cohort of about 25,000 high school students first interviewed in 1980. Many dimensions of education are associated with young adult mortality, and high school students{\textquoteright} math course taking retains its association with mortality net of educational attainment. This work draws on theories and measures from sociological and educational research and enriches public health, economic, and demographic research on educational gradients in mortality that has relied almost exclusively on ideas of human capital accumulation and measures of degree attainment. The findings also call on social and education researchers to engage together in research on the lifelong consequences of educational processes, school structures, and inequalities in opportunities to learn.",

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note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The 2014 HS&B project was supported by the Alfred P. Sloan Foundation (grant 2012-10-27), the Institute for Education Sciences of the U.S. Department of Education (grant R305U140001), and the National Science Foundation (grants HRD1348527 and HRD1348557). This project also benefited from direct funding from NORC at the University of Chicago as well as support provided by the Eunice Kennedy Shriver National Institute for Child Health and Human Development to the University of Texas at Austin (grant R24-HD042849), the University of Wisconsin– Madison (grant P2C-HD047873), the University of Minnesota (grant P2C-HD041023), and the University of North Carolina at Chapel Hill (grant P2C-HD050924). However, errors and omissions are the responsibility of the authors. Funding Information: John Robert Warren is a professor of sociology at the University of Minnesota and director of the Minnesota Population Center. With support from the National Institute on Aging, he is co-leading the effort to reinterview the HS&B cohort in 2021–2022 (grant 1 R01 AG058719-01A1), linking five major surveys of older people to records from the 1940 U.S. census (grant 1 R01 AG050300-01A1), and building a longitudinal database on all early twentieth century American twins to study the effects of education on mortality (grant 1 R21 AG054824-01A1). He was recently editor of Sociology of Education. Publisher Copyright: {\textcopyright} SAGE Publications Inc.. All rights reserved.",

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Which Aspects of Education Matter for Early Adult Mortality? Evidence from the High School and Beyond Cohort

Abstract

Bibliographical note

Keywords

UN SDGs

Publisher link

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