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Sociology of Education Vol. 38, No. 5 (Autumn, 1965) , pp. 393-403 (11 pages) Published By: American Sociological Association https://doi.org/10.2307/2111989 https://www.jstor.org/stable/2111989 Abstract While much is known about the educational distribution of individuals in the United States, there is little knowledge about family patterns of educational attainment or of the components of these patterns. The present article examines the extent of consistency of educational statuses within families by comparing the actual distributions with what would be expected on the basis of a random distribution model. The tendency for similar educational statuses within families is found to be great. Both the attraction of marriage mates with similar educational attainments and the high degree of educational inheritance by children from parents contribute to this consistency of educational statuses within families. Journal Information Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development.SOE publishes research that examines how social institutions and individuals' experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle. The journal presents a balance of papers examining all stages and all types of education at the individual, institutional, and organizational levels. Publisher Information American Sociological Association Mission Statement: Serving Sociologists in Their Work Advancing Sociology as a Science and Profession Promoting the Contributions and Use of Sociology to Society The American Sociological Association (ASA), founded in 1905, is a non-profit membership association dedicated to advancing sociology as a scientific discipline and profession serving the public good. With over 13,200 members, ASA encompasses sociologists who are faculty members at colleges and universities, researchers, practitioners, and students. About 20 percent of the members work in government, business, or non-profit organizations. As the national organization for sociologists, the American Sociological Association, through its Executive Office, is well positioned to provide a unique set of services to its members and to promote the vitality, visibility, and diversity of the discipline. Working at the national and international levels, the Association aims to articulate policy and impleme nt programs likely to have the broadest possible impact for sociology now and in the future. Rights & Usage This item is part of a JSTOR Collection. Educational attainmentQuestion: Response: Educational attainment is the level of education completed by the time of the survey (reported here as at least high school completion,1 an associate’s or higher degree, a bachelor’s or higher degree, or a master’s or higher degree). Between 2010 and 2021,2 educational attainment rates among 25- to 29-year-olds increased at each attainment level. During this period, the percentage of 25- to 29-year-olds who had completed at least high school increased from 89 to 94 percent, the percentage with an associate’s or higher degree increased from 41 to 49 percent, the percentage with a bachelor’s or higher degree increased from 32 to 39 percent, and the percentage with a master’s or higher degree increased from 7 to 9 percent. Although educational attainment rates increased over this period for both males and females and among most racial/ethnic groups, attainment gaps persisted in 2021. Between 2010 and 2021, educational attainment rates increased for both female and male 25- to 29-year-olds across all attainment levels. During this period, attainment rates were generally higher for females than for males. Percentage of 25- to 29-year-olds, by educational attainment and sex: 2010 and 2021 NOTE: Data were collected in March of each year and are based on sample surveys of the noninstitutionalized population, which excludes persons living in institutions (e.g., prisons or nursing facilities); data include military personnel who live in households with civilians, but exclude those who live in military barracks. High school completion includes those who graduated from high school with a diploma as well as those who completed high school through equivalency programs, such as a GED program. Caution should be used when comparing 2021 estimates to those of prior years due to the impact that the coronavirus pandemic had on interviewing and response rates in 2021. For additional information about the impact of the coronavirus pandemic on the Current Population Survey data collection, please see https://www2.census.gov/programs-surveys/cps/techdocs/cpsmar21.pdf.. Although rounded numbers are displayed, the figures are based on unrounded data. Differences between the attainment rates for females and males overall (also referred to in this fact as the gender gap) were also observed by race/ethnicity3 in 2021. Where gender gaps existed in 2021, they favored female 25- to 29-year-olds over their male peers. Specifically, the White gender gap was 1 percentage point at the attainment level of at least high school completion, 13 percentage points at the associate’s or higher degree level, 9 percentage points at the bachelor’s or higher degree level,4 and 7 percentage points at the master’s or higher degree level. The Black gender gap was 15 percentage points at the associate’s or higher degree level and 12 percentage points at the bachelor’s or higher degree level. The Hispanic gender gap was 4 percentage points at the attainment level of at least high school completion, 9 percentage points at the associate’s or higher degree level, and 8 percentage points at the bachelor’s or higher degree level.5 Additionally, a gender gap was observed for those of Two or more races at the bachelor’s or higher degree level (23 percentage points). However, there was no measurable gender gap at any attainment level in 2021 for either those who were Asian or those who were American Indian/Alaska Native.6 In 2021, the percentage of 25- to 29-year-olds who had completed at least high school was lower for those who were Black (94 percent) than for those who were White (96 percent) and Asian (98 percent). Additionally, the percentage was lower for those who were Hispanic (88 percent) than for those who were Black, of Two or more races (95 percent), White, and Asian. Between 2010 and 2021, the percentages who had completed at least high school increased for those who were Asian (from 94 to 98 percent), White (from 95 to 96 percent), Black (from 90 to 94 percent), and Hispanic (from 69 to 88 percent). In addition, the percentage was higher in 2021 than in 2010 for those of Two or more races (95 vs. 89 percent), although there was no consistent pattern of change throughout the period. The percentages who were Pacific Islander (86 percent) and American Indian/Alaska Native (93 percent) who had completed at least high school in 2021 were not measurably different from the corresponding percentages in 2010. 1 High school completion includes those who graduated from high school with a diploma as well as those who completed high school through equivalency programs, such as a GED program. SOURCE: National Center for Education Statistics. (2022). Educational Attainment of Young Adults. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved June 23, 2022, from https://nces.ed.gov/programs/coe/indicator/caa Related Tables and Figures: (Listed by Release Date)
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