- Albert Cheng
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We explore the intergenerational occupational transmission between parents and their children as it pertains to entry into the STEM field. Using the Education Longitudinal Study of 2002, we study student’s aspirations to work in a STEM field and eventual STEM education and employment. We show how these patterns change depending on whether the student’s parents work in a STEM field. We find strong effects of parental occupation type on student’s STEM outcomes that are heterogeneous by student gender. High school boys are more likely to aspire to work in STEM if one of their parents do so. By adulthood, both boys and girls have a higher probability of majoring and working in a STEM field if their parents also do, and in this case, estimated effects are stronger for girls despite a lack of effects on high school girls’ aspirations. For girls but not for boys, having a parent working in STEM increases the probability of entering the STEM field in adulthood above and beyond aspirations to enter the STEM field during adolescence.
To estimate whether information can close socioeconomic gaps in parents’ aspirations for their child’s postsecondary education, we administer a four-armed survey experiment to a nationally representative sample of U.S. parents. After respondents estimate costs of and returns to further education, we ask whether they prefer that their child pursue a four-year degree, a two-year degree, or no further education. Before this question is posed, the treated are first told (1) the net annual costs of pursuing a four-year and two-year degree in their state, (2) the annual returns to four-year and two-year degrees as compared to no further education in their local area, or (3) both costs and returns. We find that information lowers aspirations overall and widens socioeconomic aspiration gaps. These effects do not vary with the magnitude of error between estimated and actual costs and returns. However, we find positive impacts on aspirations among parents who think their child is academically prepared for college.
Estimates of school voucher impacts on educational attainment have yet to explore heterogeneities in socioeconomic status among disadvantaged minority students. We theorize reasons for these heterogeneities and then estimate experimentally the differential impacts of voucher offers on college enrollment and graduation rates for minority and non-immigrant students from moderately and severely disadvantaged backgrounds. The findings are obtained from a privately sponsored, lottery-based voucher intervention in New York City that began in 1997. College enrollment and degree attainment as of the fall of 2017 were obtained from the National Student Clearinghouse. We find no significant effects of offers on minority students from severely disadvantaged backgrounds but significant effects of six to eight percentage points on those from moderately disadvantaged households. Similar results are obtained for students born of non-immigrant mothers. Some policy implications are discussed.