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In this paper, we develop a gender-specific crosswalk based on dual-coded Current Population Survey data to bridge the change in the Census occupational coding system that occurred in 2000 and use it to provide the first analysis of the trends in occupational segregation by sex for the 1970-2009 period based on a consistent set of occupational codes and data sources. We show that our gender-specific crosswalk more accurately captures the trends in occupational segregation that are masked using the aggregate crosswalk (based on combined male and female employment) provided by the U.S. Census Bureau. Using the 2000 occupational codes, we find that segregation by sex declined over the period but at a diminished pace over the decades, falling by 6.1 percentage points over the 1970s, 4.3 percentage points over the 1980s, 2.1 percentage points over the 1990s, and only 1.1 percentage points (on a decadal basis) over the 2000s. A primary mechanism by which occupational segregation was reduced over the 1970-2009 period was through the entry of new cohorts of women, presumably better prepared than their predecessors and/or encountering less labor market discrimination; during the 1970s and 1980s, however, there were also decreases in occupational segregation within cohorts. Reductions in segregation were correlated with education, with the largest decrease among college graduates and very little change in segregation among high school dropouts.

Zonder onderwerpscode: economie

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High school students --- Career education --- Technical education --- Curricula --- Curricula

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High school graduates --- Labor supply --- Vocational education --- Technical education --- Public schools --- Employment --- Effect of education on --- High School Longitudinal Study of 2009.

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High school students --- Career education --- Technical education --- Curricula --- Curricula

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Doctoral programs in the humanities and related social sciences are characterized by high attrition and long times-to-degree. In response to these problems, the Andrew W. Mellon Foundation launched the Graduate Education Initiative (GEI) to improve the quality of graduate programs and in turn reduce attrition and shorten times-to-degree. Over a 10-year period starting in 1991, the Foundation provided a total of over $80 million to 51 departments at 10 major research universities. We estimate the impact of the GEI on attrition rates and times-to-degree using competing risk duration models and student-level data. The data span the start of the GEI and include information for students at a set of control departments. We estimate that the GEI had modest impacts on student outcomes in the expected directions: reducing attrition rates, reducing times-to-degree and increasing completion rates. The impacts of the GEI appear to have been driven in part by reductions in entering cohort size, improvements in financial support and increases in student quality.