ATTENTION: The software behind KU ScholarWorks is being upgraded to a new version. Starting July 15th, users will not be able to log in to the system, add items, nor make any changes until the new version is in place at the end of July. Searching for articles and opening files will continue to work while the system is being updated. If you have any questions, please contact Marianne Reed at mreed@ku.edu .

Show simple item record

dc.contributor.authorRauscher, Emily
dc.date.accessioned2017-07-26T19:25:57Z
dc.date.available2017-07-26T19:25:57Z
dc.date.issued2015
dc.identifier.citationEmily Rauscher; Educational Expansion and Occupational Change: US Compulsory Schooling Laws and the Occupational Structure 1850–1930. Soc Forces 2015; 93 (4): 1397-1422. doi: 10.1093/sf/sou127en_US
dc.identifier.urihttp://hdl.handle.net/1808/24754
dc.descriptionThis is a pre-copyedited, author-produced version of an article accepted for publication in Social Forces following peer review. The version of record Emily Rauscher; Educational Expansion and Occupational Change: US Compulsory Schooling Laws and the Occupational Structure 1850–1930. Soc Forces 2015; 93 (4): 1397-1422. doi: 10.1093/sf/sou127 is available online at: https://doi.org/10.1093/sf/sou127en_US
dc.description.abstractDuring the US Industrial Revolution, educational expansion may have created skilled jobs through innovation and skill upgrading or reduced skilled jobs by mechanizing production. Such arguments contradict classic sociological work that treats education as a sorting mechanism, allocating individuals to fixed occupations. I capitalize on state differences in the timing of compulsory school attendance laws to ask whether raising the minimum level of schooling: (1) increased school attendance rate; or (2) shifted state occupational distributions away from agricultural toward skilled and non-manual occupation categories. Using state-level panel data constructed from 1850–1930 censuses and state-year fixed effects models, I find that compulsory laws significantly increased school attendance rates, particularly among lower-class children, and shifted the categorical distribution toward skilled and non-manual occupations. Thus, rather than deskilling through mechanization, raising the minimum level of education seems to have created skilled jobs and raised the occupational distribution through skill-biased technological change. Results suggest that education was not merely a sorting mechanism, supporting the importance of education as an institution even around the turn of the century.en_US
dc.publisherOxford University Pressen_US
dc.rights© The Author 2015.en_US
dc.titleEducational Expansion and Occupational Change: U.S. Compulsory Schooling Laws and the Occupational Structure 1850-1930*en_US
dc.typeArticleen_US
kusw.kuauthorRauscher, Emily
kusw.kudepartmentSociologyen_US
dc.identifier.doi10.1093/sf/sou127en_US
dc.identifier.orcidhttps://orcid.org/0000-0002-5384-4667
kusw.oaversionScholarly/refereed, author accepted manuscripten_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccess


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record