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Does it Matter how you get There? Educational Trajectories and Midlife Health
Does it Matter how you get There? Educational Trajectories and Midlife Health
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105321
- ISBN
- 9798297663961
- DDC
- 370
- 저자명
- Shaulis, Kelsey.
- 서명/저자
- Does it Matter how you get There? Educational Trajectories and Midlife Health
- 발행사항
- [Sl] : The Pennsylvania State University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 183 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-04, Section: A.
- 주기사항
- Advisor: Frisco, Michelle.
- 학위논문주기
- Thesis (Ph.D.)--The Pennsylvania State University, 2025.
- 초록/해제
- 요약In the U.S., adults are expected to have completed a traditional bachelor's degree by age 25. This expectation aligns with the idea of educational attainment as a predictor of socioeconomic success and health. However, in 2021, 6 million adult learners (25 and older) were enrolled in college in the US. Educational experiences increasingly extend beyond age 25, and intertwine with work and family experiences well into midlife. Thus, education cannot always be assumed to be a precursor to the family and work experiences that promote good health. These extended educational pathways are most common among women and racial/ethnic minority students.This dissertation aims to reconceptualize educational attainment as a life course process that can extend throughout adulthood and result in variation in relationships between education and health. Through an intersectional lens, I identify educational trajectories within sex- and race/ethnicity-subgroups. I then use the identified intersectional identities to investigate relationships with midlife physical and mental health. In particular, I focus on psychological distress and hypertension as stress-related health outcomes in midlife.The first study incorporates an intersectional life course perspective into the investigation of group-specific educational trajectories. Using data from the High School & Beyond study (HS&B), I identify sex- and race/ethnicity- specific educational trajectories across age. I then investigate the ways in which these educational trajectories differ across education, work, and family life course experiences. Results demonstrate that the perceived U.S. norm of completion of a college degree by age 25 is far from the normative experience among most intersectional subgroups.The second study considers the relationship between intersectional educational trajectories and midlife mental health. As educational trajectories extend into midlife, it is important to consider how longer educational trajectories, which intertwine with work and family, may be associated with midlife mental health at the intersection of sex and race/ethnicity. Findings demonstrate that after controlling for life course experiences and behaviors few significant relationships remain between educational trajectories and psychological distress. This lends support to the notion that the combination of life course experiences that contribute to differences in educational trajectories may be more salient to psychological well-being the educational experience itself.The third study turns to the relationship between intersectional educational trajectories and midlife physical health in the form of hypertension. I argue that as educational trajectories extend further into the life course, they may increase exposure to stress through navigation of the educational system, as well as through conflict with other life course roles, such as parent, spouse, and worker. After controlling for life course experiences and behaviors, few relationships remain between educational trajectories and hypertension.
- 일반주제명
- Enrollments
- 일반주제명
- Minority students
- 일반주제명
- Investigations
- 일반주제명
- Oppression
- 일반주제명
- Minority & ethnic groups
- 일반주제명
- Ethnic studies
- 기본자료저록
- Dissertations Abstracts International. 87-04A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
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■035 ▼a(MiAaPQ)PennState20550kms8215
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aShaulis, Kelsey.
■24510▼aDoes it Matter how you get There? Educational Trajectories and Midlife Health
■260 ▼a[Sl]▼bThe Pennsylvania State University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a183 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-04, Section: A.
■500 ▼aAdvisor: Frisco, Michelle.
■5021 ▼aThesis (Ph.D.)--The Pennsylvania State University, 2025.
■520 ▼aIn the U.S., adults are expected to have completed a traditional bachelor's degree by age 25. This expectation aligns with the idea of educational attainment as a predictor of socioeconomic success and health. However, in 2021, 6 million adult learners (25 and older) were enrolled in college in the US. Educational experiences increasingly extend beyond age 25, and intertwine with work and family experiences well into midlife. Thus, education cannot always be assumed to be a precursor to the family and work experiences that promote good health. These extended educational pathways are most common among women and racial/ethnic minority students.This dissertation aims to reconceptualize educational attainment as a life course process that can extend throughout adulthood and result in variation in relationships between education and health. Through an intersectional lens, I identify educational trajectories within sex- and race/ethnicity-subgroups. I then use the identified intersectional identities to investigate relationships with midlife physical and mental health. In particular, I focus on psychological distress and hypertension as stress-related health outcomes in midlife.The first study incorporates an intersectional life course perspective into the investigation of group-specific educational trajectories. Using data from the High School & Beyond study (HS&B), I identify sex- and race/ethnicity- specific educational trajectories across age. I then investigate the ways in which these educational trajectories differ across education, work, and family life course experiences. Results demonstrate that the perceived U.S. norm of completion of a college degree by age 25 is far from the normative experience among most intersectional subgroups.The second study considers the relationship between intersectional educational trajectories and midlife mental health. As educational trajectories extend into midlife, it is important to consider how longer educational trajectories, which intertwine with work and family, may be associated with midlife mental health at the intersection of sex and race/ethnicity. Findings demonstrate that after controlling for life course experiences and behaviors few significant relationships remain between educational trajectories and psychological distress. This lends support to the notion that the combination of life course experiences that contribute to differences in educational trajectories may be more salient to psychological well-being the educational experience itself.The third study turns to the relationship between intersectional educational trajectories and midlife physical health in the form of hypertension. I argue that as educational trajectories extend further into the life course, they may increase exposure to stress through navigation of the educational system, as well as through conflict with other life course roles, such as parent, spouse, and worker. After controlling for life course experiences and behaviors, few relationships remain between educational trajectories and hypertension.
■590 ▼aSchool code: 0176.
■650 4▼aEnrollments
■650 4▼aMinority students
■650 4▼aInvestigations
■650 4▼aOppression
■650 4▼aMinority & ethnic groups
■650 4▼aEthnic studies
■690 ▼a0631
■71020▼aThe Pennsylvania State University.
■7730 ▼tDissertations Abstracts International▼g87-04A.
■790 ▼a0176
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17360200▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
