Curriculum Placement, Race, Class and Gender Differences in Wage Growth Amongst Non-College Workers: Evidence from the NELS 1988–2000 Data

Abstract

This study assessed competing predictions from neoclassical human capital and social reproduction theories regarding the role of students’ gender, class and racial status in determining high school curriculum placement, early post secondary job destination and wage attainment. Our findings support predictions from reproductive theories in that they revealed significant class, race and gender disparities in students’ educational and employment outcomes, even after accounting for workers prior achievement. These findings have important implications for two fields of research: education and labor market inequality, especially within the context of the education literature where institutional processes are often assumed to be neutral. Moreover, our results highlighted the mechanisms underpinning high school curriculum tracking that discriminate against race, class and gender subgroups. We conclude with a discussion on policy recommendations and suggestions for future research.