Abstract
This article attempts to explain why, between 1961 and 1972, as the proportion of men aged 25-34 who completed high school increased, the pecuniary effects of high school graduation rose. The authors are unable to explain the increase in terms of widening human capital differences between dropouts and graduates, queuing processes, or shifts in occupational composition and are led to conclude that as high school graduation becomes increasingly common, the social definition of the high school dropout as unqualified for the labor market intensifies, and the economic disadvantages suffered by dropouts increase beyond those predicted by simple models of the education-income relationship.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
