The Impact of Family Background, Educational Credentials, And Academic Ability on Attaining High Income: An Analysis of Three Post-War Cohorts

摘要

To a considerable extent, the subject matter of this research--the rich--almost inherently seems to mute the policy relevance of the findings. Yet, patterns of access to the top slots are symbolically critical, and general societal issues related to how occupational positions should be distributed are being most pointedly contested at the elite level. In this context, then, the finding that where one goes to school does count, as well as the widespread belief in this fact, means that policy makers should give particular attention to patterns of access to the elite colleges and professional schools. Many have already found that a college degree does not create good life chances; it has become the necessary entry ticket to jobs with quite modest career prospects. In assessing educational equity, therefore, all colleges--and for that matter, business and law schools--should not be considered alike. By not distinguishing among prestige levels of schools, many commentators have overstated the egalitarian character of American higher education. Only in recent years, as the educationally privileged remain largely economically privileged, have these admissions criteria been fundamentally challenged. Minority groups have been at the forefront of this challenge with their demands for affirmative action. For the immediate future, proponents of 'affirmative action' for minorities seem quite right in contending that conventional meritocratic principles work to hold them back from elite schools and, concomitantly, elite occupational positions. What remains largely submerged in the public debate, however, is that these same considerations work to hinder the mobility of economically unfavored whites as well.