Student Debt and the University-to-Workforce Transition: The Role of Risk and Socio-Economic Background
Notice bibliographique
Résumé
Post-secondary education has increased in importance for economic prosperity and in cost, which has led to rising student debt in many nations. Researchers have lagged in determining how student debt affects new post-secondary graduates and, in particular, how it affects the labour market transitions of new university graduates? This dissertation explore this topic using nationally representative data on 2010 Canadian graduates. The effects of student debt on labour market transitions and outcomes are tested in three empirical studies. In Chapter 2, high levels of student debt are found to be associated with graduates reporting that they could not wait for the job they wanted, that they were actively looking for a different job despite currently being employed, and, for first-generation students only, that they were willing to move cities if it improved their job prospects. In Chapter 3, I find that highly indebted graduates are more likely to take a temporary first job and to have had more employers since graduation. I also find that highly indebted first-generation graduates have fewer job benefits and lower estimated incomes both two and three years after graduation. Not surprisingly given the aforementioned adverse effects of high student debt found for first-generation graduates, in Chapter 4 I also find that they report lower satisfaction levels. Specifically, compared to all other graduates, highly indebted first-generation graduates report lower job and life satisfaction, and are significantly less likely to say they would do the same education if they could choose again. Taken together, these findings have implications for higher education policy and the ability of university to function as a great equalizer. The findings are alarming given that upwards of 60% of students rely primarily on debt to fund their higher education. They suggest that student debt creates desperation in the job searches of new university graduates, which leads to greater job precarity, reduced job quality, and lower job and life satisfaction. Overall, this research casts doubt on the effectiveness of using student loans as s primary means of providing access to higher education.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
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