Human Capital Theory: Foundations of a Field of Inquiry

Sweetland, Scott R.

doi:10.3102/00346543066003341

Cited by 344 publications

(265 citation statements)

References 12 publications

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“…I used household variables consistent with similar human capital models that suggest that investment in people leads to economic benefits. Types of investment include education, labor skills, years of work experience, or worker's age to approximate experience (Mincer, 1958;Psacharopoulos & Patrinos, 2004;Sweetland, 1996). I included age, gender, educational attainment, marital status, number of children, employment status, citizenship status, and multigenerational households.…”

Section: Existing Studies On Pacific Islander Incomementioning

confidence: 99%

Beyond the “Haves and Have Nots”: Using an Interdisciplinary Approach to Inform Federal Data Collection Efforts with Indigenous Populations

Lee

2017

iipj

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This study demonstrates how multiple methods can inform national survey data collection efforts for Indigenous populations using Pacific Islanders as a case study. National data surveys are oftentimes limited in how they collect data on small populations due to data suppression, and they lack nuance in how they aggregate distinct populations. I conduct linear regression models of U.S. Census data to demonstrate that Pacific Islanders lag behind Whites in income, even after controlling for household characteristics and geography. Further analyses of oral histories and interviews with Pacific Islanders demonstrate that income disparities exist in part because of remittances, competing financial demands, and citizenship status. I argue that it is important to add survey questions that capture migrant experiences to improve national data survey collection efforts. By utilizing and improving both types of data collection, researchers can better comprehend the barriers and opportunities for decreasing the racial income and wealth gap, which will strengthen the economic stability of Pacific Islanders in the United States.

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Section: Existing Studies On Pacific Islander Incomementioning

confidence: 99%

Beyond the “Haves and Have Nots”: Using an Interdisciplinary Approach to Inform Federal Data Collection Efforts with Indigenous Populations

Lee

2017

iipj

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“…Literature on human capital theory identifies different types and/ or means of education and these are formal education (primary, secondary and higher levels of education), non-formal education, on the job training and specialized vocational education (Becker, 1964). Human capital theory thus suggests that individuals and society derive economic benefits from investing in people primarily through education (Sweetland, 1996). According to Boissiere (2004), education is the cornerstone of economic growth and social development, and primary education provides the foundation for secondary and tertiary education and training, and lays the foundation for a more productive labor force through promoting literacy and numeracy.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Examining the Effect of Automatic Promotion on Students’ Learning Achievements in Uganda’s Primary Education

Okurut¹

2015

WJE

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This study employed a difference-in-differences analysis technique to estimate the average treatment effect of automatic promotion on students' cognitive learning outcomes in Uganda's primary education. Regression results indicate a positive policy effect on learning achievements in literacy and numeracy at primary three (P3) and primary six (P6). Specifically, the implementation of automatic promotion policy has translated in to an increase in learning outcomes in reading and mathematics at P3 and P6, all statistically significant at conventional levels. Decomposing the effect along gender and school location (rural or urban) dimensions reveals positive and statistically significant effect on literacy and numeracy in both grades. The effect on students' scores in rural areas is higher than that on students' in urban schools. In terms of gender, the effect is relatively similar for female students and their male counterparts. These results are contrary to the popular belief among many Ugandans, but consistent with earlier scholarly works that have attributed automatic promotion with positive impact on learning outcomes.

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“…For example, in the coastal southern Tanzanian region where this study was conducted, 95.9% of children had enrolled in primary school (Samji, 2010). According to human capital theory, more educational attainment leads to increased benefits such as better health and more earned income (Sweetland, 1996). In the ideal educational setting, teachers work with their students to develop a skillset that is also applicable in their life outside of school and in their jobs back at home, which in rural areas of Tanzania is farming.…”

Section: Why Do Tanzanian Youth Drop Out From School?mentioning

confidence: 99%

Spirit of Inquiry of Out-of-School Youth in Rural Southern Tanzania: How Formal Schooling Shapes Receptivity of New Information to Improve Their Livelihoods

Roberts

McFalls²,

Brown³

et al. 2015

WJE

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Objective: Most youth in Sub-Saharan Africa are not enrolled in school. Although more youth are enrolling in school, they are increasingly less likely to complete their primary and secondary schooling. Similarly to many other African nations, Tanzania has an estimated out-of-school population of 49% of youth despite massive post-millennium investments which have significantly raised enrollment rates. Due to a high unemployment rate, rural youth commonly opt to pursue employment in cities or carry out agricultural work at home. However, their ability to procure formal employment is hindered by competition due to a high youth population density. This study sought to understand how youth with different levels of formal educational attainment (no schooling, primary schooling, secondary schooling) learn information in their community and formal schooling to improve their livelihoods and develop sustainable practices for generating income.Methods: Through semi-structured qualitative interviews and focus group discussions, the study examines differences between the groups in what they seek to understand and the different pathways they use to learn. Results:Although there were positive effects of schooling among the participants in this study in terms of boosting their self-confidence and self-esteem, youth dropouts with schooling experience overwhelmingly reported that they did not learn approaches and information in their schools that were beneficial for improving their livelihoods. Conclusions:Since the majority of Tanzanian students, and particularly those from rural areas, will be unable to study in higher education institutions, educational programs for youth in school and for school dropouts are more effective which center on methods for learning new information that are applicable to their intended occupation within their community and which also prepare them for participating in the workforce.

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Human Capital Theory: Foundations of a Field of Inquiry

Cited by 344 publications

References 12 publications

Beyond the “Haves and Have Nots”: Using an Interdisciplinary Approach to Inform Federal Data Collection Efforts with Indigenous Populations

Beyond the “Haves and Have Nots”: Using an Interdisciplinary Approach to Inform Federal Data Collection Efforts with Indigenous Populations

Examining the Effect of Automatic Promotion on Students’ Learning Achievements in Uganda’s Primary Education

Spirit of Inquiry of Out-of-School Youth in Rural Southern Tanzania: How Formal Schooling Shapes Receptivity of New Information to Improve Their Livelihoods

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