Mental and physical health impairments at the transition to college: Early patterns in the education-health gradient

Abstract

Part of the education-health gradient may be related to inequalities in the transition from high school to college by health impairment status. In this paper, we use the National Longitudinal Survey of Youth 1997 to investigate the link between health impairments beginning prior to high school completion and college-going, distinguishing between individuals with mental, physical, or multiple health impairments and between enrollment in 2-year and 4-year postsecondary institutions. We find that individuals with mental impairments or multiple impairments are less likely to initially enroll in 4-year postsecondary institutions than individuals without health impairments, controlling on background and high school preparation. We also find evidence that advanced math course-taking in high school, an important step on the pathway to a 4-year college for all students, does not provide students with mental impairments the same return as students without health impairments. We discuss implications for policy to address educational inequalities in health.

Inequality in psychological distress among young adults: An integrative model of economic, social, and environmental determinants.

“…Experiencing insufficient material resources and stress in this formative age, when young adults must make many important decisions for their future (Arnett et al, 2014), may impact on their entire life course. Poverty and stress may limit young adults’ ability to leave their parents’ home and establish their own family (Malla et al, 2018), also affecting their chances of entering postsecondary education and their ability to complete their studies (Carroll et al, 2018; Hardy & Marcotte, 2020; Wei et al, 2019). This, of course, will determine their labor market position, and their earnings prospects later in life.…”

A New Approach for Constructing a Health Care Index including the Subjective Level

“…A low educational level is associated to a lower number of psychosocial resources [ 21 , 22 ], implying that educational background is positively associated to health outcomes [ 23 ]. Primary school is the reference, while the other five outcomes are: lower secondary, upper secondary, post secondary, non-tertiary, lower level tertiary, first stage and upper level tertiary.…”

Einkommen und frühzeitig auftretende Behinderungen : abgestufte, vielfältige Ungleichheiten

“…En effet, plusieurs travaux montrent que les différentes sous-populations handicapées 4 accèdent à des niveaux de diplôme et des situations d'emploi hétérogènes, avec vraisemblablement des répercussions contrastées en matière de salaire. La durée des études apparaît particulièrement réduite pour les personnes avec des handicaps intellectuels ou cognitifs (Carroll, Humphries, & Muller, 2018 ;Ebersold, 2012 ;Newman, Wagner, Cameto, & Knokey, 2009). L'inactivité et le chômage se trouvent accrus, de façon relativement généralisée, pour des personnes avec des handicaps intellectuels, cognitifs, moteurs ou auditifs, et d'autant plus que le degré d'incapacité est sévère (Boman, Kjellberg, Danermark & Boman, 2015 ;Jones, 2009 ;Roy, 2016).…”