Melonie P. Heron

Heron explores, in three distinct national contexts, how the occupational rewards of education vary by social group.

Many scholars consider education to be a social leveler. Previous research also shows that immigrant status, gender, and race are three major axes of stratification in each country. However, these three bases of inequality rarely operate independently. Combinations of disadvantaged statuses produce handicaps beyond those experienced by individuals with a single disadvantaged status. Testing neo-classical and neo-Marxist theories, Heron uses census data in the U.S., Canada, and England to model this previously ignored complexity. She examines the role that education plays in counteracting different combinations of disadvantaged statuses. She finds evidence in support of both theoretical models. Interestingly, she also finds that only in the U.S. and only for African-American women does education provide an even greater reward over and above that provided on average. This allows highly educated African-American, but not Caribbean, women to achieve occupational parity with highly educated white U.S.-born women.

Table of Contents

1. Introduction
2. Theories of Immigrant and Minority Group Incorporation
3. West Indian Migration and Socio-Political Context: The Racialization of Immigration Policy
4. West Idian Migration and Socio-Political Context: Race Relations Policy
5. Data and Methods
6. Preliminary Analyses
7. Occupational Attainment in the U.S., Canada, and England
8. Summary and Conclusion
   
References Cited
Index