Market And Network Theories Of The Transition From High School To Work : Their Application To Industrialized Societies
Abstract
The transition from high school to work creates serious problems for American youths and employers. Since single theories have difficulty conceptualizing the reasons for these problems, this paper reviews four theories that elucidate aspects: segmented labor market theory, human capital theory, signaling theory, and network theory. In addition, this review contrasts the American transition system with the transition systems in Japan, West Germany, and the United Kingdom to reveal practices and theoretical issues which are neither salient nor well studied in the American literature. We extend signaling theory to examine youths' use of signals, employers' use of dubious signals (e.g. age) while ignoring promising ones (e.g. grades), signals which are efficient in the short-term but not in the long-term. We extend network theory to include both personal contacts and institutional linkages. We note the ways poor signals may affect youths' plans and motivation and make them unresponsive to market demands, and the ways institutional networks may affect schooling and work-entry in the United States. Implications for theory, policy, and future research are also considered.
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The school-to-work network includes collaborative relationships among students, employers, and schools.
“The school-to-work network includes collaborative relationships among three parties, including students, employers, and schools (Rosenbaum, Kariya, Settersten, & Maier, 1990).”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Rosenbaum, Kariya, Settersten, & Maier, 1990
The relationship between workforce needs and schools is often problematic because workforce needs constantly transform while communication between employers and schools is often lacking.
“This relationship is often problematic -in that, the needs of the workforce are constantly transforming while communication oftentimes is lacking between the employers and schools.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Rosenbaum et al., 1990
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Educational reform, inequality and the structure of higher education in New Zealand
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Young People in Turkey who are Not in Education, Employment or Training (NEET)
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- Authors
- Rosenbaum, J. E., Kariya, T., Settersten, R., & Maier, T.
- Affiliations
- Northwestern University (US)
- National Institute of Multimedia Education, Chiba, Japan
- Venue
- Annual Review of Sociology
- Publisher
- Annual Reviews
- Published
- 1990-08
- Volume
- 16
- Issue
- 1
- Pages
- 263-299
- ISSN
- 0360-0572 (ISSN-L)
- 1545-2115
- OpenAlex
- W2112133199
- Cited by
- 201
- References
- 47
- Citations by year
- 2026: 1 · 2025: 6 · 2024: 4 · 2023: 3 · 2022: 8 · 2021: 4 · 2020: 4 · 2019: 7 · 2018: 5 · 2017: 8 · 2016: 6 · 2015: 9 · 2014: 8 · 2013: 8 · 2012: 6
- FWCI
- 19.62
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Annual Review of Sociology (publishedVersion)
- Topics
- Social Sciences › Political Science and International Relations › Education and Labor Relations
- Social Sciences › Sociology and Political Science › Youth Education and Societal Dynamics
- Social Sciences › Economics, Econometrics and Finance › Economics and Econometrics › Labor market dynamics and wage inequality
- Keywords
- youth employment, human capital theory, signaling theory, network theory, institutional networks, personal contact, school-to-work transition, Japan, West Germany, United Kingdom, United States, age discrimination, youth motivation
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