College for All: New Institutional Conflicts in the Transition to Adulthood

Claudia Zapata-Gietl*, James E. Rosenbaum, Caitlin Ahearn, Kelly Iwanaga Becker

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

Abstract

This chapter examines how community colleges shape the life course of individuals transitioning into adulthood, and whether alternative institutional structures and better informed students might reduce some of the unintended conflicts between education and other life domains. We focus on several conflicts. We examine simultaneous role conflicts between life domains, simultaneous time conflicts between educational and life timetables, and sequential conflicts that occur during transitions. Mortimer and Krüger (Pathways from school to work in Germany and the United States. In: Hallinan MT (ed) Handbook of the sociology of education Springer, New York, pp 475–497, 2000) contend that clear school-work connections may help shape youths’ career plans and outcomes so they can anticipate and prepare for future demands. We examine how educational institutions shape these connections and how the lives of low-income and disadvantaged students may be particularly affected. We conclude by suggesting that improved transition structures may reduce conflicts and avoid the problems imposed by extended educational timetables.

Original languageEnglish (US)
Title of host publicationHandbooks of Sociology and Social Research
PublisherSpringer Science and Business Media B.V.
Pages201-221
Number of pages21
DOIs
StatePublished - 2016

Publication series

NameHandbooks of Sociology and Social Research
ISSN (Print)1389-6903
ISSN (Electronic)2542-839X

Keywords

  • Career
  • Community college
  • Education
  • Transition to adulthood
  • Transitions

ASJC Scopus subject areas

  • Psychology (miscellaneous)
  • Social Psychology
  • Social Sciences (miscellaneous)
  • Sociology and Political Science

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