Showing 1 – 26 of 26 results.
Curated
Adaptation Process of Cuban and Mexican Immigrants in the United States, 1972-1979 (ICPSR 9672)
Released/updated on: 2006-01-18
Geographic coverage: United States
Time period: 1972-01-01--1979-01-01
For this data collection, Cuban and Mexican male immigrants were interviewed upon their entry into the United States in 1973-1974, with follow-up interviews in 1976 and 1979. The project sought to explore the causes and results of changes that occur following immigration by examining the complex interrelationships between the effects of what immigrants "bring with them" and the social and economic context that receives them. The first interview elicited demographic information such as marital status, number of children, education, parental information, present and prior occupations, date and community of birth, prior residency in the United States, present residency, relatives and friends in the United States, religious practices, and association membership. Respondents were also asked about their reasons for coming to the United States, plans to change residency, perceptions of discrimination in the United States, and aspirations concerning future occupations, salaries, education, and opportunities to reach their goals. Subsequent interviews expanded upon or recorded changes in these areas and also added wife's information and items on perceptions of problems in the United States, ethnicity of social relationships and neighborhood, satisfaction with living in the United States, plans to return to their homeland, languages spoken, read, and listened to, whether residence was owned or rented, and whether respondent had become a United States citizen. The study also recorded Duncan Scores, Treiman Scores, and scores on the Kahl Modernity Index, Knowledge of English Index, and Knowledge of U.S. Index.
Curated
Attitudes and Opinions Toward Education and Work in Chile, 1964 (ICPSR 7054)
Released/updated on: 2006-01-18
Geographic coverage: South America, Chile, Global
This study, conducted in Chile in 1964, included four different samples: Sample A, containing young people 12-14 years of age, Sample B, made up of respondents 16-22 years of age, Sample C, comprising adults, and Sample D, composed of primary and secondary school teachers. The study was undertaken to assess attitudes toward jobs and education in children and young adults, whose future was yet undecided, and in working adults in general and teachers in particular, whose occupations and educations were already established. Variables measured the respondents' highest educational and occupational aspirations in comparison with realistic appraisals of their jobs at the time of the interview and what they might be doing in the future. The study further explored important factors in deciding upon an occupation, as well as the advantages enjoyed by an educated person. Respondents in Samples B, C, and D were asked to evaluate certain goals of the Chilean education system, their desirability, and the degree to which they were fulfilled. These respondents were also asked to rate, on a high-to-low scale, the social prestige of given occupations in Chile. A major portion of the study examined the appeal that various aspects of jobs had for respondents: personal contact with supervisors, fellow workers, and clientele, fixed versus relaxed time schedules, supervision, initiative required, responsibility assumed, intensity of work, physical effort necessary, and variety of duties performed.
Curated
Career Values in Brazil, 1960 (ICPSR 7042)
Released/updated on: 2009-05-08
Geographic coverage: South America, Minas Gerais, Brazil, Rio Grande do Sul, Rio de Janeiro, Global, Latin America
This is the first of two studies conducted by Kahl concerning career patterns and values in Latin American countries (see also CAREER VALUES IN MEXICO, 1963 [ICPSR 7058]). The present study was carried out in 1960 in the Brazilian states of Rio de Janeiro, Minas Gerais, and Rio Grande do Sul. The study assessed the respondents' occupations at the time they were interviewed, the length of their employment, what they liked most and least about their jobs, and their incomes. Variables further explored past occupations, the highest level of education attained, and the extent to which lack of education had handicapped respondents' careers. A major portion of the study probed the respondents' feelings about the nature of jobs and people: the importance of ambition and determination in one's job, individual versus group interests, how best to "get ahead," importance of family ties, tendency to trust others, and corruption in the urban centers. A number of recodes and derived measures are included.
Curated
Career Values in Mexico, 1963 (ICPSR 7058)
Released/updated on: 2009-06-11
Geographic coverage: Mexico, Global, Latin America
This is the second of two studies conducted by the principal investigator concerning career patterns and values in Latin American countries (see also CAREER VALUES IN BRAZIL, 1960 [ICPSR 7042]). The present study was carried out in 1963 in both urban and rural areas of Mexico. The variables assessed the respondents' occupations at the time they were interviewed, the length of their employment, what they liked most and least about their jobs, and their incomes. Further questions explored past occupations, the highest level of education attained, and the extent to which lack of education had handicapped respondents' careers. A major portion of the study probed the respondents' feelings about the nature of jobs and people: the importance of ambition and determination in one's job, individual versus group interests, how best to "get ahead," the importance of family ties, the tendency to trust others, and corruption in urban centers. A number of recodes and derived measures are included. Demographic information covers age, marital status, number of children, religion, and father's occupation.
Curated
Detroit Longitudinal Study, 1967 (ICPSR 7312)
Released/updated on: 1992-02-16
Geographic coverage: Detroit, United States, Michigan
This survey asked Detroit area residents about satisfaction with their neighborhoods, police relations, racial discrimination, and perceptions of the 1967 riot and its consequences. In addition, the questionnaire measured feelings of political efficacy, political involvement, evaluations of various political personalities and social programs, and respondents' personal values and aspirations. Respondents' attitudes toward race relations were examined in a series of questions dealing with integration and separation of the races and an open-ended question that prompted respondents to define "Black power." Also included in this study are three derived measures: a general trust scale, an index assessing respondents' interpretations of the riot, and a political power index measuring respondents' perceptions of their ability to affect local and national laws. Questions also elicited background information, such as composition of respondents' parental families, level of education of parental figures, father's occupation, and parental influence on the respondents' job choices. Region and size of place of residence during childhood were also ascertained, as well as how long the respondent had lived in Detroit. Demographic data include age, sex, race, marital status, education and technical training, occupation, employment history, union membership, and service in the Armed Forces for the head of household. In all cases Black respondents were interviewed by Black interviewers and white respondents were interviewed by white interviewers.
Curated
Education Longitudinal Study (ELS), 2002: Base Year (ICPSR 4275)
Released/updated on: 2005-10-11
Geographic coverage: United States
The base year of the Education Longitudinal Study (ELS) of 2002 represents the first stage of a major longitudinal effort designed to provide trend data about critical transitions experienced by students as they proceed through high school and into postsecondary education or their careers. The 2002 sophomore cohort will be followed, initially at 2-year intervals, to collect policy-relevant data about educational processes and outcomes, especially as such data pertain to student learning, predictors of dropping out, and high school effects on students' access to, and success in, postsecondary education and the work force. Part 1, Student-Level Data, is comprised of data from assessments of students (achievement tests in mathematics and reading), surveys of students, surveys of parents, and surveys of teachers. The student assessments measured achievement in mathematics and reading, and they provided baseline scores that can serve as a covariate or control variable for later analyses. The student questionnaire gathered information about the student's background, school experiences and activities, plans and goals for the future, employment and out-of-school experiences, language background, and psychological orientation toward learning. One parent of each participating sophomore was asked to respond to a parent survey. The parent questionnaire was designed to gauge parental aspirations for the child, home background and the home education support system, the child's educational history prior to 10th grade, and parental interactions with and opinions about the student's school. For each student enrolled in English or mathematics, a teacher was also selected to participate in a teacher survey. The teacher questionnaire collected the teacher's evaluations of the student and provided information about the teacher's background and activities. Part 2, School-Level Data, is comprised of data from surveys of school administrators, surveys of librarians, and a facilities checklist (completed by survey administrators, based on their observations at the school). The school administrator questionnaire collected information on the school in six areas: school characteristics, student characteristics, teaching staff characteristics, school policies and programs, technology, and school governance and climate. The head librarian or media center director at each school was asked to complete a library media center questionnaire that inquired into the school's library media center facility, its staffing, its technological resources, collection and expenditures, and scheduling and transactions. The facilities checklist was a brief observational form completed for each school. It collected information about the condition of school buildings and facilities.
Curated
Experiences and Plans of Young Adults, 1973-1978 [United States] (ICPSR 8074)
Released/updated on: 1992-02-16
Geographic coverage: United States
Time period: 1973-01-01--1978-01-01
This collection is a longitudinal study of a national sample of young people. The respondents were originally observed as high school juniors in 1973 by the American College Testing Program. The first follow-up by the Institute for Demographic and Economic Studies (IDES) took place in 1976 and the second IDES follow-up study was conducted in 1978-1979. The original study was concerned with the amount of information young people had about specific job characteristics and career planning activities. The two follow-up studies collected information on current living situation, work, education, military experience, activities since high school, demographic information, and future plans.
Curated
Explorations in Equality of Opportunity, 1955-1970 [United States] (ICPSR 7671)
Released/updated on: 1992-02-16
Geographic coverage: United States
Time period: 1955-01-01--1970-01-01
This data collection contains information gathered in a longitudinal survey of a national sample of adults who were high school sophomores in 1955 and who participated in a 1970 follow-up survey. The 1970 study was designed to explore the determinants and long-range consequences of individual mobility in the United States. In 1955, in 42 public high schools across the nation, 4,151 sophomores were given aptitude and career goals questionnaires by the Educational Testing Service (ETS). In 1970, the University of North Carolina's Institute for Research in Social Science (IRSS) attempted to contact the sample with mailback questionnaires. There were 2,077 usable responses. The sophomore sample approximated a representative national sample of its age cohort, with the following exceptions: (1) students attending predominantly non-white institutions were excluded, (2) private schools were excluded, (3) large-city schools tended to be under-represented, and (4) low-ability students and school dropouts tended to be under-represented. The mailed questionnaires included items concerning personal data and activities, high school and college experience (e.g., reasons for dropping out of high school, motivating factors for attending college, and number of high school friends who attended college), work experience (e.g., job history, hours worked, types of occupations, and work attitudes), family background and marriage (e.g., ethnicity, religion reared in, and highest level of education attained by immediate family members), and finances (e.g., financial obligations, income, and assets), as well as a wide range of questions on attitude and esteem (e.g., current feelings about hometown, present community, high school, and college). Women were asked additional questions concerning contraception, pregnancy, family size, and attitudes toward women's roles and work.
Curated
High School and Beyond, 1980: Sophomore and Senior Cohort First Follow-Up (1982) (ICPSR 8297)
Released/updated on: 1992-02-16
Geographic coverage: United States
Time period: 1980-01-01--1982-01-01
This data collection provides the second wave of data in a longitudinal, multi-cohort study of American youth conducted by the National Opinion Research Center (NORC) on behalf of the National Center for Education Statistics. The first wave of data was collected in 1980 (ICPSR 7896) and the third wave was collected in 1984 (ICPSR 8443). Student identification numbers included in each record permit data from these surveys to be merged with other High School and Beyond files. The base-year (1980) study incorporated student data from both cohorts into one file. Due to the more complex design of the First Follow-Up and a resulting increase in the volume of available data, separate files have been created for the two cohorts. The sophomore cohort portion of this collection replicates nearly all of the types of data gathered in the base-year study (ICPSR 7896), including students' behavior and experiences in the secondary school setting, outside employment, educational and occupational aspirations and expectations, personal and family background, and personal attitudes and beliefs. Also, the same cognitive test was administered in the base-year and follow-up surveys. The senior cohort portion, in contrast, emphasizes postsecondary education and work experiences. Education data include the amount and type of school completed, school financing, aspirations, and non-school training. Information is also provided on labor force participation and aspirations, military service, and financial status. The senior cohort did not take the cognitive test for the follow-up survey. Both cohorts provide demographic data such as age, race, sex, and ethnic background. The Transcripts Survey provides information on individual students such as the type of high school program, the student's grade point average, attendance, class rank and size, and participation in special education programs, plus course-oriented data such as the year a course was taken, the type of course, credit earned, and grades received. The Offerings and Enrollments Survey file contains data on each school in the sample and include variables such as size and type of institution, type of schedule used, ethnic composition of the faculty and student body, busing, types of programs and specific courses offered, school facilities, number of handicapped students, and school staffing. In addition, information is provided on academic and disciplinary policies, and perceived problems in the school. The Local Labor Market Indicators file contains economic and labor market data for the geographical area of each school in the sample, given both by county and by Standard Metropolitan Statistical Area. The School Questionnaire file incorporates data elements from both the Base-Year School Questionnaire and the First Follow-up School Questionnaire, along with other information from sampling files, into a single record for each school. Topics include institutional characteristics such as total enrollment, average daily attendance rates, dropout rates, remedial programs, provisions for handicapped and disadvantaged students, participation in federal programs, teacher retention and absenteeism, per-pupil expenditures, school rules and policies, and ownership and funding of nonpublic schools.
Curated
Simple Crosstabs
High School and Beyond, 1980: Sophomore and Senior Cohort Third Follow-up (1986) (ICPSR 8896)
Released/updated on: 2014-01-21
Geographic coverage: United States
This data collection represents the fourth wave of the High School and Beyond series. The base-year data (ICPSR 7896) were collected in 1980, and the first and second follow-ups (ICPSR 8297 and ICPSR 8443) were conducted in 1982 and 1984. The High School and Beyond series is a longitudinal study of students who were high school sophomores and seniors in 1980. As with the first and second follow-ups, the structure and documentation of High School and Beyond Third Follow-Up data files represent a departure from base-year (1980) practices. While the base-year student file contains data from both the senior and sophomore cohorts, the three follow-up surveys provide separate student files for the two cohorts. Each of the cohort files for this collection merges the base year and first and second follow-up data with the third follow-up data. To maintain comparability with prior waves, many questions from previous follow-up surveys were repeated on the third follow-up questionnaire. Respondents were asked to update background information and to provide information about their work experience, unemployment history, education and other training, family information, income, and other experiences and opinions. Event history formats were used for obtaining responses about jobs held, schools attended, periods of unemployment, and marriage patterns. New items were added on respondents' interest in graduate degree programs and on alcohol consumption habits. The transcript files, which present data taken from official records of academic and vocational schools, include information on program enrollments, periods of study, fields of study pursued, specific courses taken, and credentials earned.
Curated
Legislative Behavior Study, 1957 (ICPSR 7209)
Released/updated on: 1992-02-16
Geographic coverage: United States, Tennessee, Ohio, California, New Jersey
This study surveyed members of the state legislatures of California, New Jersey, Ohio, and Tennessee during the 1957 sessions. The interviews focused on the perceptions and behaviors of state legislators, with special emphasis on their perceptions of the workings of the legislature, the roles and tasks of legislators as well as institutional and party officials, the workings of political parties and pressure groups and their bearing on substantive policy issues, and the influence patterns within the legislature. In addition, the respondents were questioned on their recruitment into politics, their political orientation, perceptions of their job, political motivations and aspirations, and responsibilities toward their party, constituents, and pressure groups.
Curated
National Education Longitudinal Study, 1988: First Follow-up (1990) (ICPSR 9859)
Released/updated on: 1999-08-18
Geographic coverage: United States
Time period: 1988-01-01--1990-01-01
This data collection presents follow-up data for the NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 (ICPSR 9389). The base-year study collected information from student surveys and tests and from surveys of parents, school administrators, and teachers. It was designed to provide trend data about critical transitions experienced by students as they leave elementary school and progress through high school and postsecondary institutions or the work force. This collection provides the first opportunity for longitudinal measurement of the 1988 baseline samples. It also provides a point of comparison with high school sophomores from ten years before, as studied in HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF STUDENTS IN THE UNITED STATES (ICPSR 7896). Further, the study captures the population of early dropouts (those who leave school prior to the end of the tenth grade), while monitoring the transition of the student population into secondary schooling. The student component (Part 1) collected basic background information about students' school and home environments, participation in classes and extracurricular activities, current jobs, and students' goals, aspirations, and opinions about themselves. The student component also measured tenth-grade achievement and cognitive growth between 1988 and 1990 in the subject areas of mathematics, science, reading, and social studies. The school component (Part 3) supplies general descriptive information about the educational setting and environment in which surveyed students were enrolled. These data were collected from the chief administrator of each base-year school and cover school characteristics, grading and testing structure, school culture and academic climate, program and facilities information, parental interactions and involvement, and teaching staff characteristics. The dropout component (Part 5) provides data on the process of dropping out of school as it occurs from eighth grade on. Variables include school attendance, determinants of leaving school, self-perceptions and attitudes, work history, and relationships with school personnel, peers, and family. The teacher component (Part 7) was administered to teachers of follow-up students in four basic subject areas: mathematics, science, English, and history. The questionnaire elicited teacher evaluations of student characteristics and performance in the classroom, curriculum information about the classes taught, teacher demographic and professional characteristics, information about parent-teacher interactions, time spent on various tasks, and perceptions of school climate and culture.
Curated
National Education Longitudinal Study, 1988: Second Follow-Up (1992) (ICPSR 6448)
Released/updated on: 1995-03-16
Geographic coverage: United States
Time period: 1990-01-01--1992-01-01
This data collection presents second follow-up data for the NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 (ICPSR 9389). The base-year study, which collected information from student surveys and tests and from surveys of parents, school administrators, and teachers, was designed to provide trend data about critical transitions experienced by students as they leave elementary school and progress through high school and postsecondary institutions or the work force. The first follow-up, NATIONAL EDUCATION LONGITUDINAL STUDY, 1988: FIRST FOLLOW-UP (1990) (ICPSR 9859), provided the first opportunity for longitudinal measurement of the 1988 baseline samples. It also provided a point of comparison with high school sophomores from ten years before, as studied in HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF STUDENTS IN THE UNITED STATES (ICPSR 7896). Further, the study captured the population of early dropouts (those who leave school prior to the end of the tenth grade), while monitoring the transition of the student population into secondary schooling. The second follow-up provides a cumulative measurement of learning in the course of secondary school, and also supplies information that will facilitate investigation of the transition into the labor force and postsecondary education after high school. The 1992 student component collected basic background information about students' school and home environments, participation in classes and extracurricular activities, current jobs, and their goals, aspirations, and opinions about themselves. The student component also gathered data about the family decision-making structure during the critical transition from secondary school to postsecondary education or the work environment. The 1992 school component solicited general descriptive information about the educational setting and environment in which surveyed students were enrolled. These data, which were collected from the chief administrator of each base-year school with sample members still in attendance, cover school, student, and teacher characteristics, school politics and programs, and school governance and climate. The 1992 teacher component was administered to teachers of second follow-up students in one of two basic subject areas: mathematics or science. The questionnaire elicited teacher evaluations of student characteristics and performance in the classroom, curriculum information about the classes taught, teacher demographic and professional characteristics, information about parent-teacher interactions, time spent on various tasks, and perceptions of school climate and culture. The dropout component provides data on the process of dropping out of school as it occurs from eighth grade on. Variables include school attendance, determinants of leaving school, self-perceptions and attitudes, work history, and relationships with school personnel, peers, and family. The parent component provides information about the factors that influence educational attainment and participation, including family background, socioeconomic conditions, and character of the home educational system. This component was present in the base-year survey but not in the first follow-up.
Curated
National Education Longitudinal Study: Base Year Through Fourth Follow-Up, 1988-2000 (ICPSR 3955)
Released/updated on: 2006-01-18
Geographic coverage: United States
Time period: 1988-01-01--2000-01-01
This data collection presents base year through fourth follow-up data for the National Education Longitudinal Study (see NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 [ICPSR 9389], FIRST FOLLOW-UP, 1990 [ICPSR 9859], SECOND FOLLOW-UP, 1992 [ICPSR 6448]), and THIRD FOLLOW-UP, 1994 [ICPSR 6961]. In addition, these data sustain continuing trend comparisons with NATIONAL LONGITUDINAL STUDY OF THE CLASS OF 1972 (ICPSR 8085) and HIGH SCHOOL AND BEYOND, 1980 (ICPSR 7896, 8297, 8443, 8896). NELS:88/2000 collected information on this cohort's accomplishments 12 years after the eighth-grade baseline survey. The 2000 data were collected at a key stage of life transitions for the eighth-grade class of 1988 since most had been out of high school for nearly eight years and many had already completed postsecondary education, started or even changed careers, and started families. Part 1, Student-Level Data, includes universe variables, base-year, first and second follow-up student components, school variables at the student level, second and third follow-up early graduate supplement and student-level transcript variables, first, second, and third follow-up dropout components, base-year and second follow-up parent components, and third and fourth follow-up questionnaires and derived variables. Part 2, Postsecondary Education Attendance Data, provides information for third and fourth follow-up respondents on attendance at postsecondary institutions. Part 3, Postsecondary Institution Data, supplies information about institutions applied to or attended by fourth follow-up respondents regarding sector, tuition/fee deciles, and enrollment. Part 4, Postsecondary 1994 Education Attendance Data, provides information for third follow-up respondents on attendance at postsecondary institutions, including enrollment dates and major fields of study.
Curated
National Education Longitudinal Study: Base Year through Third Follow-up, 1988-1994 (ICPSR 6961)
Released/updated on: 2006-01-12
Geographic coverage: United States
Time period: 1988-01-01--1994-01-01
This data collection presents base year through third follow-up data for the National Education Longitudinal Study (see NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 [ICPSR 9389], FIRST FOLLOW-UP, 1990 [ICPSR 9859], and SECOND FOLLOW-UP, 1992 [ICPSR 6448]). In addition, these data sustain continuing trend comparisons with NATIONAL LONGITUDINAL STUDY OF THE CLASS OF 1972 (ICPSR 8085) and HIGH SCHOOL AND BEYOND, 1980 (ICPSR 7896, 8297, 8443, 8896). NELS:88/94 collected information on postsecondary education participation, employment, earnings, family formation, and other activities and experiences relevant to individuals about to enter their adult lives. The collection contains information that represents several nationally representative samples, including eighth graders in 1988, tenth graders in 1990, and twelfth graders in 1992 enrolled in public or private schools. By the time of the third follow-up study in 1994, most NELS:88 sample members had completed four years of high school, while some had dropped out of high school or had attended alternative programs to obtain their diplomas. Part 1, Student-Level Data, includes universe variables, base-year, first follow-up, and second follow-up student components, school variables at the student level, second follow-up early graduate supplement and student-level transcript variables, first follow-up and second follow-up dropout components, base-year and second follow-up parent components, and third follow-up questionnaire and derived variables. Part 2, Postsecondary Education Attendance Data, provides information for third follow-up respondents on attendance at postsecondary institutions, including enrollment dates and major fields of study. Part 3, Postsecondary Institution Data, supplies information about institutions applied to or attended by third follow-up respondents regarding sector, tuition/fee deciles, and enrollment.
Curated
National Youth Survey [United States]: Wave I, 1976 (ICPSR 8375)
Released/updated on: 2008-08-01
Geographic coverage: United States
This dataset contains parent and youth data for the National Youth Survey. Youths and one of their parents or legal guardians were interviewed in early 1977 about events and behavior occurring during calendar year 1976. Included is information on the demographics and socioeconomic status of respondents, disruptive events in the home, neighborhood problems, parental aspirations for youth, labeling, integration of family and peer contexts, attitudes toward deviance in adults and juveniles, parental discipline, community involvement, and drug use.
Curated
National Youth Survey [United States]: Wave II, 1977 (ICPSR 8424)
Released/updated on: 2008-08-26
Geographic coverage: United States
Youth data for the second wave of the National Youth Survey are contained in this data collection. The first wave was conducted in 1976 (ICPSR 8375). Youths were interviewed in early 1978 about events and behavior that had occurred in 1977. Data were collected on demographic and socioeconomic status of respondents, aspirations, social isolation, normlessness, labeling, attitudes toward deviance, exposure to delinquent peers, commitment to delinquent peers, sex roles, interpersonal violence, exposure to substance abuse, self-reported delinquency, drug and alcohol use, and victimization.
Curated
National Youth Survey [United States]: Wave III, 1978 (ICPSR 8506)
Released/updated on: 2008-09-10
Geographic coverage: United States
Youth data for the third wave of the National Youth Survey are contained in this data collection, which includes data for youth interviewed in 1979 about events and behavior of the preceding year. The first wave of this study was conducted in 1976 (ICPSR 8375) and the second wave in 1977 (ICPSR 8424). Data were collected on the demographic and socioeconomic status of respondents, disruptive events in the home, youth aspirations, expectations for future goals, social isolation, normlessness, labeling, perceived disapproval, attitudes toward deviance, exposure and commitment to delinquent peers, sex roles, attitudes toward sexual assault, interpersonal violence, pressure for substance abuse by peers, exposure to substance abuse by parents, self-reported delinquency, and drug and alcohol use.
Curated
National Youth Survey [United States]: Wave IV, 1979 (ICPSR 8917)
Released/updated on: 2008-09-10
Geographic coverage: United States
Youth data for the fourth wave of the National Youth Survey are contained in this data collection. The first wave of this survey was conducted in 1976 (ICPSR 8375), the second wave in 1977 (ICPSR 8424), and the third wave in 1978 (ICPSR 8506). Data are available in this wave on the demographic and socioeconomic status of respondents, disruptive events in the home, youth aspirations and expectations, social isolation, normlessness, perceived disapproval by parents and peers, attitudes toward deviance, exposure and commitment to delinquent peers, sex roles, interpersonal violence, pressure for substance abuse by peers, self-reported delinquency, drug and alcohol use, and victimization.
Curated
National Youth Survey [United States]: Wave V, 1980 (ICPSR 9112)
Released/updated on: 2008-09-10
Geographic coverage: United States
Youth data for the fifth wave of the National Youth Survey are contained in this collection. The first wave of this survey was conducted in 1976 (ICPSR 8375), the second wave in 1977 (ICPSR 8424), the third wave in 1978 (ICPSR 8506), and the fourth wave in 1979 (ICPSR 8917). For this wave, youths in the United States were interviewed in early 1981 about events and behavior occurring in calendar year 1980. Data are available on the demographic and socioeconomic status of respondents, disruptive events in the home, neighborhood problems, youth aspirations and current successes, normlessness, labeling by parents, friends, and co-workers, perceived disapproval, attitudes toward deviance, exposure and commitment to delinquent peers, sex roles, interpersonal violence, attitudes toward sexual violence, pressure for substance abuse by peers, drug and alcohol use, and victimization.
Curated
National Youth Survey [United States]: Wave VI, 1983 (ICPSR 9948)
Released/updated on: 2008-10-10
Geographic coverage: United States
Youth data for the sixth wave of the National Youth Survey are contained in this collection. This research project, which was designed to gain a better understanding of both conventional and deviant types of behavior by youths, involved collecting information from a representative sample of young people in the United States. The first wave of this survey was conducted in 1976 (ICPSR 8375), the second wave in 1977 (ICPSR 8424), the third wave in 1978 (ICPSR 8506), the fourth wave in 1979 (ICPSR 8917), and the fifth wave in 1980 (ICPSR 9112). For this wave, youths and young adults were interviewed in early 1984 about events and behavior occurring in calendar year 1983, when they were 17 to 26 years of age. Data are available on the demographic and socioeconomic status of respondents, disruptive events for parents, neighborhood problems, employment, children, aspirations and current successes, normlessness, labeling by parents, perceived disapproval by parents, peers, co-workers, and partner, attitudes toward deviance, exposure to delinquent peers, self-reported delinquency, drug and alcohol use, victimization, pregnancy, depression, use of outpatient services, spouse violence by respondent and partner, and sexual activity.
Curated
National Youth Survey [United States]: Wave VII, 1987 (ICPSR 6542)
Released/updated on: 2009-04-01
Geographic coverage: United States
Youth data for the seventh wave of the National Youth Survey are contained in this collection. This research project, designed to gain a better understanding of both conventional and deviant types of behavior by youths, involved collecting information from a representative sample of young people in the United States. The first wave of this survey was conducted in 1976 (ICPSR 8375), the second in 1977 (ICPSR 8424), the third in 1978 (ICPSR 8506), the fourth in 1979 (ICPSR 8917), the fifth in 1980 (ICPSR 9112), and the sixth in 1983 (ICPSR 9948). For this wave, young adults were interviewed in early 1987 about events and behavior occurring in calendar year 1986, when they were 20 to 29 years of age. Data are available on the demographic and socioeconomic status of respondents, parents and friends, neighborhood problems, education, employment, skills, aspirations, encouragement, normlessness, attitudes toward deviance, exposure to delinquent peers, self-reported depression, delinquency, drug and alcohol use, victimization, pregnancy, abortion, use of mental health and outpatient services, violence by respondent and acquaintances, use of controlled drugs, and sexual activity.
Curated
New Hope Project: Income and Employment Effects on Children and Families, 1994-2003 [Restricted Use] (ICPSR 30282)
Released/updated on: 2013-04-03
Geographic coverage: Milwaukee, United States, Wisconsin
Time period: 1994-08-01--2003-01-01
The New Hope Project gathered information on respondents over eight years using several data sources. This collection consists of three datasets: (1) Adults, (2) Child and Family Study (CFS) Parents, and (3) Youth. Information was collected on respondent's employment history, job characteristics and security, other sources of income, feelings about respondent's financial situation, material hardship, respondent's access to health care, as well as experiences with the New Hope program. Furthermore, families with at least one child between the ages of 1 and 10 at initial random assignment were selected for the Child and Family Study (CFS). The CFS independently surveyed parents/primary caregivers and up to two focal children when applicable, and collected information about the parents' and the child's well-being. Additionally, teachers of school-aged children were mailed surveys and asked to rate the child's performance and behavior. Demographic variables include age, gender, race, nationality, citizenship, educational attainment, employment status, income, marital status, parent-child relations, and household composition.
Curated
Simple Crosstabs
Project Talent, Base Year Data, 1960 (ICPSR 33341)
Released/updated on: 2013-05-23
Geographic coverage: United States
Project Talent is a nationally representative longitudinal study of men and women who were in high school in 1960 and who are currently in their 60s. Project Talent began as a major national effort to assess the aspirations and abilities of America's young men and women. Initiated in 1957, with support from the United States Office of Education and several other government agencies, Project Talent collected extensive information on characteristics and cognitive abilities of approximately 377,000 individuals in 1960 when they were in high school and in subsequent follow-up studies through age 30. Project Talent's large sample size, extensive background questionnaire, and cognitive measures, make it a premier study for social science research, combining aspects of multiple disciplines in a largely seamless research framework. Project Talent is uniquely suited to help inform lifecourse outcomes with a nationally representative sample and the power to unpack disparities in health and other characteristics and abilities.
Curated
Quality of Canadian Life: Social Change in Canada, 1977 (ICPSR 7879)
Released/updated on: 1992-02-16
Geographic coverage: Canada, Global
The Quality of Life Project was a five-year research program that began in 1976 and was officially titled "Social Change in Canada: Trends in Attitudes, Values, and Perceptions." The survey data for the project were collected through the Survey Research Centre at the Institute for Behavioural Research, York University, Ontario. The project's overall purpose was to develop time series measures of the perceived quality of life and of other subjective social indicators for Canada and its major regions. Three national surveys took place in the years 1977, 1979, and 1981, each including more than 3,000 respondents. A panel of about 2,000 respondents was followed through the three sets of interviews. In 1977 and 1981, the data were gathered in sample surveys of not only the general public of Canada but also selected Canadian decision-makers (top business executives, politicians, civil servants, and trade union leaders) to provide for comparisons between the two groups. This data collection contains the 1977 data, designed to measure each respondent's descriptions of, attitudes about, and satisfaction with a variety of domains of everyday life. They include: neighborhood/city/town/county of residence, life as a whole, Canadian and provincial governments, work and housework, personal finances, housing, life goals and values, personal alienation and efficacy, leisure activities and spare time, education, health and physical condition, friendships, marriage and romantic relationships, children, current Canadian political and social issues, and the news media. Background information and interviewer's observational data are also included.
Curated
Simple Crosstabs
Sloan Study of Youth and Social Development, 1992-1997 [United States] (ICPSR 4551)
Released/updated on: 2013-10-22
Geographic coverage: United States
Time period: 1992-01-01--1997-01-01
The Alfred P. Sloan Study of Youth and Social Development was designed to gather a holistic picture of the adolescent experience. To understand how young people form ideas about their future, the study considered not only what adolescents' aspirations are, but also how they may be influenced by family, peer groups, schools, and their communities. Data were collected within adolescents' three major social environments: schools, families, and peer groups. The study gathered information from 12 sites over five years, to examining such research questions as: (1) how young people of various ages and family backgrounds differ in their conceptions of work, (2) what learning opportunities families with different economic circumstances provide for their children with respect to work and careers, and (3) how schools influence educational expectations and career formation. Data were collected from focal students using the experience sampling method (ESM), an in-depth interview, and a battery of questionnaires. The questionnaires included: (1) the Teenage Life Questionnaire, a modification of instruments used in the National Educational Longitudinal Study (NELS:1988-94), (2) a Friends Sociometric form, which provided detailed information about the respondents' peer groups and social ties, and (3) the Career Orientation Survey (COS), which measures respondents' knowledge about jobs and occupational expectations. Cohort students were also administered the questionnaires but did not participate in the ESM or in-depth interviews. All instruments were administered to focal students in Years 1, 3, and 5. In addition, in Year 2, in-depth interviews alone were administered to focal students. In years 1, 3, and 5, a separate group of cohort students were administered the questionnaires. Parts 1, 2, 6, 7, 11, and 12 consist of the Teenage Life Questionnaire data. Parts 3, 4, 8, 9, 13, and 14 consist of the Career Orientation Survey data. Parts 5, 10, and 15 consist of the Experience Sampling Method data. The in-depth interview component will be released by ICPSR as restricted data at a later time.