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Keywords: Human capital
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Journal Articles
Communist and Post-Communist Studies (2014) 47 (1): 39–47.
Published: 26 January 2014
... achievements than Russian speakers. © 2014 The Regents of the University of California. Published by Elsevier Science Ltd. All rights reserved. 2014 The Regents of the University of California Educational outcomes Educational trajectory Family resources Human capital Tatarstan Human capital...
Abstract
This paper studies the determinants of educational outcomes in the Republic of Tatarstan, Russia. Using principle component analysis, least squares with robust standard errors, and probit models, I found that family resources, including socioeconomic status, cultural and social capital, show a statistically significant effect on educational achievements and plans about educational trajectories. However, little of the variation in the dependent variables can be explained by variation in family resources. In Tatarstan, as in developed countries, family resources have a low influence on educational outcomes. Moreover, school quality, gender, nationality, peers, health, plans about future work, and other physical and psychological factors play important roles in influencing educational outcomes. Girls obtain better results than boys, and Tatar speakers show higher educational achievements than Russian speakers.
Journal Articles
Flipping burgers or flipping pages? Student employment and academic attainment in post-Soviet Latvia
Communist and Post-Communist Studies (2007) 40 (4): 477–491.
Published: 01 December 2007
... California * Corresponding author. Educational finance Human capital Student financial aid Flipping burgers or flipping pages? Student employment and academic attainment in post-Soviet Latvia Daunis Auers a Toms Rostoks a, Kenneth Smith b a University of Latvia, Department of Political Science...
Abstract
Latvian higher education has undergone a dramatic transition since 1991. This study employs a survey of nearly 1000 social science students studying in 13 different institutions in Latvia to consider the impact of the increase in the number of students who are working while studying. Evidence indicates employment has a strong and significant negative impact on school performance, and the negative impact increases as weekly hours worked increase. This manifests itself through reduced class attendance and reduced time spent in independent study. Finally, we find that the probability of student employment is most significantly affected by the availability of financial aid, gender, ethnicity, and age.