{"id":442,"date":"2016-01-28T23:05:06","date_gmt":"2016-01-28T23:05:06","guid":{"rendered":"http:\/\/thesocietypages.org\/edsociety\/?p=442"},"modified":"2016-01-28T23:05:47","modified_gmt":"2016-01-28T23:05:47","slug":"how-elite-students-choose-prestigious-jobs","status":"publish","type":"post","link":"https:\/\/thesocietypages.org\/edsociety\/2016\/01\/28\/how-elite-students-choose-prestigious-jobs\/","title":{"rendered":"How Elite Students Choose “Prestigious” Jobs"},"content":{"rendered":"
\"little-boy-in-suit\"<\/a>
Despite their broad interests, nearly half of Stanford and Harvard grads choose just three careers. Photo via cdn.sheknows.com<\/a>.<\/figcaption><\/figure>\n

Elite college students have widely varying interests and aspirations, right? So, how do you explain nearly half of Harvard and Stanford\u2019s 2014 graduates choosing to pursue jobs in only three economic sectors:<\/span> financial services, management consulting, and technology? To answer this question and better understand how upper-tier universities form a pipeline to such a narrow range of prestigious careers, Amy Binder, Daniel Davis, and Nicholas Bloom conducted in-depth interviews with 56 Harvard and Stanford students and recent alumni.<\/span><\/p>\n

The researchers asked current and former students how they decided on their ultimate career paths. They found that the majority of students experienced anxiety and confusion when beginning college, but quickly understood which options were considered the most prestigious. Largely as a result of on-campus corporate recruitment, students saw finance, consulting, and high-tech jobs as high-status. These perceptions of prestige also led students to distinguish between \u201chigh-status\u201d and \u201cordinary\u201d jobs, \u00a0encouraging many to choose high-wealth, high-status occupational sectors. <\/span><\/p>\n

Binder and her colleagues explain that while the key destinations for “the best and the brightest” have changed,\u00a0the general processes funneling students toward a small number of occupational sectors are not new. Student career aspirations are\u00a0driven not only by individual preferences, but by organizations and the people in them. Universities influence students\u2019 occupational trajectories by fostering\u00a0peer prestige systems based on\u00a0the meanings students assign to particular jobs. By illuminating how this process works, the researchers help us understand how elite universities may “curtail students’ creativity, leech talent away from other sectors, and contribute to economic and social inequality.”\u00a0<\/span><\/p>\n

You can find the full article here:<\/span><\/p>\n

Amy J. Binder<\/a>, Daniel B. Davis<\/a>, & Nicholas Bloom<\/a>. (2015). Career Funneling: How Elite Students Learn to Define and Desire \u2018\u2018Prestigious\u2019\u2019Jobs<\/a>. <\/span>Sociology of Education<\/a><\/span><\/i>, 0038040715610883.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Elite college students have widely varying interests and aspirations, right? So, how do you explain nearly half of Harvard and Stanford\u2019s 2014 graduates choosing to pursue jobs in only three economic sectors: financial services, management consulting, and technology? To answer this question and better understand how upper-tier universities form a pipeline to such a narrow […]<\/p>\n","protected":false},"author":1952,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[36081],"tags":[39434,78,13,1140,39432,536],"class_list":["post-442","post","type-post","status-publish","format-standard","hentry","category-250-words","tag-career-funneling","tag-higher-education","tag-inequality","tag-ivy-league","tag-occupational-choice","tag-prestige"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/442","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/users\/1952"}],"replies":[{"embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/comments?post=442"}],"version-history":[{"count":2,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/442\/revisions"}],"predecessor-version":[{"id":445,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/442\/revisions\/445"}],"wp:attachment":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/media?parent=442"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/categories?post=442"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/tags?post=442"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}