Hasil Pencarian  ::  Simpan CSV :: Kembali

"Kehilangan pekerjaan orang tua merupakan fenomena yang umum, bahkan hal ini juga bisa terjadi ketika perekonomian sedang tumbuh. Disisi lain, dampak dari kehilangan pekerjaan tidak hanya dirasakan oleh para pekerja melainkan juga dirasakan oleh pasangan dan anak-anaknya. Dengan menggunakan data IFLS 4 dan 5 serta model regresi logistik, penelitian ini bertujuan untuk melihat apakah kehilangan pekerjaan orang tua berpengaruh terhadap pencapaian pendidikan anak. Hasil penelitian ini menemukan bahwa anak dari orang tua yang pernah mengalami kehilangan pekerjaan memiliki probabilitas lebih rendah untuk lulus SMA/sederajat dan melanjutkan pendidikannya ke jenjang perguruan tinggi. Pengaruh dari fenomena kehilangan pekerjaan orang tua ini semakin besar seiring dengan jenjang pendidikan yang semakin tinggi. Selain itu, studi ini juga mengungkap bahwa fenomena kehilangan pekerjaan orang tua tidak berpengaruh signifikan terhadap pencapaian pendidikan anak untuk keluarga yang relatif miskin.

---

Parental Job Loss is a common phenomenon, even when the economy is growing. On the other hand, the effect of parental job loss is not only felt by the workers but also their spouses and children. Using IFLS 4 and 5 as well as logistic regression models, this study aims to see whether parental job loss has an effect on children educational attainment. The results of this study found that children of parents who have experienced job loss have a lower probability of graduating from senior high school and obtain any post-secondary education. The magnitude of the influence of the phenomenon of parental job loss is getting bigger along with the higher level of education. In addition, this study also reveals that the phenomenon of parental job loss does not have a significant effect on children educational attainment for relatively poor families."

"In this book, which is based on a five-year study following over 200 students at seven colleges, the authors argue that becoming liberally educated is a complex and messy process involving making decisions and learning from them. Colleges create spaces (both physical and metaphysical) in which students must make decisions, often in the face of ambiguous situations. Some of these decisions--like declaring a major--are formal and happen infrequently. Others--like deciding to talk to a professor after class or balancing academic and extracurricular commitments--are informal and occur almost every day. Because most of these decisions have no right or wrong answers, the choices students make, and what they learn from these choices, shape their college experiences. Students can see their decision-making as opportunities to change and reflect, a process by which they learn about themselves and acquire practice for making decisions as adults after college. But they can also see decision-making as an obstacle course for which the best approach is to minimize risk, reduce uncertainty, and finish quickly. In "figuring things out," either seeing decisions as opportunities or obstacles, college students find themselves caught up in a process of self-creation and re-creation. This simple observation about the college experience has neither been fully appreciated nor systematically explored. Yet the implications of casting student experiences as a series of choices that offer opportunities for re-creation have consequences for students and colleges alike. Students don't just start college and then finish it. They start and re-start college many times"