In this research study I will analyze social mobility versus achievement. I will also examine if there is any difference between ethnicity and status attainment. In order to do this I must transform these concepts into measurable variables. The process that must be done is operationalization. I am going to go through the process of transforming my abstract concepts into measurable variables. Status attainment and social mobility are based on a number of factors. We can combine these concepts and come up with a number of variables that influence them (Carter). These variables include race, sex, cognitive traits, non-cognitive traits, family background, and the years of education a person has received (Carter). Status attainment and social mobility are directly related to education, race, and family background. Past research has indicated that family background influences the level of education you will receive (Carter). For example, if I come from an affluent family my educational prosperity will be more likely than if I was to be born in a ghetto. Past research has also indicated that the levels of education directly relate to social status attainment (Carter). In this research study I will only focus on the following variables: the respondent's highest level of education, the mother's highest level of education, prestige level, and race. .
The variable identification codes will be as follows: educ, maeduc, prestg80, race and age. The educ, maeduc, prestg80, and age variables were measured utilizing numeric data. Educ and maeduc were both measured on ratio scales. The true zero was having no form of formal education. Prestige and age were measured on interval scales. Race was measured on a nominal scale. I will begin my research by first stating my hypothesis's.
Hypothesis.
The first hypothesis states: mothers who have high levels of formal education have children who also receive high levels of formal education.