Data and Code for: Beyond “Disconnected Youth”: Characterizing Developmental Heterogeneity in School or Work Connections during Emerging Adulthood

Prior research on disconnected youth has defined connectedness to school
or work during emerging adulthood as an either-or outcome, conflicting with research
on emerging adulthood, which suggests varied, individualized pathways. This
study used a growth mixture model method with data from the Panel Study of
Income Dynamics Transition into Adulthood Supplement to elucidate developmental
heterogeneity in connectedness to school or work across the transition into
adulthood (n=1,982). Results indicated eight distinct subgroups of connection
to school or work. While over half of the sample were consistently connected to
school or work across emerging adulthood, there was considerable variation – in
part explained by race and parenting status. Policies and practices targeting
disconnected youth should account for individual differences in connections to
ensure support for those experiencing sporadic connections. Future research should
examine how the intersection of race and sex are related to individual
differences in connections to school or work.

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