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The steady expansion of college enrollment rates over the last generation has been heralded as a major step toward reducing chronic economic disparities. But many of the policies that broadened access to higher education—including affirmative action, open admissions, and need-based financial aid—have come under attack in recent years by critics alleging that schools are admitting unqualified students who are unlikely to benefit from a college education. In Passing the Torch, Paul Attewell, David Lavin, Thurston Domina, and Tania Levey follow students admitted under the City University of New York’s “open admissions” policy, tracking its effects on them and their children, to find out whether widening college access can accelerate social mobility across generations.

Unlike previous research into the benefits of higher education, Passing the Torch follows the educational achievements of three generations over thirty years. The book focuses on a cohort of women who entered CUNY between 1970 and 1972, when the university began accepting all graduates of New York City high schools and increasing its representation of poor and minority students. The authors survey these women in order to identify how the opportunity to pursue higher education affected not only their long-term educational attainments and family well-being, but also how it affected their children’s educational achievements. Comparing the record of the CUNY alumnae to peers nationwide, the authors find that when women from underprivileged backgrounds go to college, their children are more likely to succeed in school and earn college degrees themselves. Mothers with a college degree are more likely to expect their children to go to college, to have extensive discussions with their children, and to be involved in their children’s schools. All of these parenting behaviors appear to foster higher test scores and college enrollment rates among their children. In addition, college-educated women are more likely to raise their children in stable two-parent households and to earn higher incomes; both factors have been demonstrated to increase children’s educational success.

The evidence marshaled in this important book reaffirms the American ideal of upward mobility through education. As the first study to indicate that increasing access to college among today’s disadvantaged students can reduce educational gaps in the next generation, Passing the Torch makes a powerful argument in favor of college for all.

The culmination of one of the most famous long-term studies in American sociology, this examination of political attitudes among women who attended Bennington College in the 1930s and 1940s now spans five decades, from late adolescence to old age.  Theodore Newcomb’s 1930s interviews at Bennington, where the faculty held progressive views that contrasted with those of the conservative families of the students, showed that political orientations are still quite malleable in early adulthood.  The studies in 1959-60 and 1984 show the persistence of political attitudes over the adult life span:  the Bennington women, raised in conservative homes, were liberalized in their college years and have remained politically involved and liberal in their views, even in their sixties and seventies.
    Here the authors analyze the earlier studies and then introduce the 1984 data.  Using data from National Election Studies for comparison, they show that the Bennington group is more liberal and hold its opinions more intensely than both older and younger Americans, with the exception of the generation that achieved political maturity in the 1960s.  The authors point out that the majority of the Bennington women’s children are of this 1945–54 generation and suggest that this factor played an important role in the stability of the women’s political views.  Within their own generation, the Bennington women also appear to hold stronger political views than other college-educated women.
    Innovative in its methodology and extremely rich in its data, this work will contribute to developmental and social psychology, sociology, political science, women’s studies, and gerontology.