Using longitudinal data from the 2001 cohort of applicants to the Gates Millennium Scholars (GMS) program, the authors examined scaled measures of academic and social engagement in relation to labor market earnings to test whether the economic value of student engagement among high-achieving students of color differs by student characteristics. Results confirm that academic and social engagement during college had differential effects on early career earnings. Findings suggest conditional effects of student engagement on labor market outcomes, providing evidence for individual and institutional decisions and theory building related to the lasting influence of student engagement in college.


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