高校毕业生行业收入差距成因探析

利用2009-2017年全国高校毕业生就业调查数据,采用倾向得分匹配和Oaxaca-Blinder成因分解等实证方法,对高校毕业生行业收入差距的成因进行探析。研究结果表明：毕业生行业收入差距在总体上存在拉大趋势,行业收入差距更多体现在行业间;新兴服务业（金融和IT）既是高校毕业生最热衷进入的行业,又是存在显著收入溢价的行业;行业间的个人、家庭、工作和人力资本特征差异是造成行业间收入差距的重要原因,其中人力资本异质性的贡献度更大;排除以上因素的影响,能力相似的毕业生因为选择进入新兴服务业,起薪至少显著高12%。这意味着新兴服务业从业人员的收入溢价主要源于毕业生选择进入新兴服务业,而不是因为进入新兴服务业的毕业生的人力资本水平更高,家庭背景更好,或者从事的工作岗位级别更高。     

Gender differences in French undergraduates’ academic plans and wage expectations

Gender differences in wage expectations may affect investment in human capital and increase inequalities in the labour market. Our research based on a survey of first-year students at a French university aims to focus on expectations at the beginning of the career. Our results show that anticipated earnings differ significantly between men and women. One year after graduation, we find a gender gap in pay of 16%. A wage decomposition method indicates that most of this effect is due to anticipation of discrimination. Ten years after graduation, anticipated discrimination is still almost as dominant in explaining the gender gap in pay. Finally, using a survey of recent college graduates, we show that growth in the anticipated gender gap differs greatly from growth in the observed gender gap. Our findings highlight the importance of policies promoting higher educational aspirations for young women. Career guidance counselling for students may play a decisive role in contributing to give women more ambitious aspirations, which may in turn serve to reduce inequalities in the labour market.     

Gender wage gaps by college major in Taiwan: Empirical evidence from the 1997–2003 Manpower Utilization Survey

In this article, we examine the effect of incorporating the fields of study on the explained and unexplained components of the standard Oaxaca decomposition for the gender wage gaps in Taiwan using 1997–2003 Manpower Utilization Survey data. Using several existing and lately developed measures, we inspect the gender wage gap by college major to investigate whether gender wage discrimination exists in a specific field of study in Taiwan. We find that controlling for the major dummies does enhance the proportion of the characteristic effects in the Oaxaca-type decomposition. This finding is similar to those results found in western countries. However, using decomposition methods designed to assess within sector wage gaps, we find gender wage differences are statistically negligible in all majors except medicine. Our results can provide useful information on the economic returns to different disciplines to current and future college students, institutions, and government policy-makers.     

美国生产工人实际工资变动趋势原因分析——激进经济学派的制度分析

20世纪 70年代以来 ,美国生产工人实际工资呈下降趋势。主流经济学采用传统的供求关系分析框架对此现象加以解释 ,他们提出两个观点 :一种观点是将工资下降和收入分配不平等的增长归因于经济对技能要求的变化 ,形成了一种“技能错配” ;另一种观点将工资下降和收入分配增长的不平等归因于全球化。但这两种观点对解释美国生产工人实际工资的下降存在明显的局限性。而激进经济学派提出的制度因素能够更合理地解释美国生产工人实际工资的下降。本文认为 ,制度因素是造成美国生产工人实际工资下降的主要原因。     

Do sheepskin effects help explain racial earnings differences?

This study examines the role of sheepskin effects in explaining white–black earnings differences. The study finds significant differences in sheepskin effects between white men and black men, with white men receiving higher rewards for lower level signals (degrees of a college education or less) and black men receiving higher rewards for higher level signals (graduate degrees). In performing an Oaxaca decomposition of earnings differences, it is apparent that signaling plays an important role in explaining white–black earnings differences and that a portion of the gap may be explained by statistical discrimination.     

我国全体居民消费水平的动态分析基于 1953-2011 年时间序列数 据

消费水平是居民幸福生活的一项重要指标,全体居民消费水平往往受到许多因素影响。将居民消费水平作为被解释变量。根据经验引入就业人员平均工资、居民人民币储蓄存款年底余额、人均GDP、人口数四个因素,通过做回归分析对异方差性、多重共线性等方面进行探讨,发现全体居民消费水平受人均GDP、就业人员平均工资和总人口数的影响相对显著,而受居民人民币储蓄存款年底余额的影响相对较弱。     

Mobility and wage equilibration in the educator labor market

Using longitudinal data, this article examines mobility and wage equilibration patterns for instructional personnel for kindergarten through the twelfth grade. The study concludes that (1) contrary to popular belief, educators are at least as responsive as other workers to interoccupational wage differences in deciding to change occupations; (2) educators paid above (below) the wage they could expect in the economy at large experience less (greater) than average wage growth; (3) educators are responsive to wage differentials within teaching in deciding to change districts but not as strongly responsive as to wage differentials between teaching and other occupations; and (4) educators paid above (below) the average wage for educators with similar qualifications experience less (greater) than average wage growth from one school year to the next.“Frustrated teachers stew over working conditions, but most don't quit.”     

Professional knowledge affects action-related skills: The development of preservice physics teachers' explaining skills during a field experience

Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre- and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action-related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action-related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory-practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge.     

Scientific reasoning in elementary school children: Assessment and relations with cognitive abilities

The primary goal of this study was the broad assessment and modeling of scientific reasoning in elementary school age. One hundred fifty-five fourth graders were tested on 20 recently developed paper-and-pencil items tapping four different components of scientific reasoning (understanding the nature of science, understanding theories, designing experiments, and interpreting data). As confirmed by Rasch analyses, the scientific reasoning items formed a reliable scale. Model comparisons differentiated scientific reasoning as a separate construct from measures of intelligence and reading skills and revealed discriminant validity. Furthermore, we explored the relationship between scientific reasoning and the postulated prerequisites inhibitory control, spatial abilities and problem-solving skills. As shown by correlation and regression analyses, beside general cognitive abilities (intelligence, reading skills) problem-solving skills and spatial abilities predicted performance in scientific reasoning items and thus contributed to explaining individual differences in elementary school children's scientific reasoning competencies.     

Keeping Both Hands on the Wheel: Integrated Basic Education Skills Training (IBEST) for Commercial Truck Driving

IBEST is an innovative program that integrates English language skills with an intensive vocational training program and culminates in eligibility for a high wage commercial truck-driving career. Participants gain language skills, college credit, and vocational skills. Effective partnerships, scheduling, and instructional approaches are discussed.     

Education,age and skills: An analysis using PIAAC data

The main aim of this article is to analyse the change of adult skills, as captured by cognitive skills assessed in PIAAC, across age cohorts, taking into account that the quality of schooling may change from one cohort to another. We estimate a model that relates numeracy and literacy skills to age, schooling, gender and variables related to both family background and labour market performance. The specification allows us to control for changes in the efficiency of the transformation of schooling into skills when drawing age‐skill profiles. Our results show that the effect of ageing on skills, once isolated from cohort effects related to schooling, decreases monotonically across consecutive cohorts. The change of the efficiency of the transformation of schooling into both numeracy and literacy skills shows a remarkably similar pattern. Nonetheless, this change differs substantially between education levels, with the efficiency of the transformation of schooling into skills showing a steadier profile for intermediate than for higher education. Finally, empirical evidence is provided for the decomposition of the differences in the skill levels of the older vs. the prime age generations. The results suggest that the progressive expansion of schooling across younger generations partially offsets the negative effect of the irrepressible ageing of society on skills.     

Cross-cultural comparisons of university students’ science learning self-efficacy: structural relationships among factors within science learning self-efficacy

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students’ confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.     

A note on the effect of schooling,experience and aging on wage growth

Our analysis of the National Longitudinal Survey of Young Men data suggests that changes in job experience and schooling play a large part in explaining wage growth, leaving a negative effect of chronological aging per se.     

Early reading success and its relationship to reading achievement and reading volume: replication of ‘10 years later’

Cunningham and Stanovich reported a longitudinal investigation over 10 years that examined the unique influence of exposure to print in explaining individual differences on various measures of reading achievement and declarative (general) knowledge. The present study replicated their investigation with a larger number of participants and additional measures of literacy and language skills. Fifty-four 1st graders were administered reading, spelling, vocabulary, IQ, and listening comprehension measures and then followed to the end of 10th grade. At the end of 10th grade, they were administered an IQ test and measures of reading comprehension, language ability, general knowledge, and exposure to print. Results showed that 1st grade reading skills were a strong predictor of 10th grade outcomes. Second and third-grade reading skills were predictive of individual differences in print exposure even after 10th grade reading comprehension and language ability had been partialed. Individual differences in print exposure also predicted differences in the growth of reading ability, word decoding, spelling, vocabulary, and listening comprehension throughout the elementary grades. Findings confirm the powerful, long-term benefits of providing children with a fast start in reading and support the reciprocal nature of strong reading skills and engagement in reading and reading-related activities.     

《三国演义》毛评的"叙事之妙"研究

在《读三国志法》中,毛氏将《三国演义》的叙事方法总结为“十五之妙”,并在具体评点中对作品的结构、章法、笔法做了深入、细致的分析,提出了“起结法”、“照应关锁法”、“同中见异法”、“相衬法”、“以无写有”等技法。从《读法》提出的叙事“十五之妙”入手,结合具体评点,阐释《三国演义》毛评的叙事理论内涵,以揭示其独特的叙事技巧和叙事谋略。     

Detecting selection bias,using propensity score matching,and estimating treatment effects: an application to the private returns to a master’s degree

Most research in the area of higher education is plagued by the problem of endogeneity or self-selection bias. Unlike ordinary least squares (OLS) regression, propensity score matching addresses the issue of self-selection bias and allows for a decomposition of treatment effects on outcomes. Using panel data from a national survey of bachelor’s degree recipients, this approach is illustrated via an analysis of the effect of receiving a master’s degree, in various program areas, on wage earning outcomes. The results of this study reveal that substantial self-selection bias is undetected when using OLS regression techniques. This article also shows that, unlike OLS regression, propensity score matching allows for estimates of the average treatment effect, average treatment on the treated effect, and the average treatment on the untreated effect on student outcomes such as wage earnings.     

Interpersonal Consulting Skills for Instructional Technology Consultants: a Multiple Case Study

Building a trust-based relationship with faculty is one of the most important attributes of effective Instructional Technology Consultants (ITC) in order to integrate emerging technologies into higher education. Utilizing a multiple case study research design, four experienced ITCs at a large urban research university located in the Midwest showed that interpersonal skills are crucial when consulting with faculty on course design, technology integration, and teaching. By applying eight interpersonal consulting skills (active listening, paraphrasing, summarizing, open questioning, closed questioning, explaining concepts, explaining procedures, and informal conversation), ITCs developed trust-based relationships with faculty and generated an atmosphere conducive to change. While research on interpersonal skills is limited in the field of Instructional Design (ID), other fields, such as counseling or medicine, offer promising methods and results for teaching these skills. This article concludes with a presentation of methods for teaching interpersonal skills in counseling and medical preparation programs that could be adopted in the Instructional Design curricula.     

Explaining the gender gaps in mathematics achievement and attitudes: The role of societal gender equality

The gender stratification hypothesis maintains that higher levels of societal gender equity predict smaller gender gaps in mathematics achievement and attitudes. Using data from the Program for International Student Assessment (PISA) across 56 countries, this study aims to provide a thorough empirical test of the gender stratification hypothesis. We employ a novel two-stage empirical strategy to investigate the link between societal gender equities and gender differences in mathematics achievement and attitudes. In the first stage, we use a semiparametric Oaxaca-Blinder (OB) method to decompose the gender gaps in each country into a part that is explained by gender differences in observable characteristics and a part that remains unexplained. In the second stage, we examine the relationships between the unexplained parts of the gender gaps and country-specific gender equity measures. The results highlight the importance of gender equity in the labor market in explaining cross-country variation in the gender math gap. We find that lower gender wage gap is significantly associated with a smaller unexplained part of the gender math gap favoring boys. In terms of the gender gaps in math attitudes, the results yield mixed support for the gender stratification hypothesis.