A central assumption of much of the previous research on race differences is that the process by which Blacks and Whites advance in the workplace is race blind so that if Blacks and Whites had the same amount of education and job experience and were located across the same bureaucratized structures, the gap in Black-White attainment in the workplace would disappear. The authors argue that to understand the systematic differences in Black-White outcomes in the workplace, we need to reexamine this assumption. The authors develop a theoretical argument for the existence of race-specific models of attainment that builds on Kanter's concept of “homosocial reproduction.” They then test this argument by estimating whether the determinants of promotion differ by race, using a nationally representative sample of U.S. workers and their employing organizations. Their findings indicate that the determinants of promotion systematically differ for Blacks and Whites.
Previous studies of stratification in science have found a consistent positive correlation between the prestige of the departments where scientists received their degrees and the prestige of the departments where they obtained jobs, especially their first jobs. This correlation held regardless of previous research performance. Two limitations associated with these studies are (1) their almost exclusive focus on the hard sciences, and (2) their inability to inform a theoretical comparison between the hard and soft sciences. This study uses data on new sociology Ph.D.s who obtained their first job in Ph.D.-granting departments between 1985 and 1992 in order to assess whether the stratifying mechanisms in the hiring of sociologists are similar to those in the hard sciences. The results are generally consistent with previous findings for the hard sciences and suggest that job placement in sociology values academic origins over performance. The two strongest determinants of the prestige of a first job are the prestige of the Ph.D.-granting department and the selectivity of the undergraduate institution. In contrast, the effects of predoctorate single-or first-authored publications and of mentor's recognition are weak, though significant.
Rapid changes in technology make it necessary for adults of all ages to use written information in new and more complex ways. For example, learning how to operate computers, filling out complicated tax forms, and comparing price labels when shopping for groceries are just a few of the many tasks that are important parts of our lives.Every adult needs a range of literacy skills to achieve his or her personal goals, pursue a successful career, and play an active role as a citizen. High levels of literacy also enable individuals to keep pace with changing educational expectations and technologies and support the aspirations of their families.With the recent attention on accountability measures for elementary and secondary schools, accountability in institutions of higher education has been all but overlooked. The National Survey of America's College Students (NSACS) is a study that examines the literacy of U.S. college students, providing information on how prepared these students are to continue to learn and use the skills that they will need in the years to come. Such an examination provides a valuable set of indicators of performance in higher education, informing such issues as the relationship among educational experience, literacy, and preparedness for the job market. The NSACS, sponsored by The Pew Charitable Trusts, collected data from a sample of 1,827 graduating students at 80 randomly selected 2-year and 4-year colleges and universities (68 public and 12 private) from across the United States. The NSACS specifically targeted college and university students nearing the end of their degree program, thus providing a broader and more comprehensive picture of students' fundamental literacy abilities than ever before. The NSACS used the same assessment instrument as the 2003 National Assessment of Adult Literacy (NAAL), a nationally representative survey of the English-language literacy abilities of U.S. adults 16 and older residing in households or prisons. The NAAL was developed and administered by the U.S. Department of Education's National Center for Education Statistics (NCES). Literacy levels were categorized as Below Basic, Basic, Intermediate, or Proficient on the basis of the abilities of participants.Because literacy is not a single skill used in the same manner for all types of printed and written information, the NSACS measured literacy along three dimensions: prose literacy, document literacy, and quantitative literacy. These three literacy domains were designed to capture an ordered set of information-processing skills and strategies that adults use to accomplish a wide range of literacy tasks and make it possible to pro-file the various types and levels of literacy among different subgroups in society. P Pr ro os se e L Li it te er ra ac cy y: :The knowledge and skills needed to perform prose tasks, that is, to search, comprehend, and use information from continuous texts. Prose examples include editorials, news stories, brochures, and instructional materials. D Do oc cu um me en nt t L Li it te ...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.