The Impact of Social Capital on Labor Force Participation: Evidence from the 2000 Social Capital Benchmark Survey

Objectives . Few studies apply the concept of social capital to labor force participation. In this research, I study the relationship between friendship networks and labor force participation as represented by employment and hours worked. Methods . I test five hypotheses representing social capital with network structure, network quality, and network diversity using nationally representative data from the 2000 Social Capital Benchmark Survey. Since this survey enables comparisons across racial/ethnic and gender groups, I am also able to specify how social capital interacts with race/ethnicity and gender to influence labor force participation, while controlling for other prominent theoretical concerns such as human capital theory. Results . I find that friendship networks are generally positively related with increased labor force participation. Further, I find significant social capital differences based on race/ethnicity and gender. Conclusions . I illustrate that social capital can be applied across a broader racial/ethnic/gender spectrum. The findings suggest that programs that attempt to bring valuable labor market information to individuals and communities lacking employment–related information are likely to be effective in reducing inequality, especially if combined with programs for developing human capital.     

驳"因性施教"——兼论性别敏感教育

"因性施教"以脆弱的性别本质主义为理论基础,在论证中显露出中心漂移、自相矛盾、颠倒因果等混乱逻辑,并导致强化性别刻板印象、再生产性别不平等的后果,不具备内容上的合理性."因性施教"在对象上的群体性、内涵上的封闭性、功能上的权力性,与因材施教的个体性、开放性和能力性根本对立,不能借因材施教而获得形式上的合法性.性别敏感教育正视既存性别事实,促进性别文化对话,又鼓励性别气质交融,努力超越性别设定,代表着教育性别平等的发展方向,是教育解决性别问题的根本出路.     

明清“水田彝”的国家化进程及其族群性的生成:以四川冕宁白鹿营彝族为例

本文主要利用四川冕宁白鹿营彝族文书和《冕宁档案》，试图揭示明清“水田彝”的国家化进程及其族群性的生成。明万历后期，为抵抗叛乱，部分大凉山彝人被宁番卫招募到平坝充当营兵，形成白鹿营等彝族聚落。入清后，白鹿营彝人随土司的招立再次被纳入国家体制，但直到乾隆晚期，其聚落形态、权力格局和风俗文化等方面仍保持着较强的独立性。此后，随着移民的到来、保甲的编设及文教的推广，白鹿营彝族的独立性逐渐弱化，国家认同感日益增强，最终形成有别于高山彝族的“水田彝”。明清“水田彝”的国家化，既促进了边疆的稳固，同时也生成了其独特的族群性。     

Hispanic Ethnicity,Gender, and the Change in the LEP‐Earnings Penalty in the United States During the 1990s*

Objective. Although studies suggest that the earnings of limited‐English‐proficient (LEP) Hispanic men have recently improved relative to the English fluent, it remains unclear as to whether specific Hispanic groups experienced similar improvements. Methods. Using 1990 and 2000 U.S. Census data, this study employs regression, wage decomposition, and quantile regression analyses to examine how gender and Hispanic ethnicity relate to the LEP‐earnings penalty. Results. The LEP‐earnings penalty fell significantly for Mexican‐American men between 1990 and 2000. However, additional results suggest that this penalty increased for Cuban‐American men and women (and, to a lesser extent, for Mexican‐American women). Conclusions. Expanding trade and ethnic networks as well as reduced statistical discrimination have not systematically benefited all LEP Hispanic populations. Therefore, policies designed to enhance English‐language proficiency may yield heterogeneous socioeconomic outcomes along the ethnic, gender, and income class dimensions.     

Reconsidering the Marielito Legacy: Race/Ethnicity,Nativity, and Homicide Motives*

Objective. This article investigates how race/ethnicity is associated with specific types of violent crime such as killings between intimates, robbery homicide, or drug‐related killings. We extend the study of the role of race and ethnicity for violence by examining five ethnic/immigrant groups, including the Mariel Cubans—a group singled out by many as particularly drug‐crime‐prone. Methods. Using 1980 through 1990 homicide data for the City of Miami, we use multinomial logistic regression to examine the association between race/ethnicity, nativity, and several types of homicide motives. Results. Contrary to popular expectations, ethnicity and immigration status rarely play a role in the types of homicide involvement of victims or violators. Incident characteristics, such as multiple offenders, or gender and age, were consistently more important influences in shaping homicide circumstances. Conclusions. The analyses revealed few significant relationships between immigration status and homicide motives, suggesting that immigrant groups like the Marielitos have more in common with native groups' experiences of criminal violence than is commonly assumed.     

Ethnic and gender differences in attitudes toward driving

A convenience sample of 424 students from the University of Texas at El Paso and Wright State University were surveyed about attitudes and behaviors regarding operating a motor vehicle. The object of this study was to examine the effects of gender and ethnicity on attitudes towards driving. Gender had more effects on driving attitudes than ethnicity. However, Hispanic students reported needing significantly more drinks to get drunk than non-Hispanics, regardless of gender despite weighing significantly less. These differences in behaviors may help account for the over-representation of the Hispanic ethnic groups in driving outcomes such as collisions and deaths.     

族群与教育不平等:我国西部少数民族教育获得的一项实证研究

摘 要：本文通过梳理国内外有关族群（民族）分层的文献,认为有必要把“民族”纳入到中国的市场转型和社会分层理论框架之中,并从教育获得的角度对这一问题进行实证分析。影响中国少数民族教育获得的因素主要包括：城乡地域区隔、职业结构（阶层）、文化差异和国家政治进程（政策变迁）。基于对2004年中国西部抽样调查数据分析,作者发现：（1）基础教育阶段入学的族群差异主要由城乡差别和阶层不平等造成,族群不平等已不显著;（2）少数民族子女高中升学概率依然显著低于汉族,其原因部分在于城乡、地域和阶层因素,部分在于少数民族和汉族的文化差异（如语言环境）等因素;（3）与汉族教育不平等的代际传递模式不同,少数民族教育不平等的代际传承以资源转化模式为主,从而影响了不同族群在教育扩展中的获益程度。总体而言,虽然中国西部少数民族的教育获得仍显著落后于汉族,但其教育不平等更多地来自城乡和阶层之间的差异。     

The Influence of Gender and Ethnicity on Children's Inferences About Toy Choice

By 4–5 years of age children can make gender‐congruent inferences about toys. Not only do they respond differentially to gender labels attached to toys, even without such labels they make inferences about toy choice that reflect an awareness of and identification with their gender in‐group. However it is unclear how far inferences about toy choice extend to other aspects of a child's social identity. The present study explored the influence of both gender and ethnicity on children's judgements on toy choice for themselves and others. Eighty‐four children in three age groups (5, 6–7, 8–9 yrs) were shown photographs of unfamiliar toys and unfamiliar children from three ethnic groups (white, black, Asian) and were asked to rate how much they and these children would like each toy. Boys consistently predicted that Asian children would like the toys less than other ethnic groups. Ethnicity influenced inferences from 6–7 years old where children predicted that white, black and Asian peers would like the toys differently from each other. Children at 8–9 years old predicted that Asian peers would like the toys less than both white and black peers. Analysis of differences between children's own liking and predictions for same‐ and opposite‐sex others revealed that they were gendercentric. That is, children predicted that a same‐sex child would like a toy more similarly to themselves compared to an opposite‐sex child. Analysis between white and Asian children's own liking and predictions for same‐ and other‐ethnic others found that only 6–7‐year‐olds made ethnocentric inferences. That is, same‐ethnic peers’ liking was rated more similar to children's own compared to that of other‐ethnic peers. Findings are discussed in light of cognitive developmental theories and previous work on the development of perspective‐taking skills.     

Ethics,Gender, and Ethnicity in Single-Case Research and Evaluation

Social work practitioners and students are now being encouraged to do single-case research or at least, to evaluate their practice outcomes objectively. Ethical issues in both endeavors, including issues related to clients' gender and ethnicity, need more attention than they have been given. This article explores a number of ethical issues in single-case research and evaluation, with special attention to possible gender and ethnic bias in selecting clients or target problems to monitor. Guidelines for reducing bias, seeking informed client consent, and use of human subjects review are proposed.     

The implications of different ethnicity categorisation methods for understanding outcomes and developing policy in New Zealand

ABSTRACT

Identifying with more than one ethnicity is becoming increasingly common in New Zealand. It is therefore important that the methods of categorising ethnicity used by government agencies and researchers effectively account for diverse ethnic identities. The aim of this research was to assess the impact of using different methods of categorising ethnicity on understanding outcomes in New Zealand, using Census 2013 information about tobacco smoking among the population aged 15+ years as an illustration. Prioritised, total response and single/combination categorisation methods were compared. Prioritised and total response categorisation generally produced similar prevalence estimates and patterns for smoking status, although estimates diverged somewhat for Māori ethnic groups and to a lesser extent for Pacific Peoples and Asian ethnic groups. Single/combination categorisation indicated that combination ethnic groups tend to have smoking outcomes between those of the constituent groups. Categorisation method had a considerable impact on the size of some ethnic groups. Prioritised ethnicity categorisation may be inappropriate for use by government agencies and for policy-relevant research principally concerned with children, young people, Māori or Pacific Peoples. Single/combination categorisation is useful for understanding the associations between ethnicity and outcomes, however previous work suggests this method should be used with caution.     

Interethnic Contact, Curriculum, and Attitudes in the First Year of College

Since Brown v. Board of Education (1954), social scientists have argued that education is important to change in racial attitudes given opportunities for interethnic contact. Students today are presented, also, with opportunities for interethnic learning through curriculum and extracurricular programming. The importance of contact, curriculum, and residence hall programs for the attitudes of first-year college students from three ethnic groups was examined. Students ( n = 791) completed surveys at the beginning and end of the year. Regressions tested the relationships of these first-year experiences to intergroup attitudes (awareness of ethnic inequality, support for policies addressing ethnic inequality) at the end of the first year, controlling for initial attitudes and background. Contact and curriculum were related to attitudes for European American students .     

A praxis and Research Agenda for Multicultural Human Services Organizations

Human services organizations in the United States are currently faced with the problems of a diminishing and shifting resource base coupled with increasing demands for services. In addition, national demographic changes with increasing social diversity, and a rise in racial, ethnic, gender and other group-based tensions have posed special challenges for human service organizations. By tracing the history of social work approaches to working with ethnic minorities, this paper argues that responses to environmental flux have in fact been inadequate in addressing issues of social inequalities and injustices. We articulate a vision of socially just and diverse human services organizations that are both empowering and empowered. We call these Multicultural Human Services Organizations (MHSO). We spell out praxis and research agendas that continue the social justice-social diversity mission that is central to our vision.     

Adolescent Leisure Activities: Social Class,Sex and Ethnic Differences

It has been suggested that leisure is increasingly important to quality of life, and that patterns of awareness of and participation in leisure activities are established in adolescence. A study of 520 fifteen-year-olds mapped their awareness of leisure opportunities in school and community, explored patterns in the forms of leisure they see as possible for themselves, and examined differences in awareness associated with sex, social class and ethnicity. In all dimensions significant variations were associated with gender; in most cases these tended to diminish, however, with decreasing socioeconomic status. Variations on the basis of ethnicity were limited mainly to home activities.     

Underemployment among Mexican-origin women

The authors compare the determinants of three forms of marginal employment between Mexican-origin and white women: unemployment, involuntary part-time employment, and working poverty. They address two main questions. First, are there differences between Mexican-origin and white women in the propensity for unemployment, involuntary part-time employment, and working poverty? Second, do the effects of personal characteristics and job location on underemployment vary by ethnicity? Data are drawn from the Annual Social and Economic (ASEC) Supplement File of the 2005 Current Population Survey (CPS). Using multinomial logistic regression models, we show that ethnicity matters in the likelihood of working poverty but not for the other forms of underemployment. Results also reveal that the effects of personal attributes and job location on the likelihood of unemployment, involuntary part-time employment, and working poverty vary for each ethnic group, leading to a double disadvantage for working poor Mexican-origin women.     

Children's Gender- and Ethnicity-based Reasoning about Foods

This article reports two studies that investigated the ways in which children use gender and ethnicity for making judgments about food choice. In Study 1, White and Asian 5- to 10-year-olds (M  =  7.37) were asked to rate how much they and others would like novel non-stereotyped foods. White children inferred that girls and White others would like the foods more than boys and Asian others would. An 'ethnocentric' pattern was found where children inferred that ethnic in-group others' food-liking would be more similar to their own compared with ethnic out-group others. These patterns were replicated with adults. In Study 2, a larger range of foods was used to assess White, Black, and Asian 3- to 8-year-olds (M  =  5.63), followed by gender and ethnic categorization and constancy tasks. Children from five to six years used ethnicity-based reasoning, which was influenced by their ability to categorize themselves and others by ethnicity. The role of social categories in food choice is discussed in the light of theories and research in category-based reasoning.     

The Roles of Parenting Styles and Social Capital in the School Performance of Immigrant Asian and Hispanic Adolescents*

Objective. This study investigates the role of parenting styles and social capital (parental involvement, intergenerational closure, expectation, and trust) in accounting for school performance among ethnic groups and across immigrant generations. Methods. Using data from the Adolescent Health Survey, we estimate fixed‐effects models to analyze students' grade‐point averages. We compare three generations of Asian students and three generations of Hispanic students to the third‐generation (native born with native parents) white students. Results. We find significant differences by both race/ethnicity and generational status in parenting styles and forms of social capital. However, while family socioeconomic status (SES) accounts for the achievement gap between foreign‐born Hispanic and the third‐generation white students, parenting styles and forms of social capital do not moderate any ethnic‐generational differences. Conclusions. Family influences, apart from SES, cannot explain ethnicity‐generation differences in school grades among Hispanic and Asian adolescents. This study provides conceptual clarification and empirical evidence for the significant but independent association between students' school grades and parenting styles on the one hand, and social capital on the other.     

The Influence of Classroom Ethnic Composition on Same- and Other-ethnicity Peer Nominations in Middle School

The study of peer group status typically involves examination of peer nominations received. In this study, the focus was on nominations given and received. We examined the degree to which middle school students from different ethnic groups demonstrate same‐ethnicity preferences in their peer nominations, the effects of the classroom ethnic composition on these preferences, and the association between same‐ethnicity preferences and social standing. Latina/o, Asian, and White students demonstrated a positive same‐ethnicity bias (i.e., greater acceptance and less rejection of same‐ethnicity peers) whereas African‐American students demonstrated a global same‐ethnicity bias (i.e., they were more likely to nominate African‐American students in general). All students made more nominations to same‐ethnicity peers when there were larger numbers of same‐ethnicity peers in the classroom. Students who made more acceptance nominations to same‐ethnicity peers were more accepted among same‐ethnicity peers and less accepted among other‐ethnicity peers. The significance of the ethnic context to understanding students' peer status and the benefits and costs of same‐ethnicity biases are discussed.     

Options: Racial/Ethnic Identification of Children of Intermarried Couples*

Objective. Whites of various European ethnic backgrounds usually have weak ethnic attachment and have options to identify their ethnic identity ( Waters, 1990 ). What about children born to interracially married couples? Methods. I use 1990 Census data—the last census in which only one race could be chosen—to examine how African American‐white, Latino‐white, Asian American‐white, and American Indian‐white couples identify their children's race/ethnicity. Results. Children of African American‐white couples are least likely to be identified as white, while children of Asian American‐white couples are most likely to be identified as white. Intermarried couples in which the minority spouse is male, native born, or has no white ancestry are more likely to identify their children as minorities than are those in which the minority spouse is female, foreign born, or has part white ancestry. In addition, neighborhood minority concentration increases the likelihood that biracial children are identified as minorities. Conclusion. This study shows that choices of racial and ethnic identification of multiracial children are not as optional as for whites of various European ethnic backgrounds. They are influenced by race/ethnicity of the minority parent, intermarried couples' characteristics, and neighborhood compositions.     

Understanding Multiple Group Identities: Inserting Women into Cultural Transformations

The study of cultural transformations in the United States has been studied predominantly from an assimilation/acculturation framework. There are several drawbacks to this theoretical perspective, chief among them being the exclusion of gender in examining what happens to different ethnic/racial groups when they come into contact. Feminist writings in the last twenty years provide a rich discussion of how inserting women into this social process would enrich our knowledge about human behavior in general and cultural change specifically. This paper reviews the literature on the assimilation/acculturation framework and integrates the most recent developments in feminist theory to provide a new alternative to studying cultural transformations. The social engagement model takes into account gender as well as other significant social identities like ethnicity/race, class, and sexuality to study how groups change as they come into contact with each other.     

Children's and Adolescents' Developing Perceptions of Gender Inequality

Two studies examined children's and adolescents' developing perceptions of gender inequality. The first study examined perceptions of inequality among 272 early, middle, and late adolescents, focusing on the spheres of politics, business, and the home. Results indicated an age‐related increase in perceptions of male dominance. Men were seen to have more power and status in politics than in business whereas relative equality was seen to exist in the home. The second study included 96 child and adolescent participants aged 7–15 and once again found an increase in general perceptions of male dominance with age. Results suggest that young children are less explicitly aware of gender inequality than might be assumed given their extensive knowledge of power‐loaded gender‐role stereotypes.