Business strategy and the social norm of tipping

Tipping is an important economic phenomenon, involving about $47 billion a year in the US food industry alone, and trillions of dollars across different occupations and countries over the years. Moreover, tipping is a major source of income for millions of workers. This article discusses the implications of tipping for business strategy in the relevant industries. For example, firms can choose to impose a compulsory service charge in lieu of tipping - what are the advantages and disadvantages of doing so? How does tipping change the profit-maximizing level of investing in screening job applicants, training workers, monitoring them, and providing performance-based incentives by the firm? Can industries such as the music industry use tips (i.e., prices being voluntary and determined by the customers) as an alternative business model?     

Tipping as risk sharing

Tipping is often dismissed as an exception to the assumption of rational economic agents. This paper describes situations where tipping is, in fact, an effective mechanism for risk sharing and welfare improvement. When risk-averse customers purchase a service with uncertain quality, tipping can reduce the customer's exposure to risk by making part of the price of the service discretionary. These findings help explain why we tend to tip restaurant workers but not retail workers and why some high-risk service providers, such as lawyers and automobile mechanics, are not typically tipped.     

Gratitude and gratuity: a meta-analysis of research on the service-tipping relationship

The relationship between tip size and evaluations of the service was assessed in a meta-analysis of seven published and six unpublished studies involving 2547 dining parties at 20 different restaurants. Consistent with theories about equity motivation and the economic functions of tipping, there was a positive and statistically significant relationship between tip size and service evaluations. However, that relationship was much smaller than is generally supposed. The confounding effects of customer mood and patronage frequency as well as the reverse-causality effects of server favoritism toward big tippers were all examined and shown to be insufficient explanations for the correlation between tipping and service evaluations. These findings suggest that tippers are concerned about equitable economic relationships with servers, but that equity effects may be too weak for tip size to serve as a valid measure of server performance or for tipping to serve as an effective incentive for delivering good service.     

Economic Motivations and Moral Controls Regulating Discrimination against Black and Hispanic Diners

Racial discrimination in restaurant service is often depicted as an economically rational response to servers' concerns about perceived inadequate tipping by black and/or Hispanic customers. However, drawing from sociological and criminological theories that critique the limits of economic models of human behavior, we argue that discrimination against black and Hispanic diners may be inhibited by servers' moral concerns about discrimination. Further, such moral restraints might also buffer the influence of economic motives regulating discrimination. Ordinal logistic regression models of survey data collected from a sample of U.S. restaurant servers (N = 872) are employed to assess whether race‐based perceptions of customers' tipping behaviors and moral restraints interact to predict the prevalence and frequency of servers' self‐reported discrimination against black and Hispanic diners. Results suggest that servers' economically motivated, race‐based beliefs about the tipping practices of black, Hispanic, and white customers are associated with self‐reported discrimination. Specifically, we find that servers who harbor negative attitudes toward the tipping practices of customers of color (i.e., blacks or Hispanics) or positive attitudes toward whites' tipping behaviors are also more likely to report withholding effort from their black and Hispanic patrons. However, servers with strong moral restraints are more likely to refrain from discriminating against black and Hispanic diners, or do so less frequently, despite expressing concerns about inadequate tipping practices among black and Hispanic vis‐à‐vis white clientele.     

Normative Innovationen und die Distinktion sozialen Handelns

Where do new norms come from in the social world? The existing theories do not provide a satisfactory answer to this question. The economic research program explains how the norms contribute to the problem of collective action. However, this applies only to norm standards which are used instrumentally to satisfy predetermined interests, but not to standards, for which there are no preferences at the time they of their emergence. This essay will explain the emergence of norms not by cooperation, but by distinction of the competitive players. Rational actors are normatively innovative if the existing criteria do not discriminate between them in the satisfactory way.     

Service gratuities and tipping: A motivational framework

In many countries around the world, consumers leave voluntary payments of money (called “tips”) to service workers who have served them. Since tips are an expense that consumers are free to avoid, tipping is an anomalous behavior that many economists regard as “irrational” or “mysterious”. In this paper, I present a motivational framework that offers plausible explanations for: (1) why people tip, (2) how tipping norms came into existence and evolve over time, (3) why tipping varies across individuals and situations, (4) why tipping is more common for some occupations than others, and (5) why tipping varies across nations. Many hypotheses generated from this framework are supported by existing research, but many other implications of the framework have yet to be adequately tested. Thus, the framework provides a promising and much needed theoretical guide for future research on a fascinating consumer behavior.     

Four criteria to evaluate providers' service-delivery response to new contraceptive introduction

This article presents an evaluation framework developed to assess the first-level effects of introducing the Standard Days Method (SDM) in Peru Ministry of Health clinics. Four questions are asked: 1) To what extent do providers routinely achieve SDM service delivery standards? 2) Is the time invested in SDM delivery consistent with program norms? 3) How does SDM delivery compare with delivery of established methods? and 4) How does SDM introduction affect delivery of established methods? A study at 62 clinics demonstrated the framework's usefulness. The Standard Days Method introduction had positive overall effects on the quality of care but provider training needed adjustments.     

Tip Work: Examining the Relational Dynamics of Tipping beyond the Service Counter

Tips constitute a growing form of income for roughly three million American workers today. While existing scholarship on tipping focuses on worker‐customer dynamics, it neglects the implications of gratuities beyond the service counter. Drawing on the case of restaurant workers in Los Angeles, this study analyzes tip work, the bundle of social relations and labor experiences framed by tips in commercial settings. I argue that tipping strains relations between subgroups of workers who, despite collectively producing service, are subject to unequal access to tip earnings. Tips thereby shape relations among workers in ways that exacerbate existing organizational and social hierarchies.     

Social norms and tax compliance: Framing the decision to pay tax

Observed levels of tax compliance are higher than predicted levels (when predictions are based on Allingham and Sandmo's neoclassical model of tax evasion). They are higher if social norms recognise the importance of compliance. But how do social norms frame decisions to pay tax? Can prospect theory be applied to shed insight into the way that social norms exert their influence? An analysis of questionnaire responses (from Italy and from the UK) suggests that they exert their influence by changing the reference points that individuals use when they code changes as ‘gains’, or ‘losses’. The evidence suggests that social norms frame the decision to pay tax by changing individuals’ perceptions of their entitlement to income. This consideration is important when designing policy to deter evasion.     

The elements of social capital in the context of six high schools

Purpose: The study described in this paper is part of a larger research project entitled, “Social Capital and Its Effects on the Academic Development of Adolescents At Risk of Educational Failure.” We drew the data for this study from in-depth case studies of six United States public and private secondary schools. We selected the schools based on two criteria: (1) they enrolled substantial proportions of students who would be considered to be at risk of educational failure due to their academic status, social background, or geographical location; and (2) they had qualities that led us to believe that the probability of finding school-based forms of social capital would be high. In selecting schools, we sought variation among settings, selecting case-study sites that allowed us to learn about how schools create and sustain social capital supportive of the academic development of students, particularly students characterized as at risk of failure.Background: In the first part of the larger research project, we used quantitative methods and a large, nationally representative sample of U.S. secondary schools and students. In that study, we documented the existence of a relationship between school-based social capital and such student outcomes as positive academic behaviors, achievement growth over the secondary years, and the probability of dropping out of high school. We operationalized the construct of social capital with two measures of the quality of students’ relationships with their teachers—the extent to which students saw their teachers as supportive and whether students sought guidance from their teachers outside of class. We believed, however, that school-based forms of social capital are more varied and complex than this. Moreover, we thought that it was important to examine in greater detail how social capital itself varies with the organizational and structural characteristics of high schools. Therefore, we embarked on a second phase of our study in which we relied on qualitative methods: specifically, the in-depth investigation of a small set of high schools thought to have social capital but exhibiting important variation on organizational and structural characteristics. Within these schools, we used field-based methods to examine social capital and students’ access to it.Methods: In general, we asked, “What does social capital look like in the six high schools that we studied?” “Do the quality or characteristic of social capital depend on a school’s student body composition, its programs and policies, or the ideologies and traditions that underlie its operation?” “If so, how do these factors influence the quality of school-based social capital that students have access to in a school?” “Are characteristics or elements of social capital especially prevalent or dominant in certain types of schools?” “Which types of schools, given our case-study sites?” “What do the results of these investigations tell us about the nature of social capital—its creation, maintenance, and usefulness to students and teachers in high schools?”Results: Our analyses of interview data and field notes suggest that school-based forms of social capital may be viewed from six different perspectives. These perspectives, which we refer to as elements of social capital in our paper, are:

• 1. Volition and perceived interest in membership. What are the opportunities that individuals have, both in terms of choices between schools and choice of programs within schools, to affiliate with others based on their interests? These choices may strengthen social capital within groups but weaken social capital between groups that comprise a school and its adjacent community.
• 2. Location and integration of social capital across social relationship networks. Where is social capital located in a school? Although we see the primary location for social capital to be between students and teachers, other networks of relationships also influence the extent to which students can gain access to social capital through teachers (e.g., teacher-to-teacher relationships or teacher-to-parent relationships). Integration across these relationships facilitates the formation of new relationships, trust building, and flows of information.
• 3. Impetus for social capital. What are the reasons that people seek to form supportive, collaborative relationships within schools? Such reasons may be individual or organizational, we argue. Nonetheless, social capital is most powerful when the impetus for its creation and maintenance coincide—that is, when organizational factors reinforce personal inclinations, perceived interest, and a sense of community.
• 4. Formation and stock of social capital. How much effort is required to create social capital? Social capital may occur naturally, as in small, rural schools, or it may require substantial effort and purposeful actions, as in large, urban schools. Natural forms of social capital may have negative consequences if they restrict exchanges with external groups to an extent that academic development is curtailed. Purposeful forms may also have negative consequences, if too much effort is required to create and sustain social capital, drawing deeply on already scarce resources.
• 5. Focus and quality of social capital. How is social capital used in a school? Social capital may be used for many different purposes, not all of which promote academic development. Social capital may be used to primarily promote social goals or ends, or even to undermine students’ development and a school’s academic mission. Differences in interest between school members diminish the focus of social capital, weaken its utility for academic purposes, and can create conflicts over its use and function.
• 6. Norms and social control. Do school norms and sanctions promote positive expectations and interactions between members of a school? Behavioral expectations and official actions are an important element of school-based forms of social capital. Over reliance on sanctions can undermine trust, just as does failure to sanction significant violation of rules. The consequences, norms, and sanctions for social capital depends on how much socialization is required to comply with norms, the perceived fairness of norms and sanctions, and the costs and benefits associated with compliance.
• 7. Conclusion: Using these conceptual lenses, we examine how social capital takes shape and is used in six different high schools. We provide examples of how each of the above six elements helps to understand the quality of interactions between students and teachers, as well as the educational environment in which students’ academic development takes place. In concluding the paper, we argue that social capital is a complex yet useful construct for examining the operation of high schools and the academic development of the students who attend them. Moreover, our examination of six high schools suggests that there can be too much social capital in schools and that social capital is most difficult to nurture in places that need it most. Using our field data, we give examples and provide further explanation for why this is so.

%Rather than provide an in-depth treatment of each element, we have instead attempted to lay the groundwork for deeper study and conceptual development of the notion of social capital in this paper. Each of the elements deserves more careful scrutiny, we believe, especially if we are to weave together in a meaningful fashion the conceptual threads that make social capital such an appealing construct. This initial study reveals some of the richness and complexity of social capital as a construct, as well as the utility of examining it through the six conceptual lenses that we use in this paper.     

Citizenship beyond politics: the importance of political,civil and social rights and responsibilities among women and men1

Previous research has suggested that men are more engaged as citizens than are women. Yet, little is known about gender cleavages across a variety of citizenship norms. To what extent do men and women define citizenship differently? To address that question, this study examines the importance men and women assign various citizenship rights and responsibilities using 2004 ISSP data from 18 Western, industrialized nations. Using a disaggregated approach to understanding definitions of citizenship, we examine political, civil, and social rights and responsibilities. After controlling for a variety of demographic and attitudinal influences, we find that men and women are not different in their views regarding the importance of political responsibilities. However, women do view political rights as significantly more important than do men. Further, in comparison to men, women view both civil and social responsibilities and rights domains as significantly more important.     

“We have to take these guys out”: Motivations for Assaulting Incarcerated Child Molesters

We know very little about how incarcerated men justify assaults against at‐risk inmates such as child molesters. For this article, we fill this gap in the literature by examining how men describe these assaults as a way to align their own violent behavior with more conventional mores. We find that formerly incarcerated men justify violence as a way to raise their own social status and promote cultural norms against child abuse. When inmates attack someone convicted of child molestation, they do so to punish him and provide a “service” to their community. Furthermore, they elevate their own social status and distance themselves from these offenders. Theoretically, this work broadens our understanding of verbal justifications for violent action.     

Being Volunteered? The Impact of Social Participation and Pro-Social Attitudes on Volunteering

While disagreeing over the reasons why the performance of civic obligations seems to be declining, conservatives and liberals agree that people need to be reminded of their duties as citizens for this decline to be halted. But do these exhortations work? This paper tests two theories about how people become volunteers. The “normativist” perspective assumes that volunteer behavior flows from socialization into pro-social attitudes; the “social practice” perspective stresses the formative role of practical experiences and social participation. Using a panel study of high school seniors who were reinterviewed in their mid-20s and again in their early 30s, we show that volunteer work undertaken in high school has long-term benefits as does social participation more generally but that socialization into pro-social attitudes has an even stronger influence on volunteering in middle age. The implications of our study are that mandatory community service programs can boost later volunteer efforts but that socialization into appropriate citizenship attitudes is of equal, if not greater, importance.

     

Global Norms vs. Global Actors: International Politics,Muslim Identity,and Support for Shariʿa

Many scholars argue that local cultures are an impediment to the diffusion of “global” norms. Others point out that local populations domesticate global cultural elements by integrating them into preexisting cultures, generating hybridized systems. In the current study, I argue that local cultures are not necessarily impediments to cultural change and hybridization is only one aspect of cultural domestication. Instead, I find that individuals attribute global norms to local cultural objects as a means for disassociating putatively universal norms from the powerful actors that dominate international politics. I illustrate this process using the case of support for shari?a (sometimes called Islamic law) in majority‐Muslim countries. Results of multimethod analyses show that with the exception of attitudes about gender roles and sexuality, Muslims who support implementing shari?a do not systematically object to many so‐called global norms; in fact, they may express more enthusiasm about democracy, tolerance for people of other religions, optimism about scientific advances, and concern for environmental preservation than those who oppose implementing shari?a. Likewise, many Muslims assert their full participation in global society on terms not dictated by Western actors by repackaging ostensibly universal norms as components of the unambiguously local shari?a.     

Fragments of development: Nation, gender, and the space of modernity

Imagine any process of economic development. How do the social,political, and economic interact in your imaginary development?Who is active and who is passive? What stands in the way? Howis success or failure measured? Who is then credited or blamed?The ways that we think about development are at least partiallyreflective of essentialist constructions that have been producedby societal and theoretical discourses. Bergeron has examinedboth mainstream and critical bodies of literature and emergedwith a powerful set of observations regarding these constructions. The discursive analyses in Fragments of Development demonstrate     

Nordic social workers' assessments of child welfare problems and interventions: a common model in child welfare?

In international comparison, the Nordic countries are characterised by similar policy goals and institutional contexts in child welfare. But is it also possible to talk about a common Nordic model in child welfare at the level of social work practices? And if so, to what extent do the results match the ideal model of ‘preventive and family service oriented Nordic child welfare’? This article investigates similarities and variations in Nordic social workers' assessments concerning child welfare problems and possible interventions by using vignettes and focus group interviews in case studies in four capital areas: Copenhagen, Helsinki, Oslo and Stockholm. The results seem to confirm the assumption of a preventive and family service oriented Nordic child welfare system regarding social work practices with smaller children, but not when adolescents are concerned.     

Fragments of development: Nation, gender, and the space of modernity

Imagine any process of economic development. How do the social,political, and economic interact in your imaginary development?Who is active and who is passive? What stands in the way? Howis success or failure measured? Who is then credited or blamed?The ways that we think about development are at least partiallyreflective of essentialist constructions that have been producedby societal and theoretical discourses. Bergeron has examinedboth mainstream and critical bodies of literature and emergedwith a powerful set of observations regarding these constructions. The discursive analyses in Fragments of Development demonstrate     

From absence to absenteeism? A qualitative cross case study of teachers’ views on sickness absence

This is a qualitative pilot study that explores how teachers from three Norwegian upper secondary schools with different absence histories experience norms related to sickness absence. The starting point was theory and recent empirical studies which indicate that absence at the workplace level is reinforced through social interaction. Hitherto, we know little about how such spiralling processes form in different organisational contexts, and we therefore decided to conduct an explorative case study. The findings are based on interviews with teachers and management. The findings support some of the proposed processes of social interaction that supposedly underlie spiralling effects of sickness absence. In the study context, the processes seem to involve concerns about fairness and social support. Interestingly, the findings do not support an assumption that stigma linked to absence reduces as the absence level increases. On the contrary, it appears that social sanctions are activated as a counter force to increasing absence. The findings have potential implications for theoretical assumptions and for design and interpretation of future quantitative economic studies of social interaction.     

The Norms of Conduct in Social Service Agencies:

The personal and professional situation of a Puerto Rican lesbian social worker is analyzed using feminist standpoint theory. Beginning within the circumstances of a specific group, this approach studies the effect of social structure on the lives of group members. Social service agencies claim organizational policies protecting lesbians and gay men from workplace discrimination. However, these policies are rendered void by cultural norms of conduct in the workplace supporting de-facto discrimination. This pattern of discrimination adversely impacts the professional development of social workers, the quality of service to clients, and the overall mental health of both.