Changes in the Labor Market and Occupational Prestige Scores

Abstract  In spite of the great changes in the structures of industry as well as work and occupation in postwar Japan as a result of rapid industrialization, occupational prestige scores as an index of people's evaluation of occupations did not reveal the corresponding changes. They maintained consistent stability since the mid 1950s aside from parallel upward movements, which might be a result of the permeation of an egalitarian ideology. Three kinds of occupational prestige scores calculated from data in the SSM survey of 1955, 1975 and 1995 had very high correlation with each other. The scores also showed a strong correlation between levels of education and income for each occupation, and no relation with labor market situation. And the unchanged order of occupations in Japan might be one of the reasons for the stability. The fact that people's evaluation of occupations revealed by prestige scores has scarcely changed and such scores has been associated with differences in the level of education makes us suspect that Japan's "credentialism" might be weakened in the near future.     

Education,Skills, and Wage Gaps in Canada and the United States

We analyse data from the Programme for the International Assessment of Adult Competencies to reveal that immigrants in Canada and the United States make over $200 less per month than native‐born workers. In the United States, immigrants disproportionately work in low‐wage occupations, leading to large mean national differences between immigrants and native workers. The wage differential disappears after accounting for education and cognitive skills, indicating policies must focus on reducing education and skill gaps in the United States. In Canada, an immigrant wage gap persists in nearly all occupational fields, suggesting that the better skilled and educated immigrants in Canada are not receiving the same wage premium as native workers. We close with implications for policy and future research.     

Gender Differences in the Evaluation of Prestige

This study examines the prestige accorded to male and female incumbents in occupations. Respondents were asked to rate the prestige of occupations and the prestige of male and female incumbents in those occupations. Two main findings are discussed in this paper. First, the prestige of male and female incumbents often differs substantially. The size of these differences is strongly related to the sex com-position of the occupations. Second, the sex composition of occupations has a significant effect on the prestige of sex-atypical jobholders, even after the effects of perceived income and education are accounted for. The implications of these findings for theories and research on occupational prestige are discussed.     

The American emigrant in Canada: trends and consequences

"This article discusses the nature of out-migration from the United States to Canada and assesses the consequences of such emigration for the two countries. It is concluded that, excluding the British born population, being foreign born is a handicap in Canada, not as asset, and the American born overcome this occupational disadvantage by virtue of their higher social origins and education."     

Cross-National Differences in Academic Achievement: Why the United States Lags behind Other Rich Nations

This article tests the hypothesis that national differences in academic achievement scores of 15-year-olds in 25 developed nations in 2003, 2006, and 2009 can be explained by national differences in national health and family economic security programs, levels of parental education, and national differences in motivation to strive for high levels of academic achievement. We also test for the additional impact, if any, of national differences in educational system characteristics. We then ask what variables account for the low scores of American students on math, science, and reading achievement tests. More highly developed national family health and economic security programs and higher student levels of motivation for academic achievement in other rich countries help explain why scores in the United States are relatively low. Low academic qualifications and prestige for teachers and a lack of national educational goals also differentiate the United States from nations with higher achievement scores.     

A Socioeconomic Scale for Canada: Measuring Occupational Status from the Census

Cet article présente une nouvelle échelle professionnelle pour la classification nationale des professions (CNP) au Canada. En premier, l'on discute le contexte historique dans lequel la production des échelles des professions, faites par des sociologues aux Canada et aux États-Unis, s'est réalisée. La méthodologie de la récente échelle Nam–Powers–Boyd utilisée aux États-Unis est ensuite appliquée au recensement des professions de 2001. Celle-ci sert à créer des scores des statuts professionnels pour les titres professionnels de la classification nationale des professions (CNP 2001) à Statistiques Canada. Ces scores soulignent les inégalités démographiques et socio-économiques qui existent parmi les groupes au Canada. L'article se termine par une discussion des débats courants concernant l'utilisation des scores composites professionnels.
This paper provides a new occupational scale for the Canadian National Occupational Classification system. The historical context for occupational scales produced by sociologists in Canada and the United States is first discussed. The methodology used in the recent Nam–Powers–Boyd scale in the United States then is applied to the 2001 census of occupations to construct occupational status scores for the occupational titles found in the National Occupational Classification for Statistics (2001) at Statistics Canada. The occupational status scores highlight inequalities existing among groups in Canada along demographic and socioeconomic dimensions. The paper concludes with a discussion of current debates over the use of composite occupational scores.     

Socioeconomic Indexes for Occupations: A Review, Update, and Critique

Following a review of the history and sources of socioeconomic indexes for occupations, we estimate a new set of indexes for 1990 Census occupation lines, based on relationships between the prestige ratings obtained by Nakao and Treas in the 1989 General Social Survey and characteristics of occupational incumbents in the 1990 Census. We also investigate theoretical and empirical relationships among socioeconomic and prestige indexes, using data from the 1994 General Social Survey. Many common occupations, especially those held by women, do not fit the typical relationships among prestige, education, and earnings. The fit between prestige and socioeconomic characteristics of occupations can be improved by statistical transformation of the variables. However, in rudimentary models of occupational stratification, prestige-validated socioeconomic indexes are of limited value. They give too much weight to occupational earnings, and they ignore intergenerational relationships between occupational education and occupational earnings. Levels of occupational education appear to define the main dimension of occupational persistence across and within generations. We conclude that composite indexes of occupational socioeconomic status are scientifically obsolete.     

Gender, social status, and emotional reliance

Past research has suggested the potential importance of considering emotional reliance, a dimension of interpersonal dependence, when addressing social and developmental risk factors for depression. Based on a probability sample of 1,393 adults aged 18-55 residing in Toronto, Canada, this paper addresses gender differences in emotional reliance and the relevance of emotional reliance in explaining the gender-depression association. We also explore link-ages between emotional reliance and status factors. Findings indicate that emotional reliance is significantly related to depression and that women report greater reliance than men, independent of social status factors like marital and parental status, education, income, and occupational prestige. Moreover, the positive association between emotional reliance and depression is greater for women. Several social status factors modify the relationship between gender and emotional reliance. Both education and occupational prestige reduce reliance, and are particularly beneficial in this regard for women. Marriage, on the other hand, increases emotional reliance, especially for men. We offer interpretations of this pattern of findings.     

A comparison of the allocation of male and female occupational prestige*

Ce travail cherche à répondre à deux questions: de quel façon le sexe d'un ouvrier influence l'évaluation du prestige professionnel, et quelle est la relation existant entre la composition des sexes par rapport aux occupations, et l'évaluation du prestige professionnel lorsque le sexe des ouvriers est pris en considération. Trois échelles du prestige professionnel (traditionnelle, masculine, féminine) sont créées. Les résultats indiquent des différences dans l'ordre hiérarchique et les niveaux moyens du prestige professionnel masculin et féminin. De plus, la composition par sexe des occupations influence le statut social des occupations de deux façons différentes. This paper is concerned with two questions: how does the sex of the worker influence the evaluation of occupational prestige, and what is the relationship between the sex composition of occupations and the evaluation of occupational prestige when the sex of the worker is taken into consideration? Three occupational prestige scales (traditional, male, and female) are created. The results show differences in both the rank order and mean levels of male and female occupational prestige. In addition the sex composition of occupations is shown to influence the social standing of occupations in two separate ways.     

Is America coming apart? Socioeconomic segregation in neighborhoods,schools, workplaces,and social networks, 1970–2020

As income inequality in the United States has reached an all-time high, commentators from across the political spectrum warn about the social implications of these economic changes. America, they fear, is “coming apart” as the gap between the rich and poor grows into a fault line. This paper provides a comprehensive review of empirical scholarship in sociology, education, demography, and economics in order to address the question: How have five decades of growing economic inequality shaped America's social landscape? We find that growing levels of income inequality have been accompanied by increasing socioeconomic segregation across (1) friendship networks and romantic partners, (2) residential neighborhoods, (3) K-12 and university education, and (4) workplaces and the labor market. The trends documented in this review give substance to commentators' concerns: compared to the 1970s, rich and poor Americans today are less likely to know one another and to share the same social spaces. The United States is a nation divided.     

ABOUT THE AUTHORS

Work satisfaction, self‐esteem, and alienation measures were obtained from white males in three service occupations (bartenders, barbers, and mailmen) at different levels of the occupational prestige hierarchy. While we found an overall positive relationship between work satisfaction and occupational prestige, this only held for variables where societal reference groups were forced upon the respondents. Such findings suggest that the relationship between work satisfaction and occupational prestige is less absolute than usually suggested by the literature. Hypotheses from the literature arguing for a direct relationship between occupational prestige and alienation were not supported by our data. We conclude that sociologists probably overestimate the salience of work and occupational prestige for the working class.     

Educational Linkages between Undergraduate Education in Social Welfare and Professional Social Work Education

Schools of social work in the United States and in Canada have for many years, supported and encouraged their faculty to accept visiting professorships or research appointments in foreign schools of social work. This program has benefited both faculty and students through enriched course content. However, only in recent years have more than a few faculty from foreign schools of social work joined the faculties of schools of social work in the United States and Canada as visiting professors. There is no question that these faculty members have made a contribution to social work education in the schools where they were resident. This author provides insights on how visiting professors might affectively contribute as members of faculty and questions the emphasis we are presently giving to methodology at the expense of our commitment to the ideological and moral base of social work.     

Women's Changing Attitudes Toward Divorce, 1974–2002: Evidence for an Educational Crossover

This article examines trends in divorce attitudes of young adult women in the United States by educational attainment from 1974 to 2002. Women with 4‐year college degrees, who previously had the most permissive attitudes toward divorce, have become more restrictive in their attitudes toward divorce than high school graduates and women with some college education, whereas women with no high school diplomas have increasingly permissive attitudes toward divorce. We examine this educational crossover in divorce attitudes in the context of variables correlated with women's educational attainment, including family attitudes and religion, income and occupational prestige, and family structure. We conclude that the educational crossover in divorce attitudes is associated most strongly with work and family structure variables.     

Social capital and psychological distress

The author proposes a conceptual model to explain the diverse roles of social capital--resources embedded in social networks--in the social production of health. Using a unique national U.S. sample, the author estimated a path analysis model to examine the direct and indirect effects of social capital on psychological distress and its intervening effects on the relationships between other structural antecedents and psychological distress. The results show that social capital is inversely associated with psychological distress, and part of that effect is indirect through subjective social status. Social capital also acts as an intervening mechanism to link seven social factors (age, gender, race-ethnicity, education, occupational prestige, annual family income, and voluntary participation) with psychological distress. This study develops the theory of social capital as network resources and demonstrates the complex functions of social capital as a distinct social determinant of health.     

Social Work Practice and Education in the US and Canada

This paper discusses shared origins and differences in the social work professions and education programs in the United States and Canada. Consideration is given to how the social work professions in the two countries attempt to resolve the possible inherent conflict between an emphasis on dealing with problems of individuals, with intervention approaches such as casework and therapy, and an emphasis on addressing the problems of society, with social reform intervention approaches. The paper also discusses social work employment in the U.S. and Canada and the structure of social work education in both countries, including consideration of how the profession is legally regulated in each country.     

Social class,occupational status,occupational self-direction,and job income: A cross-national examination

This paper evaluates the relationships of social class position, occupational status, and occupational self-direction to job income in three modern industrial societies, the United States, Japan, and Poland. In doing so, it goes beyond Wright and Perrone's analysis of 1977, which sought to establish the importance of social class by comparing the relative power with which occupational status and social class, defined in terms of relationship to the means of production, predict income. In carrying out analyses, we have also had to face the basic sociological issue of the nature and measurement of occupational status and have adopted a confirmatory factor analytic approach to the problem. Our substantive findings show that social class position has its strongest effect on income in Poland, and occupational self-direction also has an uniquely strong effect there. The singular importance of occupational status in Japan is noted and contrasted with the United States, where occupational status, social class, and education all have significant independent effects on job income.     

Spatial effects on individual social capital: Differentiating the constraints of local occupational structures

Recent studies have paid more attention to how position-generated social capital varies by an individual’s characteristics, and less to how geographical distributions of occupations may constrain position-specific connections. By integrating two national surveys from the United States, we differentiate the extent to which individual social capital fluctuates by occupational compositions at the county, metropolis, and state levels. Multilevel analyses show that when more people at all three levels work in education, training, and library occupations, residents have a greater chance to gain access to professional-type resources. Similar spatial effects on farming and production resources, however, are more apparent at the county level. Not only does the association between individual social capital and local occupational structures vary across different occupations, but the magnitude of such spatial effects also differs by the scope of the geographical areas. The findings underscore how contextual factors and geographical location may contribute to building occupation-specific network resources.     

The Contribution of White Collars to Occupational Prestige*

Regression analysis of the 1947 and 1963 NORC occupational prestige scores for 45 occupations indicates that being white-collar may have contributed modestly to the prestige of the 24 nonmanual occupations in 1947, net of economic rewards and educational selectivity, but that any such effect had largely disappeared by 1963. The findings tend to support the view that the white-collar-blue collar distinction has become less important in American society.     

From First Principles: Toward a More Reflexive Social Science

In the United States and in other countries as well there are a number of government and philanthropic initiatives to help more people, particularly those from low-income backgrounds, enter and succeed in postsecondary education. These initiatives typically involve remedial education (because a significant number of students are academically underprepared) and vocational or occupational education (called Career and Technical Education in the United States) because many students elect an occupational pathway. On the remedial front, policy makers are calling for reform of remedial education, for it has proven to present various barriers to degree completion. On the CTE front, policy makers want more academic work integrated into career courses believed to better prepare students for the demands of the new economy. But both remediation and CTE emerge from and carry with them assumptions about knowledge and learning that limit their effectiveness, and these assumptions are reinforced by institutional structures and status dynamics and by the forces of social class. This article (based on a talk given at the American Educational Research Association) examines these assumptions with the goal of moving beyond them. It also offers some reflection on the research methodology best suited to explore such complex social topics as remediation and occupational education.