Heterogeneity in returns to college education: selection bias in contemporary taiwan

The causal impact of higher education on earnings may be heterogeneous across different members of a population. Using a newly developed instrumental-variable method in economics, we illustrate heterogeneous treatment effects of higher education on earnings resulting from sorting mechanisms that select individuals with certain unobserved attributes into college education. The setting of our empirical work is contemporary Taiwan - a transitional economy that has recently experienced a rapid expansion in higher education. We find distinct patterns by gender, with selection bias most clearly shown among women but not among men: the college return to earnings is on average greater for women who actually attended college than women who did not attend college.     

Field of study variation throughout the college pipeline and its effect on the earnings gap: Differences between ethnic and immigrant groups in Israel

This study demonstrates the analytical leverage gained from considering the entire college pipeline—including the application, admission and graduation stages—in examining the economic position of various groups upon labor market entry. The findings, based on data from three elite universities in Israel, reveal that the process that shapes economic inequality between different ethnic and immigrant groups is not necessarily cumulative. Field of study stratification does not expand systematically from stage to stage and the position of groups on the field of study hierarchy at each stage is not entirely explained by academic preparation. Differential selection and attrition processes, as well as ambition and aspirations, also shape the position of ethnic groups in the earnings hierarchy and generate a non-cumulative pattern. These findings suggest that a cross-sectional assessment of field of study inequality at the graduation stage can generate misleading conclusions about group-based economic inequality among workers with a bachelor’s degree.     

The effects of attending selective college tiers in China

We estimate the effects of attending the first versus second-tier of higher education institutions on Chinese students’ at-college and expected post-college outcomes using various quasi-experimental methods such as regression discontinuity, genetic matching, and regression discontinuity controlling for covariates. Overall we find that just attending the first versus second-tier makes little difference in terms of students’ class ranking, net tuition, expected wages, or likelihood of applying for graduate school. The results do show, however, that just attending the first versus second tier makes it less likely that students will get their preferred major choice.     

校园文化是推动先进文化发展的重要力量

本文试从历史、现实和发展的角度探寻校园文化与先进文化的关系 ,从校园文化的传承性、融合性和创新性方面进一步认识校园文化对先进文化的推动作用 ,研究如何进一步繁荣校园文化、推动先进文化的发展     

The social and genetic inheritance of educational attainment: Genes,parental education,and educational expansion

Recently, several genome-wide association studies of educational attainment have found education-related genetic variants and enabled the integration of human inheritance into social research. This study incorporates the newest education polygenic score (Lee et al., 2018) into sociological research, and tests three gene-environment interaction hypotheses on status attainment. Using the Health and Retirement Study (N = 7599), I report three findings. First, a standard deviation increase in the education polygenic score is associated with a 58% increase in the likelihood of advancing to the next level of education, while a standard deviation increase in parental education results in a 53% increase. Second, supporting the Saunders hypothesis, the genetic effect becomes 11% smaller when parental education is one standard deviation higher, indicating that highly educated parents are more able to preserve their family's elite status in the next generation. Finally, the genetic effect is slightly greater for the younger cohort (1942–59) than the older cohort (1920–41). The findings strengthen the existing literature on the social influences in helping children achieve their innate talents.     

高校形象建设理论与实践

高校形象是高校宝贵的无形资产 ,是体现大学竞争实力的重要因素之一。本文借助“CIS”模式 ,提出高校进行形象建设的基本框架 -“UIS” ,认为高校形象建设的本质是大学精神的追求、凝练和弘扬 ,并提出新形势下高校应从自身实际出发 ,依照形象建设的若干原则 ,塑造良好的学校形象 ,以利于学校的长远发展 ,不断提高办学效益。     

CAI在大学英语教学中的合理运用的研究

本研究主要探讨的是大学英语教学如何运用多媒体手段进行教学设计 ,使教学更具有系统性 ,优化教学环境 ,提高教学效率。研究发现 ,将多媒体教学运用于教材呈示、学习者参与、及学后活动等环节中 ,并确定传统课堂教学与多媒体辅助教学有机结合最佳结合点是解决大学教学效率较低的关键问题。     

Reevaluating the uses of status: The case of earnings determination

Status and prestige variables and measures have been central to the sociological study of individual variations in income and other dependent variables for at least 2 decades. Yet theoretical and methodological rationales for the use of such variables in the explanation of income are problematic. This conclusion, along with some similar conclusions about other uses of status and prestige variables and measures, were reached after a review of Weberian, functionalist, and other prominent discussions of the uses of status/prestige in theory and research on income. It is suggested that an emphasis upon structural attributes of jobs is more promising than a continued emphasis upon evaluatory, status/prestige conceptions of jobs for effective theorizing about income determination. A quantitative analysis of earnings shows that income effects of a common measure of socio-economic status disappear in the context of a rudimentary structural model of income. It is concluded that social scientists should move on to use more varied attributes of jobs and exercise more caution in the use of status and prestige variables.     

Family structure and the reproduction of inequality: Parents’ contribution to children’s college costs

This article examines the role of family structure in the financial support parents provide for their children’s college education. Data are from the Health and Retirement Study. We focus on aspects of family structure that affect parental support and estimate shared family variance in investments as well as within-family variation using a multilevel model. Family membership accounts for about 60% of the variance in payment of college costs. Small family size, living with both biological parents (compared to one biological parent and a stepparent), higher parental education, and having older parents are associated with greater parental expenditures.     

The role of social and cognitive factors in individual gambling: An empirical study on college students

Most of the studies on the determinants of individual gambling behaviour rely on cognitive theories. In our study, we argue that, besides cognitive factors, several social factors might play an important role as well. We analyse data from an ad hoc webmail survey conducted on about 2000 undergraduate students enrolled in a large public university in the Northern Italy in the academic year 2012–13. Using a variety of statistical techniques (standard regression models, boosted regression trees and structural equations models), we show that social variables affect both participation in gambling in the past year and latent gambling propensity. In particular, controlling for several proxies for individual cognitive ability and understanding of probability, gambling propensity is positively affected by the degree of gambling in the social surrounding (parents, peers, neighbourhood) and the acceptability of gambling activities to the individual. Moreover, in our sample of college students the role of social factors appears to be larger than that of cognitive factors, and this is consistent across different types of models and specifications.     

The impact of the promise of scholarships and altering school structure on college plans, preparation, and enrollment

The Washington State Achiever (WSA) program was a large-scale educational intervention of scholarships, mentoring, and school redesign designed to encourage students from moderate and low income families to attend college in Washington State. Using a quasi-experimental design based on pre- and post-intervention surveys of high school seniors in program and non-program schools, we find a significant WSA effect on educational outcomes, net of the demographic and socioeconomic composition of students across schools. Across the three intervention high schools, the program is strongly significant in one school, significant after a lag in another school, and not significant in a third. We speculate about the potential reasons for the differential program effect across high schools.     

Material hardship and 529 college savings plan participation: The mitigating effects of Child Development Accounts

Experience of material hardship can adversely affect a family’s ability to make long-term investments in children’s development. We examine whether material hardship is associated with one indicator of such investments: participation in a tax-advantaged college savings plan (529 plan). Data for this study come from the SEED for Oklahoma Kids (SEED OK) experiment, an intervention that offers Child Development Accounts with financial incentives to encourage the accumulation of college savings for children from the time of their birth. Results show that material hardship is negatively associated with 529-plan participation, and this association varies by treatment status. At all levels of material hardship, treatment-group mothers are more likely to hold accounts than control-group mothers. These findings suggest that CDAs can be a useful policy tool to support families’ financial preparation for college.     

对国际合作办学的理性思考

经济全球化步伐的加快 ,信息技术的快速发展 ,推动了教育国际化的发展进程。拓展国际合作办学 ,有利于我国高等教育在国际化的背景下实现跨越式发展。这是新世纪社会经济、科技和文化发展对高校提出的新要求 ,也是高校在经济和教育国际化的历史潮流中应当和能够扮演的角色。我们应当在 WTO规则框架下 ,积极探索和拓展国际合作办学新思路 ,积极参与国际教育市场竞争 ,推动我国高等教育跨越式发展。     

女大学生社会适应能力培养途径初探

女大学生是先进文化的传承者,她们能否适应社会需求并成为推动男女平等、共创和谐社会的主要力量,高等教育起着重要的作用。当前,女大学生走向社会呈现出的诸多不适与高等院校在女性教育方面的滞后,不能满足女大学生全面成长有着一定的关系,高等教育必须努力探索针对女大学生终身发展的新途径,只要我们为女大学生成才拓展宽广的教育空间,女大学生走向社会必将获得新的更好的发展前景。     

基于德育的大学生学业辅导体系的构建

当代大学生是社会进步的重要推手,其能否树立正确的价值理念,关系到我国社会主义道路的发展进程。基于德育的大学生学业辅导体系,有助于培养具有社会主义理想的有为青年。分析了构建德育化大学生学业辅导体系的内涵,阐述了体系构建中存在的主要问题,并提出了具体的改进建议。     

浅论大学生社会实践

大学生社会实践是高校教育的重要组成部分 ,开展大学生社会实践活动使大学生的思想政治素质、道德法制素质、科学文化素质、身体心理素质、能力素质等方面都会得到良好的锻炼与提高 ;同时 ,开展大学生社会实践活动 ,尤其是与青年志愿者活动的结合将会对社会的发展产生良好的影响。     

德育答辩:叙事疗法在大学生思想政治工作领域的实践探索

"德育答辩"是基于叙事疗法的工作理念对大学生进行思想政治教育的有益尝试，二者具有以故事叙说为基本途径、注重营造温暖支持的氛围、外化与解构问题、寻找特殊意义事件、引入见证人巩固正向力量等共同特征。德育答辩活动帮助大学生实现了自我教育，变"隐患"为教育资源，使良好的校风学风通过朋辈教育得以传承，使教育过程由"被动接受"变为"主动教育"，使学生从"受教育者"变为"故事叙说者"，使教师由"教书匠"变为"见证人"，有效促进了大学生思想政治教育工作的开展。     

基于手机载体的大学生思想政治教育研究述评

在3G背景下,手机媒体的迅猛发展使大学生思想政治教育呼唤观念和载体的更新。梳理和总结基于手机载体的思想政治教育的研究成果,可以开拓大学生思想政治教育新的载体思维空间,从而更好地指导实践。     

Incomplete equalization: The effect of tracking in secondary education on educational inequality

This paper tests whether the existence of vocationally oriented tracks within a traditionally academically oriented upper education system reduces socioeconomic inequalities in educational attainment. Based on a statistical model of educational transitions and data on two entire cohorts of Danish youth, we find that (1) the vocationally oriented tracks are less socially selective than the traditional academic track; (2) attending the vocationally oriented tracks has a negative effect on the likelihood of enrolling in higher education; and (3) in the aggregate the vocationally oriented tracks improve access to lower-tier higher education for low-SES students. These findings point to an interesting paradox in that tracking has adverse effects at the micro-level but equalizes educational opportunities at the macro-level. We also discuss whether similar mechanisms might exist in other educational systems.     

Gender differences in the impact of job mobility on earnings: The role of occupational segregation

In recent years, researchers have begun to explore the extent to which the impact of switching firms (inter-firm mobility) on wages varies between men and women. Using data from the NLSY79 from 1979 to 2012, this paper extends existing research by exploring how occupational segregation and individual level factors contribute to gender differences in the impact of voluntary inter-firm mobility on wages. The paper also examines how patterns vary depending on education level. Findings suggest that men without a college education receive greater wage gains from voluntary inter-firm mobility than similarly educated women although there is no overall gender difference for individuals with a bachelor's degree. The wage returns to voluntary inter-firm mobility for both men and women increase as a function of the male representation in the occupation. For individuals without a college education, the male premium to voluntary inter-firm mobility is largest in highly male dominated occupations. However, women with a bachelor's degree employed in highly male dominated occupations use voluntary inter-firm mobility to narrow the gender wage gap.