Worker Heterogeneity,New Monopsony,and Training

Abstract. A worker's output depends not only on his/her own ability but also on that of colleagues, who can facilitate the performance of tasks that each individual cannot accomplish on his/her own. We show that this common‐sense observation generates monopsony power and is sufficient to explain why employers might expend resources on training employees even when the training is of use to other firms. We show that training will take place in better‐than‐average or ‘good’ firms enjoying greater monopsony power, whereas ‘bad’ firms will have low‐ability workers unlikely to receive much training.     

Predictors of Posttraumatic Stress and Growth Among Black and White Survivors of Hurricane Katrina: Does Perceived Quality of the Governmental Response Matter?

Data from the Baseline Survey of the Hurricane Katrina Community Advisory Group Study (Kessler 2009) were used to explore the predictors of posttraumatic growth and posttraumatic stress among black (n?=?265) and white (n?=?715) adult survivors of Hurricane Katrina. We focus on the perceived quality of the governmental response and cognitive processing related to the response on posttraumatic outcomes, and whether there were racial group differences. We also consider the impact of demographic factors and severity of stress. Results of hierarchical linear regression showed that being black, older, having lower educational attainment, and experiencing greater perceived stress and loss during Katrina positively predicted greater posttraumatic growth. Being female, living below the poverty line, and experiencing greater perceived stress and loss positively predicted posttraumatic stress symptoms. More positive views of the governmental response were associated with greater posttraumatic growth and more negative views with greater posttraumatic stress symptomology. Moreover, it was found that race significantly moderated the effect between perceived quality of the response and posttraumatic stress. Subgroup analysis corroborated the interaction effect and showed that while perceived quality of the governmental response significantly predicted posttraumatic stress for black survivors, it was not a significant predictor for white survivors. This study sheds light on some of the factors and conditions under which positive and negative post-trauma outcomes occurred after Katrina. We propose that racial group differences in the impact of perceived quality of the response on posttraumatic stress may be related to views among some black survivors that the emergency response was discriminatory.     

Perceived benefits and psychosocial outcomes of a brief existential family intervention for cancer patients/survivors

This study assessed a range of benefits from participation in a brief existential intervention consisting of a semi-structured videotaped interview with cancer patients and their families designed to illuminate a life legacy for the family (the Life Tape Project [LTP]). Results indicated the majority reported intervention-specific benefits, especially in the areas of symbolic immortality (passing on personal values and philosophy), self-reflection and growth, and improved family cohesion and communication. Participants, particularly those who had perceived their cancer as a threat of death, serious injury, or threat to their physical integrity, and responded with intense fear or helplessness, also reported more general reductions in mood disturbance, improvements in aspects of well-being (including overall quality of life), satisfaction with the understanding they received, and enhanced cancer-related posttraumatic growth. In short, the LTP is a brief, inexpensive, existential intervention that can yield broad positive psychosocial changes for a majority of participants.     

Partners in practice: Developing integrated learning opportunities on the Frontline child and family social work qualifying programme

The Frontline programme is a social work qualifying route, in England, featuring a different approach to curriculum design and delivery. Students are based in groups of 4, learning through practicing social work in a statutory child and family social work setting, alongside a Consultant Social Worker (in the role of practice educator). They are also supported by an Academic Tutor who works in partnership with the Consultant Social Worker to facilitate learning. A weekly “unit meeting” is a foundational aspect of the programme, providing opportunities for in‐depth discussion, teaching, and reflection on practice with families. The authors worked together over the first 2 cohorts of the programme and undertook action research to explore the learning opportunities that arise when academic staff and practitioners work side by side to support student learning in this model. Three broad themes were identified which were considered to be significant in helping students to learn which are explored in the paper:

• Learning through engaging in joint dialogue about practice in a unit meeting
• The influence of relationships on learning in social work
• The importance of a connected model of learning which has practice with children and families at its heart

     

The South African State and urbanisation policy: Crisis and response

Towards the end of the 1970s political and economic tensions in South Africa precipitated a crisis of the State. In response to this, the last few years have seen an unprecedented attempt on the part of the government to restructure racial capitalism in South Africa. While reforms have left virtually no aspect of government policy untouched, this paper explores one particular and vital aspect of policy reform: that of urbanisation policy and regional development. It is frequently the case that internationally accepted regional development and settlement strategies, first, are adopted by governments for political rather than for developmental reasons and, secondly, are unable anyway to stimulate processes of regional development. The reasons for this relate not only to the biases which occur in the application of these strategies, but also to a failure to understand or to confront the real and complex developmental problems of the areas in which they are implemented. The case of South Africa clearly demonstrates these issues.     

Citizenship and postmodernity

Citizenship has to be taught in the UK as a new strand in the school curriculum. This citizenship initiative is intended to replace a general feeling of political apathy among the young, yet the initiative itself is leading to concern about what citizenship is and how it can be taught. Citizenship teaching may fail if there is too great a dissonance between the sincerity of citizenship and postmodern scepticism. Hermeneutical philosophy can provide an antidote to doubt and connect the various levels of meaning in our lives: the personal, the local and the global. Citizenship with a global component can succeed by enabling us to compare ourselves with countries where postmodern doubt is not prevalent, as shown in a collaborative project with the Department for International Development.     

Spatial Variation in U.S. Labor Markets and Workplace Gender Segregation: 1980–2005*

Many studies of workplace inequality have examined why workplace gender segregation still exists and how gender segregation affects workplaces (Cohen, Huffman, and Knauer 2009 Work and Occupations 36(4):318; Huffman, Cohen, and Pearlman 2010 Administrative Science Quarterly 55(2):255). Yet, fewer studies have examined how space might affect gender segregation. In this paper, we investigate two types of space, normative space and industrial space, and their influence on gender workplace segregation within geographic space. We use data from the U.S. Equal Employment Opportunity Commission (EEOC) and mixed models to examine how normative and industrial spaces affect workplaces within geographic space. We find that both measures of normative and industrial space predict differing levels of gender segregation within geographic spaces (measured via commuting zones). In addition, the effects normative space (women's share of the labor force) has on gender segregation are mediated by industrial restructuring.     

Promoting low-income preschoolers’ school readiness through a text messaging intervention

The aim of the study is to evaluate the effects of a language-rich math content text message intervention as a way to promote child literacy outcomes for children enrolled in 15 Head Start centers participating in Jumpstart. Two-hundred and fifty-eight families were randomly assigned to treatment (language-rich math text) or control (information about kindergarten enrollment) conditions. Families received text messages in English, Spanish, or written Chinese. Parents reported on children’s fall entry skills and family demography. Teachers reported on children’s interest in math and literacy. Children were directly assessed on literacy skills to determine if the language-rich math content increased literacy skills. Structural equation models reveal no main effects for the sample of 258, but subgroup analyses by language show intervention effectiveness. For families receiving text messages in English, effectiveness depended on children’s fall letter and shape knowledge for increasing phonological awareness (English). The intervention appears most effective for Spanish-speaking families by increasing children’s math and literacy interest, definitional vocabulary, and print knowledge. Limitations and finding implications are discussed.