Latino Phenotypic Discrimination Revisited: The Impact of Skin Color on Occupational Status

Objective . We reexamine the issue of phenotypic discrimination against Mexicans in the U.S. labor market, originally studied by Telles and Murguia (1990) and later by Bohara and Davila (1992). We also seek to explain this topic with respect to the Puerto Rican and Cuban populations in the United States. Methods . Instead of using household income as a dependent variable, we use occupational ranking scores computed by Hauser and Warren (1996) in combination with data from the 1990 Latino National Political Survey (LNPS). The occupational rankings more accurately reflect the level of labor market discrimination faced by individuals. Furthermore, the use of the more recent LNPS allows us to update the work of previous scholars and extend the analysis to two previously unexamined Latino groups—Puerto Ricans and Cubans. Results . Our findings indicate that darker-skinned Mexicans and Cubans face significantly lower occupational prestige scores than their lighter-skinned counterparts even when controlling for factors that influence performance in the labor market. However, we find no conclusive evidence that skin-color differences impact occupational prestige scores for Puerto Ricans. Conclusions . Using earlier data, some scholars found evidence for difference in labor market performance among Mexican Americans as a function of phenotypic variations among Mexican Americans. Today, dark-skinned Mexican Americans and Cuban Americans continue to face higher levels of discrimination in the labor market, whereas dark-skinned Puerto Ricans do not, which may indicate regional differences across the three groups that need to be controlled for.     

Facilitating Difficult Discussions: Processing the September 11 Attacks in Undergraduate Classrooms

College and university educators have a unique and appropriate forum in which to address social issues, the classroom environment. On September 11, 2001, this opportunity became very real. With it came the challenge of facilitating classroom discussions that include myriad views and feelings. Instruction on conducting difficult discussions in a productive, versus destructive, manner is not commonly included in graduate training, leaving many educators without the tools of effective facilitation. An overview of some of the literature on conducting difficult discussions is presented and applied to classroom discussions of the September 11 events. Recommendations on the process component of facilitating are provided, as well as a rationale for why faculty may want to accept this educational challenge.     

Cultural evolution

In this paper I consider the problem of man's evolution - in particular the evolutionary problems raised when we consider man as a cultural animal as well as a biological one. I argue that any adequate cultural evolutionary theory must have the notion of adaptation as a central concept, where this must be construed in a fairly literal (biological) sense, that is as something which aids its possessors (i.e. men) to survive and reproduce. I argue against theories which treat adaptation in a metaphorical sense, particularly those speaking of the adaptation of cultures without reference to men. Iron tools per se are not better adapted than bronze tools - it is the men with iron tools who are better adapted than men with bronze tools. I show that by taking the approach that I do, one can apply at once in a fruitful manner some conclusions of biological evolutionary theory directly to men and their cultures. I conclude with a brief discussion of methodological issues raised by cultural evolutionary theories, particularly those of confirmation and falsification.     

Outcomes assessment of role-play scenarios for teaching responsible conduct of research

We describe the summative assessment of role-play scenarios that we previously developed to teach central topics in the responsible conduct of research (RCR) to graduate students in science and engineering. Interviews with role-play participants, with participants in a case discussion training session, and with untrained students suggested that role-playing might promote a deeper appreciation of RCR by shifting the focus away from wanting to simply "know the rules." We also present the results of a think-aloud case analysis study and describe the development of a behaviorally-anchored rating scale (BARS) to assess participants' case analysis performance.     

Racial differences in high school dropout rates: An analysis of U.S. Metropolitan areas

In this paper, we explore the differences in high school dropout rates among white, black and Hispanic students in 275 U.S. Metropolitan Statistical Areas (MSAs) in 2000. Our analysis focuses on the impact of community and labor market conditions, in hopes of providing insight into the relationship between place and educational outcomes. The explanatory power of our regression models is mixed across racial groups, performing best for whites and Hispanics. Our results also indicate that community factors – most importantly, same-race adult educational attainment in the community, teenage birth rates and residential stability – have a greater impact on dropout rates than labor market factors. Our results suggest that as education reform moves toward broad-based solutions to improve student outcomes including dropout rates, it will be increasingly important to address the structural origins of inequality outside of schools.     

USA immigration policy, source-country social programs, and the skill composition of legal USA immigration

In this paper, highly skilled and less-skilled immigrants in three age classes (20–34, 35–49, and 50–64) are distinguished. Since most highly skilled immigrants are males who enter the USA as numerically restricted, we study only numerically restricted male immigrants. Annual data (1972–1991) for 86 source countries are pooled, and the Hausman–Taylor instrumental variable technique is used to estimate the regressions. Along with measures of differential economic opportunities, migration costs, and USA institutional controls, we incorporate a unique set of variables relating to social programs in source countries. Such programs prove to be significant determinants of the skill composition of USA immigrants.     

Who Benefits from Religion?

Many studies have documented the benefits of religious involvement. Indeed, highly religious people tend to be healthier, live longer, and have higher levels of subjective well-being. While religious involvement offers clear benefits to many, in this paper we explore whether it may also be detrimental to some. Specifically, we examine in detail the relation between religious involvement and subjective well-being. We first replicate prior findings showing a positive relation between religiosity and subjective well-being. However, our results also suggest that this relation may be more complex than previously thought. While fervent believers benefit from their involvement, those with weaker beliefs are actually less happy than those who do not ascribe to any religion—atheists and agnostics. These results may help explain why—in spite of the well-documented benefits of religion—an increasing number of people are abandoning their faith. As commitment wanes, religious involvement may become detrimental to well-being, and individuals may be better off seeking new affiliations.     

Hispanic Fertility,Religion and Religiousness in the U.S.

Is the higher fertility of Hispanics in the United States due to their religion and/or to their greater religiousness? Evidence from national survey data indicates no difference in fertility between Protestant and Catholic Hispanic women but Hispanics are more religious than non-Hispanics in terms of the perceived importance of religion in their personal lives. Religiousness is associated with higher fertility but Hispanic fertility is higher than non-Hispanic fertility regardless of religion or religiousness. Ethnic differences in education and income in turn are more important for fertility than the religious dimension.