Dynamic models and attainment in the workplace

The two most marked trends in recent stratification studies are: (1) the shift away from a statical approach to attainment and toward a dynamical representation of achievement, and (2) the shift away from the assumption that achievement is largely a matter of individual characteristics, and toward the view that achievement is the outcome of an employer-employee exchange of productive resources for earnings and status. This paper forges a link between these parallel trends by elaborating on previous formulations of dynamic models of achievement and applying the results to the analysis of earnings attainment in an internal labor market. The modeling section of the paper joins within a single framework the growing interest in ascertaining how a given structure of opportunity shapes achievement and in determining the different points in the career line at which individual background and resource variables impact attainment. Special attention is devoted to the problems facing researchers who wish to bring a dynamic conceptualization of achievement to cross-sectional or otherwise deficient data. Although the empirical application of the various models is largely meant to be illustrative, it is of interest in its own right because it goes substantially beyond previous efforts in this area.     

On the mode of administering a questionnaire and responses to open-ended items

Concurrently administered personal and telephone surveys are compared to measure differences between the modes for identical questions. Speed of questioning is found to be greater in telephone interviews than personal interviews. The faster pace of telephone interviews is linked to shorter answers to open-ended items on the telephone. The tendency to reduce such responses is disproportionately exhibited by younger, affluent respondents who tend to provide detailed responses in personal interviews.     

Sex similarities in occupational status attainment: Are the results due to the restriction of the sample to employed women?

Research on sex differences in occupational attainment suggests that working men and working women attain essentially the same mean level of occupational attainment and do so through quite similar processes. A possible explanation for these similarities is that the sample of working women contains an overrepresentation of successful women, since women who can afford not to work will stay out of the labor force unless they find a job commensurate with their education. This we define as a censoring problem. By extending a technique developed by Heckman, we can estimate the structural parameters for all women, regardless of current employment status. This procedure allows us to assess the impact of the censoring problem on women's occupational attainment equations.     

Size and duration of empires growth-decline curves, 3000 to 600 b.c.

Area changes of about 30 best known empires and states are compiled and tabulated. Superimposed and juxtaposed graphs (size versus time) help to visualize the relative size and location in time of these empires. Size-time integral, maximum stable size, adulthood date, and duration are defined operationally and are listed for 20 empires. A criterion is given for distinctness of successive empires. The size-time integral is a direct measure of an empire's impact on history insofar as that impact depends on sheer size and duration. The integral is largest for the Chinese Hsia-Shang, Egyptian New, Old, and Middle, Assyrian New, and Hittite empires. A world-wide territorial concentration index is tabulated. It increases during the period considered from 0.08 to 1.4% of the world dry land area.     

Theory Trimming

This paper attempts to show that the “Theory Trimming” technique makes little contribution to theory in sociology. A brief history of the technique is given, and several key assertions of its proponents are abstracted. These assertions are shown to be highly questionable. The general alternative to Theory Trimming is shown, and the relationship between Theory Trimming and more general orientations to research is discussed.     

Evaluating multicultural curricula in the community college: A sociocultural framework

This paper addresses the need for models for assessing multicultural programs in the community college, the most culturally and socioeconomically diverse educational institutions in the country. A three-dimensional framework presents faculty, student, and curriculum variables critical to the implementation and outcomes of multicultural programs. The framework emerged from the formative evaluation of a new interdisciplinary social science curriculum and guided the design of the national field test of that curriculum in 30 community college classrooms. Three kinds of results are reported: implementation patterns; appropriateness to faculty members' teaching goals; and impact on reading behavior, interest, overall learning, and political efficacy of students with diverse ages, ethnic and sociocultural backgrounds, and political positions. Political efficacy gains of older students and students with lower socioeconomic backgrounds are discussed. The importance of such a framework in documenting the interaction between a curriculum and its sociocultural context is stressed.     

Avoiding evaluation cooptation. Lessons from a renal dialysis evaluation.

An evaluation of the impact of terminating contracts to transport low-income patients for renal dialysis demonstrates how evaluators may become apologists for management and conduct studies too narrow for effective decision making. The evaluation found that patients continued to receive treatment; their death rates had not increased. Changes in their economic and emotional status were not studied; consequently, the evaluators erroneously concluded that the clients had not been seriously harmed. The article reviews the process the evaluation used. The authors conclude that to avoid cooptation, evaluators need independent information available through conducting and analyzing pilot studies and meeting with program constituents. To avoid overly narrow studies, the next level of management should participate in their design. To use the information effectively, evaluators need to see themselves as advisors rather than technicians.     

Evaluating utility conservation programs: The BPA plan

This paper summarizes a detailed plan for evaluation of the residential energy conservation programs offered by the Bonneville Power Administration (BPA). The major purpose of the evaluation is to determine the energy savings attributable to the programs and to identify differences between program participants and nonparticipants. The focus of this paper is on the sampling issues associated with reliable estimates of energy savings. The methodology attempts to correct for the self-selection bias likely to occur in conservation program evaluation by using intentional nonrandom sampling. In addition, the paper suggests a variety of analytical approaches to analyzing the data with respect to energy savings.The proposed design, using four different groups to estimate program effects, is a comprehensive endeavor. This is appropriate for BPA because of the substantial investment it is making in conservation. However, the design is flexible and allows for use offewer groups to reduce evaluation costs.     

Inequality of educational opportunity in France and the United States

Unequality of educational opportunity is related to school structure. Comparison of the attainment process in France and the United States reveals the consequences of structure for individuals' attainments. Turner's (1960) typology of educational systems is applied. The French educational system is shown to be closer to Turner's “sponsorship system,” and that of the U. S. closer to the “contest” type. Inequality of educational opportunity, as indicated by the effect of father's occupational status on years of schooling completed, is greater in France than in the U. S. The difference is accounted for by school structural variables, indicating the importance of structure for inequality of opportunity. Other differences concerning the causes of educational attainment in France and the U. S. are also discussed.