Fields of Study, School-Work Linkages, and Inequality: A Comparative Approach

学习领域、学校与工作的联系以及不平等：比较方法

• 批准号: 1423828
• 负责人: Thomas DiPrete
• 金额: $ 26.88万
• 依托单位: Columbia University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1423828&HistoricalAwards=false
• 关键词: Fields; Study; Work; Linkages; Inequality

SES-1423828Thomas DiPreteColumbia UniversityThe overall goal of this project is to develop a greater theoretical and empirical understanding of the pathways that lead from educational outcomes to occupational placement. The project pays attention both to the level of education and school-leaving credentials (i.e., diplomas, degrees, and certificates) and to fields of study within these levels. It then analyzes the strength of the link between specific educational outcomes and specific occupations. The research is novel in applying recent developments in multigroup segregation research to the measurement of the strength of linkage between school outcomes and occupations. It uses these techniques to study the pattern of linkage between school and work across a set of countries which differ both in the structure of their educational systems and in the ways that education and training are linked to occupational entry via licensing, apprenticeships, internships, and other formal or informal skill requirements or opportunities for skill acquisition while on the job. It then addresses the question of whether country differences in the structure of school-work linkage produce country differences in the relative pay of occupations and in the overall structure of wage and earnings inequality.The intellectual merit of the research lies in its potential to significantly increase knowledge of how the structure of linkage between education and the labor market varies, both at different levels of the educational system and across different types of national educational systems. The project employs data from six important countries: the U.S., Germany, France, the Netherlands, the United Kingdom, and Brazil. To test hypotheses, the project utilizes segregation measures from the generalized entropy family of segregation meaures. This approach allows an assessment of the relative importance of educational levels and fields of study within levels to the total linkage strength of a country. It also allows a study of the extent of country differences that are structural and the extent of country differences that arise from (compositional) differences in the distribution of educational outcomes and occupational positions across these countries. The research will be novel in determining the extent to which fields of study provide clear pathways to jobs at different educational levels and how the pattern varies cross-nationally. It will highlight routes involving specific fields of study and tertiary credentials whose value in the labor market differs considerably across countries. Such information is of scientific importance for explaining differences in wage and earnings distributions, career mobility, and educational attainment across countries. It also points to potentially important social policies to better realize the potential of varying educational routes within the differing social and economic institutional structures under study in this project. This research product is of particular importance in the U.S., where completion rates in American higher education are relatively low. The research may also improve harmonized educational schemes now widely used in comparative research.

SES-1423828 Thomas DiPrete哥伦比亚大学本项目的总体目标是对从教育成果到职业安置的途径进行更深入的理论和实证理解。 该项目既关注教育水平，也关注毕业证书（即，文凭、学位和证书）以及这些级别内的研究领域。 然后，它分析了具体的教育成果和具体职业之间的联系的强度。 这项研究是新颖的应用多组隔离研究的最新发展，以衡量学校成绩和职业之间的联系的强度。 它使用这些技术来研究一组国家的学校和工作之间的联系模式，这些国家的教育制度结构不同，教育和培训与职业准入的联系方式也不同，包括许可证、学徒、实习和其他正式或非正式的技能要求或在职时获得技能的机会。然后，它解决了这样一个问题，即学校与工作之间联系结构的国家差异是否会导致职业相对薪酬以及工资和收入不平等总体结构的国家差异。这项研究的学术价值在于，它有可能显著增加对教育与劳动力市场之间联系结构如何变化的认识，在教育系统的不同层次和不同类型的国家教育系统中。该项目采用了来自六个重要国家的数据：美国，德国、法国、荷兰、英国和巴西。为了检验假设，该项目利用了分离度量的广义熵族中的分离度量。 这一方法可以评估教育水平和各级内的研究领域对一个国家的总联系强度的相对重要性。 它还允许研究结构性国家差异的程度，以及这些国家之间教育成果和职业职位分布（构成）差异所产生的国家差异的程度。这项研究将在确定研究领域在多大程度上为不同教育水平的工作提供明确的途径以及这种模式在全国范围内如何变化方面具有新颖性。它将突出涉及特定研究领域和高等教育证书的路线，这些领域在劳动力市场上的价值在各国之间差异很大。这些信息对于解释各国工资和收入分配、职业流动性和教育程度的差异具有重要的科学意义。 它还指出了潜在的重要社会政策，以更好地实现本项目所研究的不同社会和经济体制结构内不同教育途径的潜力。这项研究产品在美国特别重要，美国高等教育的完成率相对较低。这项研究还可能改进目前在比较研究中广泛使用的统一教育计划。