Suchergebnisse

Background: One way of evaluating immigrants' labor market outcomes is to assess the extent to which immigrants are able to enter into jobs that are commensurate with their education and experience. An imperfect alignment between workers' educational qualifications and these required for their current job, or education-job mismatch, has implications for both the broader economy and individual workers. In this study, we investigate the factors associated with education-job mismatches among US workers by immigrant generation. Methods: We analyzed the data from the US sample of the Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014. Our analytic sample included 4022 employed (full and part-time) individuals between the ages of 20–65 years. We documented the distribution of education-job mismatches across selected independent variables and estimated the relationship between the individual characteristics of workers such as race, gender, presence of children, location, time in the country and knowledge of English for first-generation immigrant workers, and education-job mismatch using multinomial logistic regressions for the full sample and for the sample of first- and second-generation workers. Results: We found that on average, immigrant workers in the US labor market were more likely to hold jobs which required less education that they had (being overmatched for the job), with first-generation workers being overmatched more frequently than second-generation workers. The probability of being overmatched for immigrant workers declines with the length of stay, and workers who are proficient in English are less likely to be overmatched. Our results also suggest that there may be labor market disadvantages to immigrant status that persist beyond the first-generation. Conclusions: Previous research demonstrated that over-education depresses wages and lowers workers' standards of living and their abilities to accumulate wealth. Our findings confirm that this dynamic may be particularly acute for first- and second-generation workers who are finding it difficult to become fully integrated into US labor markets, even though the factors behind the mismatch differs between the two immigrant generations.

Over the past five years, the laws governing teachers' employment have been at the center of legal and political conflicts in state courts and elections across the United States. Vergara v. California challenged five California state statutes that provide employment protections for teachers. Drawing on the theory of political spectacle, we conducted a media content analysis of 42 print news media articles published prior to the court's decision in June 2014. Two aspects of political spectacle, the use of metaphor and the illusion of rationality were the most salient and deployed in ways that were more closely aligned with the student plaintiffs' claims than the statutes' defenders. We conclude by highlighting how the framing of these and other similar stories may shape subsequent debates about public education in the United States.

Over the past five years, the laws governing teachers' employment have been at the center of legal and political conflicts in state courts and elections across the United States. Vergara v. California challenged five California state statutes that provide employment protections for teachers. Drawing on the theory of political spectacle, we conducted a media content analysis of 42 print news media articles published prior to the court's decision in June 2014. Two aspects of political spectacle, the use of metaphor and the illusion of rationality were the most salient and deployed in ways that were more closely aligned with the student plaintiffs' claims than the statutes' defenders. We conclude by highlighting how the framing of these and other similar stories may shape subsequent debates about public education in the United States.

In this manuscript, the guest editors of the EPAA Special Issue on "Democracy's College: The American Community College in the 21st Century": a) introduce the background, history, and context of community colleges in the larger higher education landscape; b) summarize the three research papers and two video commentaries that were peer-reviewed and selected for inclusion in this special issue; and, c) discuss the individual contributions and major themes across the selected papers. Their importance is discussed in terms of each paper's insights for the general research on this topic and each paper's potential to inform community college research, practice, and policy. ; En este trabajo, las editoras de este número especial de EPAA en la "Universidad de la Democracia: La universidad comunitaria en el siglo XXI: a) presenta los antecedentes, la historia, el contexto de la universidad comunitaria (en inglés Community Colleges) en el escenario más amplio de la educación superior b) presenta un resumen de los tres artículos de investigación y de los dos videos con comentarios que han sido evaluados por pares y seleccionados para formar parte de este número especial, y c) analiza las contribuciones individuales y los principales temas transversales a los trabajos seleccionados. Se discute la relevancia de cada trabajo en términos de las ideas que cada uno aporta a la labor de investigación general sobre este tema y el potencial de cada trabajo para informar a la investigación, la práctica y la política en las universidades comunitarias. ; Neste texto, os editores convidados do Número Especial da AAPE sobre "Universidade da Democracia: A universidade comunitária americana no Século XXI": a) introduz o plano de fundo, história, e contexto das universidades comunitárias (em inglês Community Colleges) no cenário mais amplo da educação superior; b) resume os três trabalhos de investigação e os dois comentários a vídeos que foram revistos por pares e selecionados para integrar este número especial; e, c) discute as contribuições individuais e os principais temas transversais aos trabalhos selecionados. A sua importância é discutida em termos das ideias que cada um dos trabalhos traz para a pesquisa geral sobre este tema e o potencial de cada trabalho para informar a investigação, as práticas e as políticas sobre faculdades comunitárias.

The authors compare determinants of labor force participation and occupational sex typing over a 20-year period for matched samples of American and Swiss women. Results indicate important cross-national differences in processes governing women's market careers. These are in line with the authors' predictions regarding mediating effects of specific cultural, organizational, and institutional factors that differentiate the two countries. Female labor force participation is more strongly influenced by family configuration in Switzerland than in the United States. This can be attributed to powerful cultural and organizational constraints on maternal employment in Switzerland. In addition, the association between educational credentials and occupational sex typing is stronger and more persistent in Switzerland due probably to the greater differentiation and tighter market linkages characterizing the Swiss educational system. Results suggest that the explanatory power of conventional individual-level models of female market behavior varies depending on the structural and normative conditions under which women make life choices.