The Decline in Confidence in Amenrca: The Prime Factor, a Research Note

Over the past two decades Americans have been losing confidence in a variety of institutions, including business, government, medicine, and education. However, a statistical analysis shows that two-thirds of variance is not due to specific institutional attributes-but shared by all those studied. Also, as expressions of great confidence in institutions decline, the percentages of individuals scoring high on an alienation index, which reflects general rather than specific attitudes towards society and its leaders, increase. Thus, declining confidence is, to a large extent, not institution specific, but reflects disaffection with American society as a whole. Efforts to restore confidence, therefore, must focus on this comprehensive disaffection. They should uproot alienation by encouraging a firm sense of identification with social purposes and a strong commitment to fulfilling them. This dual sense of purpose and commitment will not be effective if it is the product solely of national elites, but will have a comprehensive impact only insofar as it results from widespread individual and group action directed at increasing the overall responsiveness of society to its citizens.

Trends in gender segregation in the choice of science and engineering majors

Numerous theories have been put forward for the high and continuing levels of gender segregation in science, technology, engineering, and mathematics (STEM) fields, but research has not systematically examined the extent to which these theories for the gender gap are consistent with actual trends. Using both administrative data and four separate longitudinal studies sponsored by the U.S. Department of Education's National Center for Education Statistics (NCES), we evaluate several prominent explanations for the persisting gender gap in STEM fields related to mathematics performance and background and general life goals, and find that none of them are empirically satisfactory. Instead, we suggest that the structure of majors and their linkages to professional training and careers may combine with gender differences in educational goals to influence the persisting gender gap in STEM fields. An analysis of gendered career aspirations, course-taking patterns, and pathways to medical and law school supports this explanation.

Peer group ties and executive compensation networks

Publicly traded firms in the US typically determine C.E.O. compensation by benchmarking the pay of their C.E.O.s against the pay of C.E.O.s in "peer" firms. Consequently, executive compensation is influenced not only by firm-level characteristics, but also by the selection and actions of the firm's immediate peers as well as by the structure of the executive compensation network overall. Analyzing compensation peer group choices made by the same 1183 firms for F.Y. 2007, 2008 and 2009, we find that while the typical compensation peer is similar in size and industry to the firm that chose it, deviations from this norm are common, especially among larger firms, and tend to be towards larger firms with better paid CEOs. Further analysis shows that firms who pay CEOs well relative to the pay that would be predicted from their revenues, return on assets, and industry tend to have greater aspiration bias in their group of named peers.

Social and behavioral skills and the gender gap in early educational achievement

Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success.

Gender-specific trends in the value of education and the emerging gender gap in college completion

Analysis of March Current Population Survey data from 1964 through 2002 shows that white women overtook white men in their rates of college completion and that this phenomenon occurred during a period in which women's standard-of-living gains from college completion grew at a faster rate than those for men. We assess whether these trends are related to changes in the value of education for men and women in terms of earnings returns to higher education, the probability of getting and staying married, education-related differences in family standard of living, and insurance against living in poverty. Although returns to a college education in the form of earnings remained higher for women than for men over the entire period, trends in these returns do not provide a plausible explanation for gender-specific trends in college completion. But when broader measures of material well-being are taken into account, women's returns to higher education appear to have risen faster than those of men.

Explaining Family Change and Variation: Challenges for Family Demographers

Twenty years ago, the National Institute of Child Health and Human Development (NICHD) issued a request for proposals that resulted in the National Survey of Families and Households (NSFH), a unique survey valuable to a wide range of family scholars. This paper describes the efforts of an interdisciplinary group of family demographers to build on the progress enabled by the NSFH and many other theoretical and methodological innovations. Our work, also supported by NICHD, will develop plans for research and data collection to address the central question of what causes family change and variation. We outline the group's initial assessments of orienting frameworks, key aspects of family life to study, and theoretical and methodological challenges for research on family change. Finally, we invite family scholars to follow our progress and to help develop this shared public good.

Explaining Family Change and Variation: Challenges for Family Demographers

Twenty years ago, the National Institute of Child Health and Human Development (NICHD) issued a request for proposals that resulted in the National Survey of Families and Households (NSFH), a unique survey valuable to a wide range of family scholars. This paper describes the efforts of an interdisciplinary group of family demographers to build on the progress enabled by the NSFH and many other theoretical and methodological innovations. Our work, also supported by NICHD, will develop plans for research and data collection to address the central question of what causes family change and variation. We outline the group's initial assessments of orienting frameworks, key aspects of family life to study, and theoretical and methodological challenges for research on family change. Finally, we invite family scholars to follow our progress and to help develop this shared public good.