4,224 research outputs found

    Graduate Catalog of Studies, 2023-2024

    Get PDF

    The social origin pay gap in the UK labour market

    Get PDF
    This thesis is composed of four chapters; a critical literature review and three empirical chapters that examine the social origin pay gap in the UK labour market. The overarching research question of this thesis is: To what extent does social origin explain labour market outcomes independently of level of education? Chapter 1 provides a critical literature review of the social origin pay gap evidence base. Chapter 2 investigates whether recent empirical studies have underestimated the social origin pay gap by omitting respondents with undefined social origins. Specifically, this relates to individuals that were not assigned a social origin because their household composition was not clear, nobody was earning in the household, or the occupational identity of the main wage earner could not be identified. Data from the Labour Force Survey (LFS) is analysed to establish the prevalence of undefined social origins and to what extent the socio-economic characteristics of those with undefined social origins are different from those who can be identified using the Standard Occupational Classification (SOC). We examine how omitting these groups affects estimates of social origin pay gaps. The results show that 10.5% of the working age population have undefined social origins and that the labour market outcomes of these people are on average much worse than those with defined social origins. Results show that omitting these respondents underestimates the range of the social origin pay gap and the number of people affected. This highlights that there is a further effect of parental association with the labour market or not clearly belonging to a household, which profoundly affects the life outcomes of a substantial share of the working age population. Chapter 3 uses data from waves 1 to 9 of the United Kingdom Household Longitudinal Study (UKHLS) to examine the social origin pay gap and item non-response for social origin in relation to the pay gap. Following the dominance approach – proxying for respondents’ social origin via the ‘highest’ occupation of their parents when they were 14 – we observe a significant pay gap for those with undefined social origins in eight of the nine waves and a significant pay gap for those from NS-SEC 5 and NS-SEC 6 origins in seven waves. The pay gap is largest for those with undefined social origins in seven of the nine waves. When we examine the pay gap longitudinally, we find the pay gap is largest for those with undefined social origins, at 11.7%, followed by those from NS-SEC 7 origins at 11.2%. When we use total parental occupation as a proxy for social origin, we observe that the pay gap is generally larger for those from ‘lower’ social origins, particularly respondents whose parent(s) were economically inactive. This result supplements the findings from Chapter 2 in that individuals with undefined social origins report a larger pay gap compared to those with defined social origins. We observe similar results when we use parental education, total parental education, and highest parental occupation and highest parental education as proxies for social origin in that the pay gap is larger for respondents from ‘lower’ social origins. The results indicate the social origin pay gap may be larger when we consider both parents’ occupation and/or education. Lastly, Chapter 4 uses a range of proxies for cultural capital and social capital in the UKHLS to examine how these impact social origin wage gaps. We observe significant pay gaps for all social origin groups, except those from NS-SEC 2 origins, after controlling for cultural capital, educational attainment, and a range of labour market observables. The pay gap is largest for those with undefined social origins at 8.9%, followed by those from NS-SEC 4 origins at 8.7%. This indicates that cultural capital does not fully explain the social origin pay gap and thus we consider respondents’ social networks. When we control for social capital, educational attainment, and respondents’ labour market features, we observe that the pay gap is significant for those from undefined and NS-SEC 4 to NS-SEC 7 origins. The pay gap is largest for respondents from NS-SEC 4 origins, at 8.3%, and is second largest for those with undefined social origins at 7.9%. This indicates that part of the wage disadvantage experienced by individuals from undefined and NS-SEC 4 to NS-SEC 7 origins is likely to represent the impact of unequal access to social capital. Overall, the results indicate social capital plays a role in explaining the social origin pay gap. This thesis contributes to the social origin pay gap literature in three ways. Firstly, it examines the pay gaps for all survey respondents, including those with undefined social origins and highlights that omitting respondents with undefined social origins underestimates the magnitude of the social origin pay gap and the number of people affected. Secondly, it considers respondents’ parents’ occupational status and education to provide a more comprehensive proxy for respondents’ social origin to estimate class wage gaps. The results highlight significant pay gaps for those from routine and undefined social origins, indicating the pay gap is larger once we consider both parents’ occupational status and education, Thirdly, it uses a range of proxies for cultural capital and social capital to empirically examine to what extent these forms of capital play a role in explaining the social origin pay gap, the first study of its kind to do so. The results indicate that social capital plays a role in explaining the pay gap

    Media Dependency in Gen Z Christians

    Get PDF
    The purpose of the study “Media Dependency in Gen Z Christians” is to understand and explore the way Gen Z Christians utilize different forms of media as it relates to their faith. This quantitative research approach focused on the extent to which Gen Z Christians utilize extra-biblical and biblical media, which media they are more likely to consume, and which media they prefer. This research provides insight for the audience in terms of the habits of weekly Gen Z media usage and reliance in a digital media-emersed world, as well as insight into the way that Christian Gen Z learns about their faith by utilizing these media. Specifically, this study provides insight into the media dependency of Gen Z Christians and to what extent they rely on communication from extrabiblical media rather than the Bible itself. This topic provides value through its distinctive findings regarding the habits of Christian Gen Z’s use of the Bible itself, and the relationship between the variables of generational cohort and habits of media usage through the lens of the media system dependency theory

    UMSL Bulletin 2023-2024

    Get PDF
    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    Graduate Catalog of Studies, 2023-2024

    Get PDF

    Measuring the Impact of China’s Digital Heritage: Developing Multidimensional Impact Indicators for Digital Museum Resources

    Get PDF
    This research investigates how to best assess the impact of China’s digital heritage and focuses on digital museum resources. It is motivated by the need for tools to help governing bodies and heritage organisations assess the impact of digital heritage resources. The research sits at the intersection of Chinese cultural heritage, digital heritage, and impact assessment (IA) studies, which forms the theoretical framework of the thesis. Informed by the Balanced Value Impact (BVI) Model, this thesis addresses the following questions: 1. How do Western heritage discourses and Chinese culture shape ‘cultural heritage’ and the museum digital ecosystem in modern China? 2. Which indicators demonstrate the multidimensional impacts of digital museum resources in China? How should the BVI Model be adapted to fit the Chinese cultural landscape? 3. How do different stakeholders perceive these impact indicators? What are the implications for impact indicator development and application? This research applies a mixed-method approach, combining desk research, survey, and interview with both public audiences and museum professionals. The research findings identify 18 impact indicators, covering economic, social, innovation and operational dimensions. Notably, the perceived usefulness and importance of different impact indicators vary among and between public participants and museum professionals. The study finds the BVI Model helpful in guiding the indicator development process, particularly in laying a solid foundation to inform decision-making. The Strategic Perspectives and Value Lenses provide a structure to organise various indicators and keep them focused on the impact objectives. However, the findings also suggest that the Value Lenses are merely signifiers; their signified meanings change with cultural contexts and should be examined when the Model is applied in a different cultural setting. This research addresses the absence of digital resource IA in China’s heritage sector. It contributes to the field of IA for digital heritage within and beyond the Chinese context by challenging the current target-setting culture in performance evaluation. Moreover, the research ratifies the utility of the BVI Model while modifying it to fit China’s unique cultural setting. This thesis as a whole demonstrates the value of using multidimensional impact indicators for evidence-based decision-making and better museum practices in the digital domain

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

    Get PDF
    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    Organizational Leadership Culture and Gender Inequality in the C-Suite

    Get PDF
    Women in the automotive industry often struggle to advance into top leadership positions. More specifically, culture and gender inequality affect senior-level and higher women leaders trying to achieve a position in the C-Suite in automotive manufacturing organizations. The purpose of this qualitative phenomenological study was to explore the lived experiences of senior-level and higher women seeking a C-Suite position. The research questions addressed the lived experiences of women who strive to be promoted to C-Suites positions. Three sub-questions were used to evaluate participants\u27 perceptions, leveraging them to increase awareness of the cultural and gender inequality affecting the representation of women in C-Suites. Semi-structured interviews were used with a sample of 15 women participants from Michigan’s automotive industry using audio recording and verbatim transcription of the interviews. Through a conceptual lens, the gender gap in inequality was examined using Blumberg’s theory of gender stratification and grounded on Geist and Myer’s concepts of gender inequality, aided in revealing three emergent themes. The findings of this study confirmed that cultural and gender inequality challenges influence women getting C-suites positions in the automotive industry. The finding shows practical implications that there is a need to provide equal advancement opportunities to more senior-level and higher women leaders, regardless of their culture and gender. This study promotes positive social change by educating the automotive industry about the challenges and the needs of women in the automotive industry aiding in decreasing cultural and gender inequality so more women can reach their career goals

    2023-2024 Catalog

    Get PDF
    The 2023-2024 Governors State University Undergraduate and Graduate Catalog is a comprehensive listing of current information regarding:Degree RequirementsCourse OfferingsUndergraduate and Graduate Rules and Regulation

    Introduction to Psychology

    Get PDF
    Introduction to Psychology is a modified version of Psychology 2e - OpenStax
    • 

    corecore