College-educated People Research Articles

Building digital literacy through exploration and curation of emerging technologies

People readily consume an ever-growing range of emerging technologies while largely unaware of their lack of control over the impact that such networking, devices, data, and processes have on their lives. Since college-educated people are huge consumers of digital products and are expected to participate in networked learning, it is critical to foster student development of an expanded understanding of digital literacy. To address this challenge, we have created instructional materials for instructor and student use of the internationally known repository, “Fabric” of Digital Life (https://fabricofdigitallife.com/). This research comes as the result of collaboration between the University of Minnesota’s Emerging Technology Research Collaboratory (ETRC, https://etrc.umn.edu/), a research group for investigating emerging technologies, and Fabric of Digital Life (https://fabricofdigitallife.com/) and its affiliated Decimal Research Lab at Ontario Tech University. Together, functioning as a collaborative in support of networked learning, we invite and facilitate research on building student digital literacy through examination, contribution, and/or curation of collections regarding emerging technologies. From Spring 2019 to the present, 13 instructors and associated students across nine institutions have developed and are using a set of instructional materials for student exploration and/or curation of collections in this repository. This paper documents initial instructor discussion and study of student development of digital literacy as a result of use and/or curation of Fabric collections on emerging technologies and the discourses surrounding them. We are beginning to study the abilities that students draw upon when exploring the collections and when determining which artifacts might be included in current collections as well as new collections that might be developed. Collaborative interaction with the editorial team at Ontario Tech University not only enhanced the repository content and development of instructional resources, it also further evolved the metadata for Fabric for external users and the public. At its core, this research examines the potential development of digital literacy through the act of exploring and curating collections on emerging technologies. Critical to this core is the networked learning collaborative in place to foster and support this work.

Ask a Political Scientist: A Conversation with Katherine J. Cramer about Listening as a Way of Democratic and Scholarly Life

Ask a Political Scientist: A Conversation with Katherine J. Cramer about Listening as a Way of Democratic and Scholarly Life

Overeducation wage penalty for university graduates: evidence from the MENA region using machine learning techniques

ABSTRACT This study estimates the causal effect of overeducation on wages using cross-sectional survey data from three countries in the Middle East and North Africa region. The Labour Market Panel Survey data from Jordan in 2016, Tunisia in 2014, and Egypt in 2012 and 2018 are used. Overeducation occurs when an individual works in a job that requires someone with less education. Our analysis focuses on employees with high school or college education in paid-wage jobs. Overeducation in the data is self-reported. Between 10% and 50% of the samples in the various countries are overeducated, with overeducation being more pronounced among high school than college-educated people. The novel causal forest method as well as the nearest neighbour and propensity score matching methods are used to estimate the over-education wage penalty. The overeducation job mismatch wage penalty is significant in both total wage and basic wage. The size of the penalty, however, varies considerably between the three countries and is negatively associated with the prevalence of overeducation in the job market in each country. The penalty in total wage ranges from 17% in Egypt in 2012 to approximately 50% in Tunisia. High school graduates have smaller penalties. We recommend policies such as conducting more active labour market programmes to reduce the stock of mismatched workforce, enhancing job search services to improve the quality of matching in new vacancies, and following strategies that motivate entrepreneurship.

The impact of upbringing and the local community on the development of environmental awareness among college educated people in Bosnia and Herzegovina.

Environmental problems are global problems today but the development of environmental awareness and the approach to one varies between the countries, and even between the municipalities of the same country. Numerous natural and social factors have an impact on its development. Research presented in this article collected the data from the inhabitants and analyzed the level of influence of the following social factors—education, upbringing and local community, on the development of environmental awareness among college educated people in Bosnia and Herzegovina. Data collected through the anonymous survey included answers of the population born after 1995, after the civil war in the country. Chosen questions are related to the waste disposal and processing along with the waste treatment in their communities and households. This article explores how strong the impact of these factors on the development of environmental awareness is and which of them has the greatest influence.

Representation and Aggression in Digital Racial Conflict: Analyzing Public Comments during Live-Streamed News of Racial Justice Protests

How do local citizens publicly converse online about the protests that follow when police kill Black residents? And do participants reflect local publics? Here we examine racial justice protests in Baton Rouge after police killed Alton Sterling in 2016. Local news streamed the protests on Facebook Live. In comments appearing below the video, locals supported and attacked each other in real-time while watching protests unfold. We assess a representative sample of these comments. First, we find surprising demographic and political representativeness in comments compared to census data and a local survey. We also document extensive hostile rhetoric corresponding with commenter traits and expressed views. Finally, we find more “likes” for comments by women, college-educated people, and locals. Violent and racially derogatory comments by Blacks received fewer likes, but similar comments by whites went unpenalized. The results illuminate social media functions in local politics, racial disparities in contentious digital dialogues, and political communication’s dual roles in strengthening and undermining multiracial democracy.

Political Efficacy, Police Legitimacy, and Public Support for Counterterrorism Measures in China

ABSTRACT The threat of terrorism has surfaced as a top priority in national and global security over the past two decades. Drawing upon survey data collected by the Chinese General Social Survey, this study assesses the relationships among political efficacy, police legitimacy, and public support for counterterrorism measures in China. The majority of surveyed Chinese people do not favor aggressive law enforcement actions even when a terrorist attack is imminent. Public support for different forms of antiterrorism means is inversely related to the level of coercion associated with each measure, with wiretapping receiving the highest support, followed by stop and search, and detention. Path analysis results showed that self-rated political knowledge lowers people’s positive evaluations of police legitimacy, whereas political influence strengthens such perception. Stronger senses of police legitimacy then lead to lower support for counterterrorism measures. Additionally, females and racial/ethnic minorities are less likely to favor aggressive antiterrorism activities, while older and college-educated people are more inclined to endorse counterterrorism measures. Implications for future research are discussed.

Spatial modelling and mapping of teen birth rates in Taiwan in the period 1995-2010.

Geographical variations in teen birth rates (TBR) still persist despite controlling for contextual factors. The aim of this research was to identify spatial patterns of TBR in Taiwan and to examine spatial relationships among different contextual factors. Using townships as the unit of analysis (N=359), this research used social and demographic variables for the years 1995, 2000, 2005 and 2010 and conducted spatial modelling of TBR. Geographical maps of TBR were presented, and Local Indicator of Spatial Autocorrelations was used to identify TBR clustering. Comparisons were made between ordinary least-squares models and spatial lag models, in which township-level TBRs were regressed on other township-level contextual characteristics. Our study found that townships with a high TBR were mostly in eastern, central and some southern regions of Taiwan, while townships with a low TBR were in the vicinity of metropolitan areas. The significant spatial lag indicated that townships would have a higher expected prevalence rate if adjacent townships have had higher rates. Results also indicated that the percentage of aborigines and the percentage of college-educated people were consistently associated with TBR over the years. Interventions aimed at reducing TBR in Taiwan should consider the presence of spatial correlations and should incorporate neighbouring townships.

Low income college-educated people: recognition, self-fulfillment and protest

ABSTRACTA new strand of writing in political philosophy deals with the linkage – rather than the tension – between politics of recognition and politics of redistribution. This scholarship usually deals with two-dimensionally subordinated groups (e.g. poor ethnic minorities). In this case study, I explore empirically how such linkages may be manifested in regard to a mismatched status group. Focusing on low-income college-educated people (LICEP), and going beyond the traditional status inconsistency approach, I have explored how LICEP frame their social positioning mostly in terms of self-fulfillment and recognition. This is at odds with LICEP having a pivotal role in social protests globally. Taken together, the findings yield a configuration of a few recognition-redistribution interactions: Low material reward is experienced as misrecognition; LICEP-centered social protests are also about recognition of their lifestyle and are characterized by self-fulfillment potential for this group (i.e. creative environment); and the different modalities of self-fulfillment work as sources for LICEP activists’ biographies. This specific configuration takes us beyond abstract notions of the recognition-redistribution linkage and the double subordination examples.

Education, Religious Commitment, and Religious Tolerance in Contemporary China

Most existing research on education and religion has been situated in the United States, a context where it is normative for youth to receive religious socialization within families that is often thought to be challenged once they enter college. This study examines the relationship between higher education and religion in a non-Western context, China, where children are typically raised in secular contexts and anti-religious ideology permeates the education system. For Chinese youth, college is often individuals’ first significant exposure to religious perspectives. Using data from the 2007 Spiritual Life Study of Chinese Residents, we find that the influence of education on religion is not a secularizing one: Although the least educated are more likely to identify themselves as members of a religious group, this is true only of older adults. People with at least some college education report similar levels of religious salience and belief in their lives compared to both the least and moderately educated. In fact, younger adults who went to college are more likely to hold a religious belief than younger adults with only a primary school education, and more likely to report religion is important to them than those with a middle or high school education. Moreover, college-educated people are more likely to tolerate religious beliefs as alternatives to communism, and younger adults who went to college are more tolerant of religion vis-à-vis science than are younger adults with middle or high school education.

Turning distaste into taste: context-specific habitus and the practical congruity of culture

This article proposes a rethinking of Bourdieu’s habitus as context-specific, multiple, and decentralized based on nine months of participant-observation fieldwork with dumpster divers in New York City. Dumpster divers are mostly white, college-educated people in their twenties and thirties who eat food from retail trash as a lifestyle choice. Sociologists have recently theorized culture as a fragmented, incoherent “toolkit” of cultured capacities acquired throughout the lifetime. Bourdieu on the contrary, theorized socialized culture as habitus, a relatively durable, classed structure acquired during childhood. While he recognized the possibility of acquiring “specific” habitus (Bourdieu 2000) later in life, he never developed the theoretical implications of socialization across multiple contexts. Building on ethnographic evidence of dumpster divers’ contradictory pursuit of food taste through the distasteful behavior of eating from the trash, I develop an alternative model of habitus as interlinked bundles of dispositions acquired in specific contexts. To theorize the bundled quality of habitus, I introduce what I call the practical congruity of dispositions. I show how rather than being disparate elements of a cultural repertoire, ways of seeing, common sense, dexterity, and orientations “make sense” in conjunction as actors mobilize them in specific contexts: dumpster diving acquires a commonsensical character based on the practical sense practitioners acquire. My understanding of habitus goes beyond the fragmentation assumed in notions of culture as a repertoire of cultured capacities, on the one hand, and the continuity and coherence premised in notions of primary and secondary habitus, on the other hand.

Influence of education in the prevalence of obesity in Iranian northern adults

BackgroundThe main aim of this study was to evaluate whether prevalence of obesity in educational levels is different and some related factors in Iranian northern adults. Materials and methodsThis was a cross-sectional descriptive study based on population and 2452 cases (1224 men and 1228 women) aged 15–65 years were chosen by cluster and stratify sampling. Subjects were randomly chosen from 125 clusters and each cluster included 20 cases. Interviewers recorded the data using a multidimensional questionnaire including socio-demographic indexes. ResultsAs a whole, the prevalence of obesity was seen in 24% of subjects (15.5% in male and 32.5% in female) and significantly was seen in 3.1% and 14.1% of uneducated people more than in 1–9 year schooling and in high school or college-educated people, respectively (P = 0.001). The risk of obesity was 2.294 (P = 0.001) in uneducated compared to high school or college-educated people, 1.668 (P = 0.001) in urban area compared to rural area, 2.619 (P = 0.001) in 40–65 year people compared to 15–40 year people, and 1.534 (P = 0.003) in good economic compared to poor economic groups. After adjusted for location area, gender, age, and economic stats, the risk of obesity was 2.044 (P = 0.001) in uneducated people compared to high school or college-educated subjects. ConclusionThe obesity as a health problem in Iranian northern adults supported in this study and it was negatively associated with educational levels. Public health programs that aim to reduce obesity should primarily focus on the illiterate and low-educated people.

China’s National Talent Plan: Key Measures and Objectives

China has undergone enormous economic changes in the past 30 years and now faces important decisions as it considers how best to sustain this unprecedented level of growth. China’s population is aging rapidly and the 225 million migrant workers who have fueled China’s economic miracle for the past three decades are now demanding better payment for their work. Further complicating the situation are the growing numbers of college graduates entering the job market: according to the Chinese government, China will have 195 million college-educated people by 2020. In response to these and other policy challenges, the Chinese leadership recently launched a major national talent development plan intended to attract and retain highly skilled individuals in six broad sectors of the economy. This new plan has far-reaching implications for China’s efforts to build an innovation-driven economy by 2020 and offers valuable insights for the global business and policy communities.

Hukou and non-hukou migrations in China: comparisons and contrasts.

The household registration (hukou) system in China was studied using China's 1990 census 1% microdata and interprovincial migration studies. In doing this, the socioeconomic characteristics and geographical patterns of long-distance hukou and non-hukou migratory flows were compared before developing a framework of dual migration circuits. The framework uses a statistical model to evaluate migration rates in relation to both origin and destination variables. It was found that these two types of migrants shared some general demographic characteristics, but displayed substantial socioeconomic differences. The hukou migrants that tended to originate in urban areas had an extremely high share of college-educated people and were employed in higher skilled jobs, while non-hukou migrants were mostly from rural areas with much lower educational attainment. Hukou labor migrants tended to move through government and formal channels, while non-hukou migrants relied on their own, often informal, source of jobs. Furthermore, a difference as to the migration mechanisms between hukou and non-hukou migrants was noted. Non-hukou migration rate were tied positively to the migration stock, a process consistent with a networked migration hypothesis, while hukou migration rates were not. The rural labor migrants moved away from provinces of high population pressure to those with more favorable land/labor ratios, in line with neoclassical predictions. Hukou migration moved in the opposite direction, reflecting a different set of factors at work. The analysis indicates that the hukou system remained a relatively powerful institution in structuring migration in the 1980s.

The Relationship Between Socioeconomic Status and Diabetes Control and Complications in the EURODIAB IDDM Complications Study

To determine whether there are socioeconomic differences in diabetes control and complications in people with IDDM. We conducted a prevalence survey of 1,217 men and 1,170 women with IDDM age 25-60 years from European clinics. Age at completion of education defined socioeconomic status: < or = 14 years defined those with primary education; 15-18 years, as secondary education; and > 19 years, as college education. Glycemic control, lipids, diet, retinopathy, neuropathy, and heart disease were assessed centrally. People with a primary education were older and had diabetes for longer than those with a college education. The mean percentage of HbA1c was worst in the primary-educated men (6.6 vs. 6.1%, P = 0.0007 for trend) and women (6.5 vs. 6.0%, P = 0.0007). Total cholesterol level was higher in primary-educated than in college-educated men (5.6 vs 5.3 mmol/l, P = 0.002), as was triglyceride level (1.23 vs. 1.02 mmol/l, P = 0.0001). College-educated people were the least likely to be current smokers (P < 0.0001), and were most likely to partake in vigorous exercise (P < 0.001). Surprisingly, There was little difference in the prevalence of heart disease by educational status in men, while it was highest in the least educated women, but proliferative retinopathy was more common in primary- than in college-educated men (16 vs 10%, P = 0.04) as was macroalbuminuria (15 vs 9%, P = 0.03). Glycemic control could not fully account for these differences. Healthy lifestyles are more prevalent in better educated men and women with IDDM, but these are not reflected in heart disease prevalence in men. The lower prevalence of severe microvascular complications in better educated men, unaccounted for by better glycemic control, requires further investigation.

Shipyard Organization and Management Development

The philosophy and merits of the two major forms of company management and organizational structure are examined, with particular application to the shipbuilding industry. The highly successful operation of one of Japan s major shipbuilders, a product form of organization, is discussed along with a management strategy that emphasizes hands-on shop experience for all college-educated middle managers. Appendices list examples of typical responsibilities for staff personnel at the yard. Only America can surpass Japan in shipbuilding. But, we do not worry because America has a human problem: not enough college-educated people in middle management. Hisashi Shinto3

College Enrollment in the 1980s: Projections and Possibilities

Growth and size have long been hallmarks of progress in America, and by these standards, higher education has been a resounding success. Enrollments at colleges and universities have climbed to record levels in the past twenty-five years. In the 1960s alone, undergraduate enrollment doubled to 4 million and total enrollment rose to 8.6 million [5]. A number of conditions have combined to produce this growth. Foremost is a population boom that doubled not only the college-age population between 1953 and 1977 but also the demand for college-trained teachers at all levels. The market for college-educated people was further fueled by extraordinary expansion in the economy. Pressures for equality of opportunity have also brought unprecedented numbers of blacks, women, and disadvantaged students to the campuses during the past decade. Recently, however, much of this has changed or is in the process of changing. The annual double-digit increases in enrollment that were common in the 1960s have shrunk to the more typical 2 to 4 percent annual growth of the 1970s; and much of this growth can be attributed to older students. Most projections for the next ten or twenty years, as will be discussed later in this paper, forecast enrollment declines. Growth in the sectors of the economy that draw most heavily on college graduates

COLLEGE ENROLLMENT IN THE 1980S: PROJECTIONS AND POSSIBILITIES

Growth and size have long been hallmarks of progress in America, and by these standards, higher education has been a resounding success. Enrollments at colleges and universities have climbed to record levels in the past twenty-five years. In the 1960s alone, undergraduate enrollment doubled to 4 million and total enrollment rose to 8.6 million [5]. A number of conditions have combined to produce this growth. Foremost is a population boom that doubled not only the college-age population between 1953 and 1977 but also the demand for college-trained teachers at all levels. The market for college-educated people was further fueled by extraordinary expansion in the economy. Pressures for equality of opportunity have also brought unprecedented numbers of blacks, women, and disadvantaged students to the campuses during the past decade. Recently, however, much of this has changed or is in the process of changing. The annual double-digit increases in enrollment that were common in the 1960s have shrunk to the more typical 2 to 4 percent annual growth of the 1970s; and much of this growth can be attributed to older students. Most projections for the next ten or twenty years, as will be discussed later in this paper, forecast enrollment declines. Growth in the sectors of the economy that draw most heavily on college graduates

Teaching for the Future

IN FIRST thinking about this topic, the title selected was as listed on your program “Teaching for the Future,” but there was more to the title—a “so what” was added. The reason for this negative addition was the quote “A close look at the college-educated people in the United States is enough to dispel any notion that our institutions of higher learning are doing a good job of liberal education” (Changing Times, 1962), and the statement “He is a school teacher, which means he is an underpaid drudge. Even a politician stands higher because power in the street seems less of a mockery than power in the classroom” (Barzun, 1959).Undergraduate college teaching is and has been the most talked about, the most maligned and least done about area in the realm of poultry science. This is not specifically the fault of anyone, but rather the result of several…

College Education and Moral Orientations: An Organizational Approach

Although there is considerable empirical evidence that college-educated people have distinctive values and attitudes, existing research presents both positive and negative evidence that colleges serve as actual agents of moral socialization. To order these findings and generate research hypotheses, a typology of client-serving organizations is developed. This typology differentiates client-serving organizations which do and do not induct their clients into the organization. It further distinguishes among varieties of inducting organizations. By employing the typology it is possible to determine the extent to which these organizations can mobilize mechanisms of moral socialization and confront organizational problems lowering the effectiveness of these mechanisms. From this typological framework, a set of predictions about the differing moral impact of certain kinds of inducting organizations is derived, and their application to the study of colleges is discussed.' Charles E. Bidwell is assistant professor of education, University of Chicago and Rebecca S. Vreeland is assistant research sociologist, University Health Services, Harvard University.

Literacy and Literature: the Introductory Course in College English

M t ) ~Y INQUIRY concerns the study of letters in American liberalarts colleges-not the program for literary specialists or enthusiasts, but rather the introductory year of English usually required of all college undergraduates because it presumably supports a standard of literacy essential for college-educated people, whatever their special interests. So distinguished an observer as Howard Mumford Jones has commented on this program: I do not believe the proper function of a university is to teach boys and girls the elements of spelling, punctuation, grammar, and the writing of simple sentences . . . doing not what the high school should have done, but what the grade school should have done for the high school.' What Mr. Jones describes is but one of a number of ill-devised strategies in this field now widely adopted in our universities. The effect is to lower our standard of literacy in the very place it should be highest, and at a time when, more than ever, excellence is required. Typically, the liberal-arts professor has thrown his support behind the indictment of what he considers the seriously anti-intellectual bias in our nation's secondary schools. Meanwhile, however, the American liberal-arts college-which prides itself on efficiently defending a viable and cherished intellectual heritage-might well re-examine some of its own policies and methods. It is not uncommon to find the same college faculty which deplores public-school emphasis on projects and handicrafts countenancing, in the introductory course in English, curiously similar practices. Or perhaps the college scientist who argues for theoretical mathematics will unhesitatingly approve even the most questionable measures in teaching the use of language. The result of what is often rationalized as a realistic compromise with practical need sometimes proves to be short-sighted, wasteful, and unnecessary. This is nowhere so true as in first-year college English. A distribution requirement normally governs American college studies in the liberal arts. It is designed to ensure all students at least an introduction to the great divisions of intellectual activity, to the knowledge and methods peculiar to each. If a given department of the university is to fulfill its rightful obligation in such a scheme, the introductorv course it sponsors must fairly represent the disciDline for which