Suchergebnisse

In the 1990s, the Cuban government implemented a set of market-oriented reforms in order to cope with the economic crisis caused by the collapse of the Soviet Union. These reforms were followed by a sharp increase in inequality. This rise in inequality can be best understood by looking at what profitable economic exchanges are made possible to which actors by the reforms. Using survey data specifically collected in Havana, we show that new opportunities to accumulate wealth accrue to actors who occupy positions whereby they can legitimately access exchanges that take place in hard currency. This advantage holds for both entrepreneurs and state employees, who work for state-owned enterprises operating in emergent sectors (intrapreneurs), suggesting that the distinction between market and plan is not paramount to explain inequality. Furthermore, actors that do not have legitimate access to exchanges in hard currency benefit from their personal ties to those actors that do

AbstractIn the 1990s, the Cuban government implemented a set of market-oriented reforms in order to cope with the economic crisis caused by the collapse of the Soviet Union. These reforms were followed by a sharp increase in inequality. This rise in inequality can be best understood by looking at what profitable economic exchanges are made possible to which actors by the reforms. Using survey data specifically collected in Havana, we show that new opportunities to accumulate wealth accrue to actors who occupy positions whereby they can legitimately access exchanges that take place in hard currency. This advantage holds for both entrepreneurs and state employees, who work for state-owned enterprises operating in emergent sectors (intrapreneurs), suggesting that the distinction between market and plan is not paramount to explain inequality. Furthermore, actors that do not have legitimate access to exchanges in hard currency benefit from their personal ties to those actors that do.

AbstractThis study examined whether teachers' perceptions of students' behavior (referring to halo effects) and the behavior of teacher‐perceived friends (referring to association effects) influenced teachers' ability to recognize students identified as bullies, victims, and prosocial by their peers. Data came from 1,458 children (Mage = 10.5, 47.5% girls) and 56 teachers (Mage = 40.8, 66.1% females). Perceived likeability was associated with decreased odds and teachers' perceptions of popularity and externalizing behavior were associated with increased odds for teacher attunement to bullying. Perceived likeability and affiliation were associated with decreased odds for teacher attunement to victimized students. Teachers' perceptions of externalizing behavior were associated with decreased odds, whereas teachers' perceptions of affiliation and academic competence were associated with increased odds for attunement to prosociality. Finally, a positive association was found between teacher attunement and the average behavior of teacher‐perceived friends for bullying, victimization, and prosociality.