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Uses the data from the 1980 Census to examine how metropolitan workers' choice of workplace is constrained by the residence of workers, the spatial distribution of jobs, and occupational sex segregation. Results show that the spatial distribution of jobs and sex-typed occupations often necessitates workers commuting to places discordant with their residence. (Abstract amended)

An approach treating the effect of SES on black suburban growth as nonlinear yields findings that support the reconceptualization of SES as a status symbol that both attracts and deters potential residents, i.e. the level of black suburbanization increases as the SES levels of suburban communities rise. But once a status tipping point is reached, black population growth becomes smaller as community SES increases. (Abstract amended)

Two distinct conceptualizations of population size are identified: (1) large population size increases cultural heterogeneity and is thus conducive to social particularism; (2) large populations create structural complexity which in turn necessitates universalism. The results show support for both perspectives and demonstrates the utility of population size as a theoretically informed conceptual variable. (Abstract amended)

Expands current research on these perspectives by examining 3 generations of persons of Mexican origin and by analyzing the effects of a variety of assimilation dimensions on perceptions of discrimination using data from the 1979 National Chicano Survey. Results fail to support the predictions of the ethnic competition perspectives. (Abstract amended)

With the UK government's intention to reinvigorate the further education sector (see Department for Education, 2019 commonly known as the Augar Report, and Skills for Jobs White Paper, DfE 2021 for England), learning from global insights is imperative, particularly of the ways other countries are developing and delivering technical excellence and the drivers used to achieve this. Skills competitions have been one way of doing this. WorldSkills Competitions (WSC) promote and enable skill development at the highest standard and have been shown to impact positively on the UK education and training system, and the economy more broadly (James Relly and Keep, 2018; Chankseliani, James Relly and Laczik, 2016). In the UK, during the last five to ten years, attention has been focused on the broader impact of WSC and Team UK to understand better how vocational excellence can, and is, developed. Further education, higher education and private training provider participation in skills competitions has grown across all four UK nations, with increasing numbers of students and apprentices joining Squad UK and/or Team UK and more of these institutions involved in local, regional and national competitions; at the same time the number of colleges hosting these skills competitions at various levels has also increased (James Relly, 2020). The ambitious plan clearly articulated in the Skills for Jobs White Paper (DfE, 2021) for England as well as policies being developed to improve standards in Wales, Scotland and Northern Ireland recognise the pivotal role TVET plays in skills development and boosting economic growth. With an increasing focus on specialisation and higher-level technical skills development (DfE, 2019) it is important to understand better how to develop technical excellence at all levels in the UK skills system and what drivers can be developed to do this. This report draws on distinctive insights into global skills systems. Innovations and developments in other countries have long held fascination for policymakers ...