Suchergebnisse

Abstract. Writers and speakers on the "comparable worth" or "pay equity" issue refer to "the economic view" but there is no such consensus. Three major paradigms exist in labor economics, the neoclassical, the "radical" or Marxian or Neomarxian, and the institutional Each differs in philosophical orientation, employs different analytical methods, and leads to different policy implications. On the issue of pay equity for women their views are contrasted; differences center on how successfully the market extends full options of choice. The analysis indicates that incremental advances in the direction of pay equity are to be expected, given present incentives in the private sector and less economic constraints in the public sector, provided women continue economic, legal, and political pressure.Surveying The Literature on the comparable worth or pay equity debate, one often encounters reference to the economic view. In reality however, three major paradigms exist in labor economics today; the prevailing neoclassical paradigm, the radical or Marxian view, and the institutional approach. While the three can be viewed as sharing common objectives (to describe, to predict, and to prescribe) they approach issues from different philosophical frameworks, employ different analytical tools, and lead to very different policy implications. Examining the pay equity issue from the perspectives of the three paradigms suggests different insights into the issue than that usually labelled the economic view.

ABSTRACT The period 1966 to 1976 was a decade of change, contrast and challenge. In this article a model is developed and estimated contrasting the labor market experiences of young men who participated in post‐school occupational training during this period with those young men who did not participate. Participation in post‐school forms of occupational training is identified as a significant contributor to individual labor market success during the period and racial differences in returns to training participation are highlighted. The results prompt questions concerning the direction of current federal training policy.

The question of military-provided training and its transferability to civilian employment has received much media attention lately. Using data from the National Longitudinal Surveys-Youth Cohort, this paper documents sizable amounts of skill transfer and compares the transferability of military-provided training to that of nonmilitary-provided postschool occupational training. When other factors are controlled, the probability of transferring military-provided training does not differ significantly from that of non-military training obtained from providers such as proprietary business colleges and vocational/technical schools. On the other hand, the probability of skill transfer for military-provided training is found to be significantly lower than that of apprenticeship and employer-provided training for both sexes, and of nursing and beauty-school training for females; however, these differences can be attributed to institutional linkages between training provider and employer along internal labor-market lines.

An examination of military-provided training & its transferability to civilian employment, using data on a sample (N = 874) drawn from the National Longitudinal Surveys-Youth Cohort. Sizable amounts of skill transfer are documented, & the transferability of military-provided training is compared to that of nonmilitary-provided postschool occupational training. When other factors are controlled, the probability of transferring military-provided training does not differ significantly from that of nonmilitary training obtained from providers such as proprietary business Colls & vocational/technical schools. On the other hand, the probability of skill transfer for military-provided training is found to be significantly lower than that of apprenticeship & employer-provided training for both sexes, & of nursing & beauty-school training for Fs; however, these differences can be attributed to institutional linkages between training provider & employer along internal labor-market lines. 4 Tables. HA

Based on data from the youth cohort of the National Longitudinal Surveys of Labor Market Experience, 1979-84. Skills transfer to civilian employment; comparison with the transferability of postschool occupational training.

This article examines knowledge and skill development during early adulthood when the individual has severed ties with formal education and entered the world of work. Focusing on a cohort of young men from the National Longitudinal Surveys, the paper examines the economic and social forces influencing participation in various forms of postschool education and training. A recursive model is used to explore skill development patterns over the lifecycle. Attention is focused on the role of early human capital development and its influence on the cost and incentives for subsequent skill development in the adult working years. The findings point to the cumulative nature of skill development over the lifecycle with some important implications for efforts to reduce economic and social inequalities for blacks and whites.