scholarly journals The Origin and Scale of Gender Inequality: Evidence from a Natural Experiment

2018 ◽  
Author(s):  
Jason Radford
Keyword(s):  
United States ◽  
Public School ◽  
Job Performance ◽  
Gender Inequality ◽  
Natural Experiment ◽  
The United States ◽  
Public School Teachers ◽  
School Teachers ◽  
Gender Gaps ◽  
And Behavior

In the United States, women make roughly 75% of what men make. This inequality is reduced to roughly 92% once factors like occupation and job performance are controlled. The central debate over which number is correct has been whether these occupational and behavioral inequalities are related to gender or incidental to it. This study uses a natural experiment from a crowdfunding website for public school teachers to answer this question. The study shows there is no occupational and behavioral inequality in the likelihood of funding when teachers are anonymous. Yet, there is substantial inequality after they are identified as “Mr. Smith” or “Ms. Jones.” These results indicate gender gaps by occupation and behavior only occur as a result of exposure to gender and that estimates of gender inequality are likely under-inflated by thirty percent.

Pension Enhancements and the Retention of Public Employees

ILR Review ◽  
2016 ◽  
Vol 70 (2) ◽  
pp. 519-551 ◽  
Author(s):  
Cory Koedel ◽  
P. Brett Xiang
Keyword(s):  
United States ◽  
Public Sector ◽  
Employee Retention ◽  
Cost Effective ◽  
The United States ◽  
Pension Plans ◽  
Public Employees ◽  
Public School Teachers ◽  
School Teachers ◽  
Public Pension Plans

The authors use data from workers in the largest public-sector occupation in the United States—teaching—to examine the effect of pension enhancements on employee retention. Specifically, they study a 1999 enhancement to the benefit formula for public school teachers in St. Louis, Missouri, that resulted in an immediate and dramatic increase in their incentives to remain in covered employment. To identify the effect of the enhancement on teacher retention, the analysis leverages the fact that the strength of the incentive increase varied across the workforce depending on how far teachers were from retirement eligibility when it was enacted. The results indicate that the St. Louis enhancement—which was structurally similar to enhancements that were enacted in other public pension plans across the United States in the late 1990s and early 2000s—was not a cost-effective way to increase employee retention.

scholarly journals The Gendered and Heterosexist Evolution of the Teacher Exemplar in the United States: Equity Implications for LGBTQ and Gender Nonconforming Teachers

2016 ◽  
Vol 18 (2) ◽  
pp. 15 ◽  
Author(s):  
Michele Kahn ◽  
Paul C. Gorski
Keyword(s):  
United States ◽  
The United States ◽  
Gender And Sexuality ◽  
Public School Teachers ◽  
School Teachers ◽  
Gender Nonconforming ◽  
Legal Context ◽  
Sexual Orientations ◽  
The Subject ◽  
And Gender

<p>Challenges confront lesbian, gay, bisexual, queer, and transgender public school teachers or those who are perceived as such or who desire to be open about their sexual orientations or gender identities or expression. Teachers who do not conform to gender and sexual orientation norms currently are and historically have been the subject of persecution, urban myths, and general hysteria—part of bigger efforts to normalize heterosexuality and cisgender-ness through the development of a distinctive “exemplar” related to who teachers should be. We examine the related historical  and legal context of gender and sexuality in schools and then offer suggestions regarding how to redress the lingering impacts of gender- and heteronormativity.</p>

Backtalk: Keep religion out of mindfulness

2019 ◽  
Vol 101 (4) ◽  
pp. 72-72
Author(s):  
Thomas Armstrong
Keyword(s):  
Public School ◽  
First Amendment ◽  
Church And State ◽  
Self Regulation ◽  
The United States ◽  
Public School Teachers ◽  
School Teachers ◽  
The World ◽  
Mindfulness Practices ◽  
Solid Foundation

Mindfulness practices have become increasingly common in the United States and elsewhere in the world. The fact that mindfulness originally emerged out of Buddhism raises questions about whether public school teachers using it in their classrooms are violating the separation of church and state. Thomas Armstrong argues that contemporary mindfulness rests on a solid foundation of scientific research and can help students improve their self-regulation, executive functioning, sustained attention, and other school-worthy skills. There is a danger, however, that injecting Buddhist or Hindu-associated gestures, postures, words, or concepts into the teaching may violate the First Amendment. Public school teachers are enjoined to be scrupulously vigilant in presenting mindfulness practices in a totally secular way.

Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

2016 ◽  
Vol 3 (25311) ◽  
pp. 1-10 ◽  
Author(s):  
Algeless Milka Pereira Meireles Silva ◽  
Fauston Negreiros ◽  
Ronaldo Matos Albano
Keyword(s):  
Public School ◽  
Public School Teachers ◽  
School Teachers
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