Infrequent Identity Signals, Multiple Correspondence, and Detection Risks in Audit Correspondence Studies

Audit correspondence studies are field experiments that test for discriminatory behavior in active markets. Researchers measure discrimination by comparing how responsive individuals (“audited units”) are to correspondences from different types of people. This article elaborates on the tradeoffs researchers face between sending audited units only one correspondence and sending them multiple correspondences, especially when including less common identity signals in the correspondences. We argue that when researchers use audit correspondence studies to measure discrimination against individuals that infrequently interact with audited units, they raise the risk that these audited units become aware they are being studied or otherwise act differently. We also argue that sending multiple pieces of correspondence can increase detection risk. We present the result of an audit correspondence study that demonstrates how detection can occur for these reasons, leading to significantly attenuated (biased toward zero) estimates of discrimination.

Blacklist or Short List: Do Employers Discriminate against Union Supporter Job Applicants?

Starting in the 1980s, US employers revived aggressive action against unions. Employers’ public opposition to unions yielded a scholarly consensus that US employers actively and consistently discriminate against union supporters. However, evidence for widespread employer anti-union discrimination is based mainly on employer reactions to rare union organizing campaigns. To measure baseline or preventive anti-union discrimination, the authors field the first ever US-based résumé correspondence study of employer responses to union supporter applicants. Focus is on entry-level, non-college degree jobs and findings show no difference in employer callback rates for union supporter applicants relative to non-union applicants. Drawing on interviews and survey data, the authors suggest that union weakness itself may have hollowed preventive employer discrimination against union supporters.

Ethics Audits in Cross-National Research: Experiences from Correspondence Study Field Experiments with National Politicians in Four European Democracies

This essay contemplates experiences from four national ethics audits designed to facilitate correspondence study field experiments with national politicians in Germany, the Netherlands, Denmark and the United Kingdom. The experimental study aims to reveal possible biases in legislators’ responsiveness to distinct types of constituents such as non-partisans, lower-class constituents, ethnic minorities, and women, and to unveil possible unsubstantiated fears or misperceptions in this regard. The national research teams proposed the same experimental design but received three different ethical evaluations. Specifically, the relevant Institutional Review Boards (IRBs) in the UK and Denmark asked for two different de-briefing procedures. In the Danish case, this led to withdrawal of the experiment due to severe costs with regard to research quality. In the UK case, it led to increased risk of backlash. Our experiences imply a need for more consistent ethics regimes in the European research community designed to facilitate comparative social science research.

Should we conduct correspondence study field experiments with political elites?

Correspondence study field experiments with political elites are a recent addition to legislative studies research, in which unsolicited emails are sent to elites to gauge their responsiveness. In this article, we discuss their ethical implications. We advance from the viewpoint that correspondence study field experiments involve trade-offs between costs and benefits that need to be carefully weighted. We elaborate this argument with two contributions in mind. First, we synthesize ethical considerations in published work to explore what the specific trade-offs are and how they can be mitigated by experimental design. We conclude that correspondence study field experiments with political elites are worth pursuing given their potential to further good governance. But they also involve distinct trade-offs that are particularly challenging. Second, we draw from our own considerations while designing a comparative correspondence study field experiment and stress challenges resulting from cross-national designs. In sum, we aim to facilitate further reasoned discussion on an important methodological issue.

Discrimination by politicians against religious minorities: Experimental evidence from the UK

Are Labour party politicians anti-Semitic, and are Conservative party politicians Islamophobic? In this correspondence study we measure the responsiveness of elected local representatives in the United Kingdom to requests from putative constituents from minority religious groups. We send short email requests to 10,268 local government representatives from each of the main political parties, from stereotypically Islamic, Jewish, and Christian names. Response rates are six to seven percentage points lower to stereotypically Muslim or Jewish names. The two major political parties both show equal bias towards the two minority group names. Results suggest that the bias in response may be implicit. Bias is lower in more dense and diverse locations.

Developing Online Master's Programs for Teacher-Librarians

Over the past four decades, in Australia, Canada and the USA, school library education at a distance has been delivered though three primary modes: (1) correspondence study; (2) two-way or interactive television and videoconferencing; and (3) Web-based onlinelearning management systems. The theoretical foundations of distance education emphasize that the particular technology or mode of distance education is not as important as the pedagogy employed. Major pedagogical approaches evident in school library education at a distance are: behaviourist/cognitivist; constructivist; and connectivist. This brief history of school library education at a distance focuses on efforts to free school library education from the bounds set by the traditional location and scheduling of library education--on-campus, in universities in cities, with regularly scheduled face-to-face meetings, most amenable to fulltime students. Today’s school library education at a distance is primarily an anytime/anyplace endeavour that is attractive to part time students who are employed full time.

Gender discrimination in hiring: An experimental reexamination of the Swedish case

We estimated the degree of gender discrimination in Sweden across occupations using a correspondence study design. Our analysis of employer responses to more than 3,200 fictitious job applications across 15 occupations revealed that overall positive employer response rates were higher for women than men by almost 5 percentage points. We found that this gap was driven by employer responses in female-dominated occupations. Male applicants were about half as likely as female applicants to receive a positive employer response in female-dominated occupations. For male-dominated and mixed occupations we found no significant differences in positive employer responses between male and female applicants.

A symbolic annotation of vowel sounds for emerging readers

Research on educational technologies for reading instruction is disproportionate to the myriad applications in the marketplace. Here we assess a web-based reading tool, Sound it Out, that assists struggling readers in decoding by annotating vowels with small icons indicating the associate phoneme. Created as a collaboration between researchers and technology developers, the phonemic-image cue was designed to scaffold letter-sound correspondence. Study 1 examined whether Sound it Out provides an immediate benefit to reading performance in thirty struggling readers (ages 8-10) randomly assigned to counterbalanced groups in a single-session. Results showed that, without a period of practice, children were not able to capitalize on the cues for improved text reading. Study 2 utilized a repeated measures randomized controlled trial design to determine if an extended practice period (1 month) produced gains and whether a caregiver supervised practice (“dyadic reading”) enhanced benefits. Seventy-six struggling readers (ages 7-13) were randomly assigned to two intervention groups (independent and dyadic reading) and one control group. Results showed significant, dose-response benefits to decoding accuracy and passage reading accuracy for the combined intervention groups in comparison to controls. Moreover, supervised dyadic reading enhanced the effect of practice. These results highlight the potential for an evidenced-based supplemental learning technology to support both independent and shared reading for struggling readers.