Cross-national structure of economic competence: Insights from a German and Russian assessment

In this paper, we present a study, which models and measures the competencies of higher education students in business and economics—within and across countries. To measure student competencies in a valid and reliable way, the Test of Understanding in College Economics was used, which assesses microeconomic and macroeconomic competencies. The test was translated into several languages and adapted for different university contexts. In the presented study, the test contents were also compared with regard to the educational standards and the university curricula in Russia and Germany. Our findings from the cross-national analysis suggest one strong general factor of economic competence, which encompasses micro- and macroeconomic dimensions. This points to a stronger interconnection between learning and understanding economic contents than previous research suggests and indicates far-reaching curricular and instructional consequences for higher education economics as well as needs for further research, which are discussed in this paper.

The Effects of Political Attitudes on Affective Polarization: Survey Evidence from 165 Elections

How do individual-level political attitudes influence affective polarization on a global scale? This article contributes to the debate on the social distance of party affect by testing a set of hypotheses in 165 elections across the world. With a sample of over 170,000 voters, the results of multilevel mixed-effects regressions demonstrate that ideological radicalism, political knowledge, and external efficacy substantively affect how voters see the main political parties in electoral disputes taking place in 52 countries from 1996 to 2019. Satisfaction with democracy, however, is context-dependent; it positively influences affective polarization only when generalized democratic satisfaction is low. Furthermore, I show that these correlations remain stable regardless of the operationalization of affective polarization—that is, based on two dominant parties and weighted for multiparty competition. These findings provide robust inputs to the study of party preferences and social distance in a cross-national longitudinal perspective.

A Cross-National Study of the Effects of Education on Pre-Service Teachers’ Attitudes, Intentions, Concerns, and Self-Efficacy Regarding Inclusive Education

This study reports on a cross-national comparison of inclusion-oriented teacher-education programs. Canada and Germany have implemented inclusion in teacher education with the aim of improving inclusion in schools. Previous studies have shown the importance of latent characteristics of prospective teachers for the successful implementation of inclusion in schools and have pointed to the role of inclusion-oriented teacher education in developing these teacher characteristics. To measure potential changes in attitudes, intentions, concerns, and self‑efficacy, 132 student teachers from Germany and Canada were surveyed before and after a course about inclusive education. Internationally validated scales were used: Attitudes towards Inclusion Scale (AIS), Intention to Teach in Inclusive Classroom Scale (ITICS), Concerns about Inclusive Education Scale (CIES), and the Teacher Efficacy for Inclusive Practices scale (TEIP). The results of the German and Canadian groups differed: while significant changes in self-efficacy occurred between the first and second measurement points in both countries, the outcome for other factors varied. Significant changes in intentions to use inclusive teaching practices were found in Canada but not in Germany. The results are discussed in the context of the role of teacher-education programs in fostering inclusive teaching practices.

On the relationship between party polarization and citizen polarization

Do party policy offerings simply reflect public opinion or do parties shape public demand for policies? Theories of party position-taking and the operation of democracy expect parties to track their supporters’ positions, while scholarship of public opinion has shown voters often adopt the position of their preferred parties. We apply both of these theoretical expectations to the relationship between citizen polarization and party polarization and additionally argue that the relationship between them should be stronger among more politically more engaged and sophisticated citizens. We draw on aggregated survey data from 174 cross-national and national election studies from 19 established democracies, to assess the extent to which citizen polarization responds to party polarization, the extent to which parties respond to changes in citizen polarization, and whether these relationships differ across different groups of citizens. We estimate seemingly unrelated error-correction models employing data on party and citizen positions from 1971 to 2019. Our findings suggest that citizen polarization follows party polarization and also that politically engaged and sophisticated citizens are more responsive to changes in party polarization than the politically less engaged and unsophisticated. In contrast, we find little evidence that party polarization responds to changes in citizen polarization.

Economic literacy among beginning higher education economics students in Japan and Germany and its socio-demographic influencing factors

In view of cross-national student mobility and increasing internationalization of the labor market, a common understanding of economic concepts as well as awareness for country-specific factors influencing economics education is essential. Therefore, the development of instruments that allow for comparable investigation across countries is crucial. The present study describes economic education in Japan and Germany and explores the specific conditions for access to higher education in each country. On this basis, we examine the level of economic literacy (using TEL-IV) at the beginning of higher education among 232 German and 198 Japanese students of Business & Economics and the impact of personal influencing factors thereon. Overall, comparable entry levels can be observed, whereby each student group shows different response patterns. Predicting economic literacy, primarily gender and interest reach significance. A final outlook regarding the significance of cross-national studies is given, taking limitations and implications of this study into account.

Cultural Images of Labor Conflict and Coordination Literature and the Evolution of Industrial Relations Systems

Denmark, Sweden and the Netherlands have different historical patterns of industrialization, but developed similar patterns of industrial coordination and cooperation. Theories accounting for industrial relations systems (economic structure, power resources, and party/electoral systems) have difficulty accounting for the similarities among these cases. Therefore, we explore the historical depictions of labor appearing in literature to evaluate whether cross-national distinctions in cultural conceptions of labor have some correspondence to distinctions between coordinated and liberal industrial relations systems. We hypothesize that historical literary depictions of labor are associated with the evolution of industrial systems, and apply computational text analyses to large corpora of literary texts. We find that countries (Denmark, Sweden and the Netherlands) with coordinated, corporatist industrial relations in the 20th century share similar cultural constructions about labor relations dating back to at least 1770. Literary depictions found in modern coordinated/corporatist countries are significantly different from those found in Britain, a country with liberal/pluralist industrial relations systems. The research has significance for our understanding of the role of culture in the evolution of modern political economies.

Inequality

Inequality: A Contemporary Approach to Race, Class, and Gender offers a comprehensive introduction to the topics animating current sociological research focused on inequality. Contemporary, engaging, and research-oriented, it is the ideal text to help undergraduate students master the basic concepts in inequality research and gain a deeper understanding of the ways in which race, class, and gender interact with systems of social stratification. Following an introduction to theories and research methods used in the field, the authors apply these concepts to areas that define inequality research, including social mobility, education, gender, race, and culture. The authors include up-to-date quantitative evidence throughout. The text concludes by examining policies that have facilitated inequality and reviewing the social movements that in turn seek to reshape those structures. Though primarily focused on the United States, it includes a chapter on stratification across the globe and draws on cross-national comparisons throughout.