The main objective of this paper is to investigate the relationship between intergenerational educational mobility and income inequality. Previous research suggests that this relationship is expected to be positive, i.e. high income inequality is associated with low intergenerational educational mobility. To estimate the association between the two specified variables data on educational mobility is taken from a previous study and data on the income inequality measure, the Gini coefficient is taken from the World Bank. A weighted least square regression shows that 0.10 increase in the Gini coefficient leads to a 0.135 increase in the measure of educational mobility. Moreover, one underlying mechanism for this certain linkage is inspected. Pearson correlation between public spending on education as a percent of GDP and educational mobility show a rather strong negative association suggesting that higher spending on education is related to higher educational mobility.

The Romani are a group of individuals that have been acknowledged in newspapers, television, movies and other forms of media but remain invisible as a people world-wide. Through the use of qualitative interviews, content analysis and qualitative synthesis, this study investigates why this phenomenon occurs in the United States as well as Europe. Overall, it was found that media portrayals negatively impact the Romani’s ability to successfully acculturate, increases their experiences of prejudice and discrimination and negatively impacts their social, physical and mental health. Romani media portrayals also appropriate the Romani’s ability to define themselves to mainstream society and impacts their identity development.

The issue addressed in this article is how a feminist case study would look like. This includes that the one who does the research, the purpose of the study, the content of the study and to whom the case study contributes should have feminist perspectives in order to be a feminist study. The case studies mapped in this article are limited to case studies about leadership, education and organizations. By analysing 20 different case studies with feminist point of views, I concluded that feminist case studies often includes gender inequality issues like acceptation of gender inequalities or gender employment discrimination but some of them cover how feminism ideology in organizations operate.

This thesis investigates the co-evolution of the changing structure of occupations and the growth in wage inequality in Britain since the 1970s and the subsequent stabilisation during the 2000s. Occupations provide the single most important unit of analysis for economic inequality in stratification research, providing the basis for socioeconomic status, prestige scales, job desirability scores, and social class schemas. Although there was a ‘massive rise’ in wage inequality, relatively little is known about the relationship between the occupational structure and the growth in wage inequality. Since sociologists tend to place a lot of emphasis on the role of occupations in structuring economic inequalities, we might expect them to play a key role in accounting for trends in overall wage inequality. More recent strands of sociological theory, however, argue that the link between occupations and economic inequalities might have been weakening over time. This thesis assesses these claims in relation to the over time trends in between- and within-occupation-inequality. It finds that the growth in overall wage inequality was largely due to growing inequality between occupations, not within them. The growth in between-occupation inequality was largely due to higher-paying occupations receiving the largest wage gains. Furthermore, and perhaps surprisingly, only a handful of occupations account for the majority of the rise in wage inequality, indicating caution should be exercised in generating accounts about the role for occupations in accounting for overall inequality. Along the way, this thesis attempts to address the extent to which the structuring of the growth in wage inequality by occupations was due to the changing composition of incumbents within occupations (namely the rise in educational attainment), in spite of data limitations. Finally, this thesis takes to task what the implications of the ‘massive rise’ in wage inequality implies for the broader categories sociologists use to capture economic inequalities based on aggregations of occupations.

In the United States, nobody can survive without depending on the income of oneself or of those that support them. Thus, economic opportunity and its skewed availability is pertinent to everyone. With income inequality in the United States measured in the early 2010s reaching some of the highest estimates among nations around the globe, people seek to investigate the forces behind this phenomenon and reverse it. This paper focuses on some of the many cycles and structures that exist to reinforce the challenges of achieving economic equality. Specifically, I extrapolate data to measure the correlations between the Great Recession and measures of income disparity. I then measure the effects across suburban, urban, and rural areas to highlight their differences. The paper further explains the relationship among the three, their relevance to the economy, and general directions in which organizations can circumvent the negative trends observed from the data.

Nowadays BE deals with many other issues besides loss aversion and the preference for fairness mentioned above. There are many works which examine such phenomena like the endowment effect, or the framing effect, the inequality aversion and the judgment choice discrepancy, the money illusion, or the mental accounting. This thesis will examine two of these topics: the discrepancy between choice and judgment and the inequality aversion. It will also try to prove that besides material payoffs there exist nonmaterial payoffs, which influence people's choices through their judgments and can be crucial in some situations, leading sometimes even to reversals in preferences.

The main purpose of this thesis is to investigate the effect of corruption on income inequality (that could serve as indicator of the welfare of whole society). Since post-communist countries of Central and Eastern Europe had issues with providing effective policies for adapting to the market economy, we want to discover main drivers of this situation. We examined previous researches that suggest both positive and negative correlation between corruption level and income inequality. Main obstacle of the research is inherent heterogeneity present across countries. Our analysis was performed on two datasets: 11 post- communist countries CEE and additional 17 European Union countries. We implemented different estimation methods and discovered that panel Vector autoregressive model is the best choice. Within the panel structure we tackled individual heterogeneity by estimating fixed effects and clustering on the country level, implemented dynamic relationship in the dependent variable and solved endogeneity problem by using instrumental variable. We found that corruption has positive relationship with income inequality. Furthermore, other important drivers are: social spending, education level and unemployment. As a result, we suggested the ways to decrease corruption on the appropriate example of...

The work is dealing with the research of the socio-economic structures in the Bolivian society, which as a result of historical evolution embody distinct anomalies with an implication into the political sphere. The goal of the work is to offer a material on the basis of which it will be possible to detect and understand those inner tensions and to orientate ourselves in the present turbulent environment which the Bolivian society is currently undergoing. The fore theme is the approach of these processes in the light of the ongoing "indigenous revolution" conducted by the platform MAS led by Evo Morales. The author is using a synthetic method, when first he concentrates on the individual problematic fields and later summarizes, connects and synthetically implies concrete conclusions. The very results of the work can be used by those interested in the study of Bolivia for economical, sociological and political purposes or even by economic entities planning an entrance into the Bolivian environment. In the work the author has used his personal experience and pieces of knowledge gained during his three months staying in Bolivia as well as other information obtained from broad currently accessible scientific publications, documents ant further up-to-date resources.

Le Plan Décennal de Développement de l'Éducation de Base (PDDEB) mis en place depuis 2002 au Burkina Faso (devenu depuis 2012, le Plan de Développement Stratégique de l’Éducation de Base) n'a pas concerné Ouagadougou, la capitale, considérée comme privilégiée en matière de scolarisation, car présentant les taux de scolarisation les plus élevés du pays. Dans le même temps, Ouagadougou connaît une forte croissance démographique (son taux d'accroissement intercensitaire entre 1996 et 2006 est de 7,6 %), avec pour corollaire un besoin important en infrastructures sociales de base (éducation et santé), et un étalement spatial rapide de la ville. Sur le plan scientifique, la dimension socio-spatiale des inégalités intra-urbaines en matière d'éducation reste très peu abordée, à Ouagadougou comme dans les autres villes du continent africain. La thèse traite des facteurs socio-spatiaux des inégalités de scolarisation au primaire à Ouagadougou, d'une part en menant une approche inédite des inégalités spatiales de l'offre scolaire (à travers la fusion du fichier des écoles géoréférencées avec celui des écoles issues de la base de données des statistiques scolaires), d'autre part en mettant l'accent sur les facteurs (individuels, familiaux et contextuels) de la fréquentation scolaire chez les enfants âgés de 9 à 11 ans. Pour ce faire, elle mobilise plusieurs sources de données : le recensement général de la population et de l'habitation de 2006, les statistiques scolaires (2000 à 2014), le géoréférencement des écoles et des entretiens réalisés auprès des acteurs institutionnels de l'éducation. Les méthodes d'analyse utilisées sont à la fois quantitatives (bivariée, régression logistique classique et régression logistique multiniveau), qualitatives (analyse de contenu des entretiens) et spatiales. Les résultats montrent que très peu de partenaires au développement (ONGs, associations, institutions bilatérales et multilatérales, etc.) interviennent dans le domaine de l'éducation à Ouagadougou. Ceux qui interviennent font essentiellement de la sensibilisation, de la dotation de fournitures scolaires aux élèves, et moins de la construction de nouvelles salles de classes. En matière d'offre scolaire, les écoles primaires publiques sont concentrées au centre de la ville. Les écoles qui sont dans la périphérie non lotie sont surtout privées offrant des mauvaises conditions d'apprentissage. Le développement de l'offre scolaire publique à la périphérie de Ouagadougou n'est pas seulement une question de volonté politique. Il dépend aussi de la gestion de l'espace urbain dans laquelle des facteurs comme le lotissement jouent un rôle important. En termes de facteurs explicatifs de la scolarisation, le statut familial de l'enfant est plus déterminant dans la scolarisation des enfants, particulièrement des filles sans lien de parenté avec le chef de ménage en raison de leur utilisation dans les travaux domestiques. Par contre, dans la périphérie non lotie, le niveau de vie du ménage et le niveau d'instruction des parents sont les plus déterminants. D'autres facteurs notamment la présence de robinet dans le ménage et la possession d'un moyen de déplacement jouent positivement dans la scolarisation des enfants à Ouagadougou. Les analyses indiquent aussi qu'il existe des effets contextuels (même si les effets familiaux sont plus dominants) dans la scolarisation des enfants à Ouagadougou. En effet, plus les enfants résident dans un quartier instruit, plus ils ont la chance d'être scolarisés. / Ouagadougou, the capital city of Burkina Faso with the highest school enrolment rates in the country, has not been included in the Decennial Plan for the Development of Basic Education in Burkina Faso implemented since 2002. At the same time, Ouagadougou is experiencing a high demographic growth rate in the country (the rate of growth between two censuses 1996 and 2006 is 7.6 %) with a significant need for basic social infrastructure (education and health) due to the rapid spatial spreading of the city. In research, little is known on the socio-spatial dimension of intra-urban inequalities in education, in the case of Ouagadougou as in other cities on the African continent. This thesis investigates the socio-spatial factors of inequalities in primary school enrolment in Ouagadougou by using a new approach to spatial inequalities in school supplies (through the merger of the georeferenced schools and the schools resulting from the database of school statistics), and by highlighting the factors (individuals, families and contextual) influencing school enrolment of children aged between 9 and 11 years old. Data used in thesis included data from the 2006 general census of the population and housing, school statistics (2000 to 2014), data from the georeferencing of schools and data from surveys with institutional actors in education. Analysis methods used include quantitative (bivariate, classic logistic regression, multilevel logistic regression), qualitative (analysis of the interviews contained) and spatial analysis. The results of this study show that very few development partners intervene in the field of education in Ouagadougou. Those who intervene essentially make outreach, provision of school supplies to students, and very little is being done to build new classrooms. In the cases of the school supply, public primary schools are more implanted in the city centre. The schools who implanted in the slums around the city of Ouagadougou are essentially private and have a bad learning condition. The development of school supplies on the periphery of Ouagadougou city is not depending only on the political will but also depends on management of urban space in which the parcelling has an important role. With regards of analysis of the school factors, the familial status of children is very determined in the school enrolment of children in the city centre, particularly for girls who are used in the domestic activities. In contrast, at the periphery untied, the variables who determined the school enrolment of children are the household's economic conditions and the parent's educational level. Other factors such as the presence of tap water in the household and the possession of transport locomotion are favourable of children's schooling in Ouagadougou. The analysis also shows that there is a contextual effect (even if family effects are more important) in the children's schooling in Ouagadougou. In fact, more the children reside in 'well-educated neighborhoods', more they have likely to enrol in school.

Thesis advisor: Ruth McRoy / Creating gender equality in situations of perceived organization exclusion-inclusion (OEI-the degree to which individuals feel a part of critical organizational processes such as access to information and influencing decision making processes) is a critical social and organizational justice concern (Mor Barak, 2011). Given the lack of understanding about gender differences in OEI, this study investigated this issue, as well as, the determinants of OEI, and the sources of gender differences in OEI across multiple worksites in different countries. Job status, work- and family-role investments, perception of work-family culture and gender-role beliefs were hypothesized as the main determinants and sources of gender differences in OEI. Data collected by the Sloan Center on Aging and Work for the Generations of Talent Study (GOT) in 2010-2011 were used to investigate the gender differences in OEI. Bivariate statistics, multivariate fixed effects models, and Blinder-Oaxaca regression decomposition analyses were used to test the hypotheses. Findings suggest that women's sense of OEI is significantly lower than that of men. This difference, although smaller, remains statistically significant after accounting for job status, work- and family-role investments, perception of work-family culture, gender-role beliefs, worksite variances, and control variables (age, race/ethnicity, optimism). Of these factors, job status and work-role investment differences between men and women are the greatest sources of the gender gap in OEI. No support was found for the influence of gender differences in family-role investments, gender-role beliefs, and perception of work-family culture on the gender OEI gap. Finally, women's more optimistic outlook on life, compared to men, attenuated the gender OEI gap. Guided by these findings, potential policy and/or practice interventions should be aimed at advancing greater gender equity in job status and supporting women's work-role investments. However, interventions aimed at changing women's work attitudes should not promote conformity to gendered organizational norms. Future research should aim to better understand the relationship between contextual factors and gender differences in OEI, and to examine the role of positive psychological characteristics (e.g. optimism) in OEI and the consequences of gender differences in OEI. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.