- Title Pages
- [UNTITLED]
- Dedication
- Foreword
- Editor's Preface
- Introduction: Historical Overview of Race and Poverty from Reconstruction to 1969
-
1 From Income Inequality to Economic Inequality -
2 Racial and Ethnic Economic Inequality -
3 Measuring Poverty -
4 Medical Spending, Health Insurance, and Measurement of American Poverty -
5 The Dynamic Racial Composition of the United States -
6 The New Geography of Inequality in Urban America -
7 The Disparate Racial Neighborhood Impacts of Metropolitan Economic Restructuring -
8 The Demise of a Dinosaur -
9 Suburban Exclusion and the Courts -
10 Civil Rights and the Status of Black Americans in the 1960s and the 1990s -
11 Poverty, Racism, and Migration -
12 The American News Media and Public Misperceptions of Race and Poverty -
13 U.S. Education and Training Policy -
14 The Growing Importance of Cognitive Skills in Wage Determination -
15 Escalating Differences and Elusive “Skills” -
16 Earnings of Black and White Youth and Their Relation to Poverty -
17 Teenage Childbearing and Personal Responsibility -
18 Where Should Teen Mothers Live? What Should We Do About It? -
19 Family Allowances and Poverty Among Lone Mother Families in the United States -
20 How Much More Can They Work? -
21 Turning Our Backs on the New Deal -
22 Fighting Poverty -
23 Crime, Poverty, and Entrepreneurship -
24 Violence and the Inner-City Street Code -
25 Minority Business Development Programs -
26 A Social Accounting Matrix Model of Inner-City New Haven - Contributors
- Index
Escalating Differences and Elusive “Skills”
Escalating Differences and Elusive “Skills”
Cognitive Abilities and the Explanation of Inequality
- Chapter:
- (p.431) 15 Escalating Differences and Elusive “Skills”
- Source:
- Race, Poverty, and Domestic Policy
- Author(s):
Samuel Bowles
Herbert Gintis
Robert Szarka
- Publisher:
- Yale University Press
This chapter argues that the link between cognitive skills and schooling and between schooling and inequality is not clearly established. It discusses what fraction of residual inequality is explained statistically by the variation of cognitive scores across individuals and whether this fraction has changed over time. It also investigates whether cognitive skills become increasingly scarce as measured by their market return. Finally, it analyzes the extent the economic returns to schooling are explained by the contribution of schooling to cognitive skill.
Keywords: cognitive skills, schooling, inequality, residual inequality, cognitive, market return
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- Title Pages
- [UNTITLED]
- Dedication
- Foreword
- Editor's Preface
- Introduction: Historical Overview of Race and Poverty from Reconstruction to 1969
-
1 From Income Inequality to Economic Inequality -
2 Racial and Ethnic Economic Inequality -
3 Measuring Poverty -
4 Medical Spending, Health Insurance, and Measurement of American Poverty -
5 The Dynamic Racial Composition of the United States -
6 The New Geography of Inequality in Urban America -
7 The Disparate Racial Neighborhood Impacts of Metropolitan Economic Restructuring -
8 The Demise of a Dinosaur -
9 Suburban Exclusion and the Courts -
10 Civil Rights and the Status of Black Americans in the 1960s and the 1990s -
11 Poverty, Racism, and Migration -
12 The American News Media and Public Misperceptions of Race and Poverty -
13 U.S. Education and Training Policy -
14 The Growing Importance of Cognitive Skills in Wage Determination -
15 Escalating Differences and Elusive “Skills” -
16 Earnings of Black and White Youth and Their Relation to Poverty -
17 Teenage Childbearing and Personal Responsibility -
18 Where Should Teen Mothers Live? What Should We Do About It? -
19 Family Allowances and Poverty Among Lone Mother Families in the United States -
20 How Much More Can They Work? -
21 Turning Our Backs on the New Deal -
22 Fighting Poverty -
23 Crime, Poverty, and Entrepreneurship -
24 Violence and the Inner-City Street Code -
25 Minority Business Development Programs -
26 A Social Accounting Matrix Model of Inner-City New Haven - Contributors
- Index
