The purpose of this study is to formalize a generative model for income and capital inequality by focusing on the accumulation process of human and network capital. Using this model, we attempt to provide theoretical explanations to three empirical questions. First, why is the relationship between economic growth and income inequality expressed as an inverted U-curve? Second, why does societal relative deprivation increase when economic growth rises (the so-called China puzzle)? Third, why is income inequality stable despite the reduction of human capital inequality? The model assumes that people in a society experience repeatedly random chances of gaining capital interest with a success probability p . People gain additional capital as an interest when they succeed and incur a cost when they fail randomly. We show that the capital distribution approaches a lognormal distribution, and as an output of Cobb–Douglas production function, income distribution is also subject to a lognormal distribution. Analyzing the Gini coefficient and the average income as a function of parameters of the model, we derive the following implications. 1) The inverted U-curve is realized by the expansion of success chance. 2) The China puzzle occurs because the increase of average income and Gini coefficient are simultaneously followed by the expansion of success probability p under the range p ∈ (0,0.5). 3) The income inequality is stable, though human capital inequality decreases because of human and network capital elasticity and network capital diminishes the impact of human capital equalization on income inequality. In Section 4, we conclude the study and outline areas for further studies.
{"title":"A Generative Model for Income and Capital Inequality","authors":"Hiroshi Hamada","doi":"10.11218/OJJAMS.31.242","DOIUrl":"https://doi.org/10.11218/OJJAMS.31.242","url":null,"abstract":"The purpose of this study is to formalize a generative model for income and capital inequality by focusing on the accumulation process of human and network capital. Using this model, we attempt to provide theoretical explanations to three empirical questions. First, why is the relationship between economic growth and income inequality expressed as an inverted U-curve? Second, why does societal relative deprivation increase when economic growth rises (the so-called China puzzle)? Third, why is income inequality stable despite the reduction of human capital inequality? The model assumes that people in a society experience repeatedly random chances of gaining capital interest with a success probability p . People gain additional capital as an interest when they succeed and incur a cost when they fail randomly. We show that the capital distribution approaches a lognormal distribution, and as an output of Cobb–Douglas production function, income distribution is also subject to a lognormal distribution. Analyzing the Gini coefficient and the average income as a function of parameters of the model, we derive the following implications. 1) The inverted U-curve is realized by the expansion of success chance. 2) The China puzzle occurs because the increase of average income and Gini coefficient are simultaneously followed by the expansion of success probability p under the range p ∈ (0,0.5). 3) The income inequality is stable, though human capital inequality decreases because of human and network capital elasticity and network capital diminishes the impact of human capital equalization on income inequality. In Section 4, we conclude the study and outline areas for further studies.","PeriodicalId":39496,"journal":{"name":"Sociological Theory and Methods","volume":"29 1","pages":"242-260"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83703681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Review of Survey Data-Collection Modes:","authors":"Thomas W. Smith, Jibum Kim","doi":"10.11218/OJJAMS.30.185","DOIUrl":"https://doi.org/10.11218/OJJAMS.30.185","url":null,"abstract":"","PeriodicalId":39496,"journal":{"name":"Sociological Theory and Methods","volume":"11 1","pages":"185-200"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75236619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
U.S. studies on parental involvement (PI) indicate that parenting practices vary by families’ socioeconomic status (SES) (e.g., Lareau 2003) and that different degrees of PI differentiate students’ academic achievement (e.g., Hill and Tyson 2009); PI differences based on parents’ SES are considered one source of the achievement gap. While some scholars (e.g., Honda 2008) address this critical topic in Japanese society, existing studies using regional and/or retrospective data without a rigorous indicator of students’ academic abilities fall short of investigating relationships between students’ family SES, the degree of PI, and their achievement at one of the most important stages of education: compulsory education. This study is therefore intended to empirically investigate these relationships by analyzing nationally representative data of Japanese eighth-grade students. This study’s results indicate that (1) higher SES parents tend to more frequently ask their children what they study in school; (2) the school-level PI indicator is not equally distributed socioeconomically, and School SES relates to the degree of PI in school activities; and (3) the degree of PI and school PI in school activities are associated with students’ mathematics achievement. Contrary to expectations, however, PI mediates small parts of SES effects, especially at the student level; only some of the relationships between SES, PI, and achievement are verified empirically.
{"title":"An Empirical Investigation of Relationships between Junior High School Students' Family Socioeconomic Status, Parental Involvement, and Academic Performance in Japan","authors":"Ryoji Matsuoka","doi":"10.11218/OJJAMS.29.147","DOIUrl":"https://doi.org/10.11218/OJJAMS.29.147","url":null,"abstract":"U.S. studies on parental involvement (PI) indicate that parenting practices vary by families’ socioeconomic status (SES) (e.g., Lareau 2003) and that different degrees of PI differentiate students’ academic achievement (e.g., Hill and Tyson 2009); PI differences based on parents’ SES are considered one source of the achievement gap. While some scholars (e.g., Honda 2008) address this critical topic in Japanese society, existing studies using regional and/or retrospective data without a rigorous indicator of students’ academic abilities fall short of investigating relationships between students’ family SES, the degree of PI, and their achievement at one of the most important stages of education: compulsory education. This study is therefore intended to empirically investigate these relationships by analyzing nationally representative data of Japanese eighth-grade students. This study’s results indicate that (1) higher SES parents tend to more frequently ask their children what they study in school; (2) the school-level PI indicator is not equally distributed socioeconomically, and School SES relates to the degree of PI in school activities; and (3) the degree of PI and school PI in school activities are associated with students’ mathematics achievement. Contrary to expectations, however, PI mediates small parts of SES effects, especially at the student level; only some of the relationships between SES, PI, and achievement are verified empirically.","PeriodicalId":39496,"journal":{"name":"Sociological Theory and Methods","volume":"50 1","pages":"147-165"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90621053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Evolutionary game analysis of rural rebuilding: The synergy of social innovators and cooperators","authors":"Shimpei Koike, Y. Nakai","doi":"10.11218/OJJAMS.29.293","DOIUrl":"https://doi.org/10.11218/OJJAMS.29.293","url":null,"abstract":"","PeriodicalId":39496,"journal":{"name":"Sociological Theory and Methods","volume":"58 1","pages":"293-307"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88281101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Emergence and Persistence of Communities","authors":"S. Horiuchi","doi":"10.11218/OJJAMS.27.299","DOIUrl":"https://doi.org/10.11218/OJJAMS.27.299","url":null,"abstract":"","PeriodicalId":39496,"journal":{"name":"Sociological Theory and Methods","volume":"2 1","pages":"299-306"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87416645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Competitive Targeted Marketing and Technology Diffusion","authors":"Hang-Hyun Jo, Jeong‐Yoo Kim","doi":"10.11218/OJJAMS.27.277","DOIUrl":"https://doi.org/10.11218/OJJAMS.27.277","url":null,"abstract":"","PeriodicalId":39496,"journal":{"name":"Sociological Theory and Methods","volume":"53 1","pages":"277-297"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88392902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we examine the determinants of subjective social status. This topic used to be discussed extensively in the U.S., although few consider the present state of social status. We focus on the sequence of temporal change in Japan in comparison with that in the U.S. Thus, we apply a multigroup MIMIC model to the longitudinal dataset from both societies. We feature subjective social status as the dependent variable. This is measured as a latent concept by three indicators: class identification, self-ranked social position, and satisfaction with standard of living. As independent variables, we examine the general aspects of objective social status: education, occupation, and household income. Significance tests of the model fit indicate that objective social status gradually gains influence to subjective social status in Japan, while the determinant structure is almost equally maintained in the U.S. Expanding class awareness observed in Japan calls for researchers to pay attention to future consequences not only in the U.S., but also other countries.
{"title":"Class Awareness in Japan and the U. S.","authors":"T. Kikkawa, Sho Fujihara","doi":"10.11218/OJJAMS.27.205","DOIUrl":"https://doi.org/10.11218/OJJAMS.27.205","url":null,"abstract":"In this paper, we examine the determinants of subjective social status. This topic used to be discussed extensively in the U.S., although few consider the present state of social status. We focus on the sequence of temporal change in Japan in comparison with that in the U.S. Thus, we apply a multigroup MIMIC model to the longitudinal dataset from both societies. We feature subjective social status as the dependent variable. This is measured as a latent concept by three indicators: class identification, self-ranked social position, and satisfaction with standard of living. As independent variables, we examine the general aspects of objective social status: education, occupation, and household income. Significance tests of the model fit indicate that objective social status gradually gains influence to subjective social status in Japan, while the determinant structure is almost equally maintained in the U.S. Expanding class awareness observed in Japan calls for researchers to pay attention to future consequences not only in the U.S., but also other countries.","PeriodicalId":39496,"journal":{"name":"Sociological Theory and Methods","volume":"7 1","pages":"205-224"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82369123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Myerson Value and Betweenness Centrality in Communication Games","authors":"Jeong‐Yoo Kim","doi":"10.11218/OJJAMS.27.131","DOIUrl":"https://doi.org/10.11218/OJJAMS.27.131","url":null,"abstract":"","PeriodicalId":39496,"journal":{"name":"Sociological Theory and Methods","volume":"18 1","pages":"131-148"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89097578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper provides a survey of the key thematic and methodological milestones in research into educational inequalities. The article focuses on authors and concepts that introduced major innovations and contributed to significant advancements in the analysis and knowledge of educational inequalities. We have distinguished three periods, focusing on two key concepts in each. The first period is represented by the basic model of the process of stratification and the social-psychological model. The second period includes the educational allocation concept and the theory of maximally maintained inequality (MMI). Finally, the third period is described on the grounds of the multinomial transition model and the theory of effectively maintained inequality (EMI). Across these development stages, three of the above-mentioned concepts are presented as breakthrough methodological innovations while another three concepts are viewed as thematic (interpretational) innovations, closely linked to the development of quantitative methods used to analyse educational inequalities.
{"title":"Conceptual and Methodological Innovations in Research into Educational Inequalities","authors":"N. Simonová, T. Katrňák","doi":"10.11218/OJJAMS.26.197","DOIUrl":"https://doi.org/10.11218/OJJAMS.26.197","url":null,"abstract":"This paper provides a survey of the key thematic and methodological milestones in research into educational inequalities. The article focuses on authors and concepts that introduced major innovations and contributed to significant advancements in the analysis and knowledge of educational inequalities. We have distinguished three periods, focusing on two key concepts in each. The first period is represented by the basic model of the process of stratification and the social-psychological model. The second period includes the educational allocation concept and the theory of maximally maintained inequality (MMI). Finally, the third period is described on the grounds of the multinomial transition model and the theory of effectively maintained inequality (EMI). Across these development stages, three of the above-mentioned concepts are presented as breakthrough methodological innovations while another three concepts are viewed as thematic (interpretational) innovations, closely linked to the development of quantitative methods used to analyse educational inequalities.","PeriodicalId":39496,"journal":{"name":"Sociological Theory and Methods","volume":"40 1","pages":"197-213"},"PeriodicalIF":0.0,"publicationDate":"2011-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80856220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines whether and how educational expansion affects inequality of educational opportunity, focusing on the two hypotheses which argue that educational expansion transforms class inequality through saturation of education. Under the condition that a level of education approaches nearly saturation, the MMI hypothesis claims class inequality in attaining the level of education begins to decrease and the EMI hypothesis maintains class inequality over types within the level of education emerges. Taiwan and Japan showed similarity in educational system, but education in Taiwan has expanded more drastically than that in Japan. To test the hypotheses, utilizing their different time point in appearance of saturation caused by the respective pace of expansion, we present the expectations on changes in class inequality for the two countries. The result of analysis using survey data collected in each country is more consistent with the MMI rather than the EMI. Class inequality in attaining levels of education persisted until approaching saturation, but reduced in attaining senior high school education in Japan when this level of education reached saturation. Class inequality in attaining university education rather than junior college over types of higher education emerged clearly corresponding to approaching saturation in Taiwan but appeared in Japan before saturation. The result also indicates that educational expansion urges the transformation of class inequality and gender inequality through respective process. Educational expansion leads to reduction of gender inequality in attaining levels of education irrespective of rapidity and saturation of expansion and without interaction by class and gender in both countries, but hardly erodes gender-specific educational paths institutionalized by gender norm or preference preserved in Japan.
{"title":"Educational Expansion and Inequality of Educational Opportunity::Taiwan and Japan","authors":"S. Tsai, N. Kanomata","doi":"10.11218/OJJAMS.26.179","DOIUrl":"https://doi.org/10.11218/OJJAMS.26.179","url":null,"abstract":"This paper examines whether and how educational expansion affects inequality of educational opportunity, focusing on the two hypotheses which argue that educational expansion transforms class inequality through saturation of education. Under the condition that a level of education approaches nearly saturation, the MMI hypothesis claims class inequality in attaining the level of education begins to decrease and the EMI hypothesis maintains class inequality over types within the level of education emerges. Taiwan and Japan showed similarity in educational system, but education in Taiwan has expanded more drastically than that in Japan. To test the hypotheses, utilizing their different time point in appearance of saturation caused by the respective pace of expansion, we present the expectations on changes in class inequality for the two countries. The result of analysis using survey data collected in each country is more consistent with the MMI rather than the EMI. Class inequality in attaining levels of education persisted until approaching saturation, but reduced in attaining senior high school education in Japan when this level of education reached saturation. Class inequality in attaining university education rather than junior college over types of higher education emerged clearly corresponding to approaching saturation in Taiwan but appeared in Japan before saturation. The result also indicates that educational expansion urges the transformation of class inequality and gender inequality through respective process. Educational expansion leads to reduction of gender inequality in attaining levels of education irrespective of rapidity and saturation of expansion and without interaction by class and gender in both countries, but hardly erodes gender-specific educational paths institutionalized by gender norm or preference preserved in Japan.","PeriodicalId":39496,"journal":{"name":"Sociological Theory and Methods","volume":"17 1","pages":"179-195"},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84910841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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