Robert F. Szafran

The Effect of Occupational Growth on Labor Force Task Characteristics.

This article examines how changes from 1950 through 1990 in the relative size of 495 detailed occupations have altered the frequency with which certain kinds of tasks are encountered by members of the labor force. Shifts in the distribution of employment across occupations in the post-World War II era in the United States have resulted in increased likelihood that workers will encounter tasks characterized by high levels of substantive complexity and social interaction but decreased likelihood that their jobs will require fine motor skills, gross motor skills, or be performed in harsh climatic conditions. The results also indicate that labor force jobs have become polarized on the need for fine motor skills and on the level of social interaction but not on the other 3 task characteristics. Explanations for these shifts in occupational employment are sought in theories emphasizing the role of technology, market competition, and the relative power of groups within the labor force.

What Do Introductory Sociology Students Know and When Do They Know It? The Results of Pretesting Students.

Ways in which both instructors and students can benefit from the administration of a pretest in introductory sociology courses are described. Among other benefits, instructors are able to assess the amount of learning that occurs during the course and students are able to get a practical illustration of course content and testing format. Research results from three introductory sociology classes which used pretests at two different types of schools are presented. Students with higher g.p.a.s, students with more years of college completed, and students from higher social class backgrounds score better on pretests. High school sociology coursework and prior college coursework in the social sciences do not improve pretest scores. Pretest scores, as well as college g.p.a., predict overall grades for the course. Students who learn more in a course, judging firom their improvement on their pretest grade, do not report significantly greater satisfaction with the course.

Measuring Occupational Change Over Four Decennial Censuses, 1950-1980

This article compares the detailed occupational structure of the U.S. civilian employed labor force in 1950, 1960, 1970, and 1980. Direct comparisons are possible because all four labor forces are described using the detailed occupational classification developed by the U.S. Bureau of the Census for the 1980 census. All four occupational structures had a majority of the labor force employed in a small minority of occupations. The 1950s, 1960s, and 1970s each witnessed significant changes in the detailed occupational structure involving a shift of 10% to 15% of the labor force into different occupational categories. Over the 30-year period from 1950 to 1980, most detailed occupations experienced decades of growth as well as decline with their 1980 share of the labor force substantially different from their 1950 share.

Control Structures in Religious Organizations Accounting for Organizational Patterns and Individual Perceptions

Based on data from 80 Catholic dioceses, the distribution of control in these organizations is primarily affected by the bishops progressivism and to a lesser extent by the local religious composition. The size of the diocese and characteristics of its clergy had no effect on the control structure. Based on the responses of almost 3000 Catholic priests, individual differences m the perception of a dioceses control structure are only slightly affected by the priests rank, theological modernity, professionalism, seniority, or discontent. Organizations control structure as measured by the aggregate report of the organizations members is the best predictor of the individuals perception.

Adding Math and Statistics to the Undergraduate Curriculum: Career Consequences for Sociology Majors.

with either a B.A. or B.S. degree in sociology are reported. Net of otherfactors, the type of degree (B.A. versus B.S.) had no impact on the likelihood of entering an advanced educational degree program or on the likelihood of receiving an advanced degree; however, persons with B.A. degrees were more likely to enter programs in law or education whereas persons with B.S. degrees were more likely to enter programs in sociology or psychology. Net of other factors, the type of undergraduate sociology degree had no impact on the occupational status of the persons current job or on the complexity of the persons current job in regards to involvement with data, persons, or things. The author concludes that attempts to emphasize statistics and research methods must be done in a more systematic manner if they are to have an impact on job outcomes.