Skills, Degrees and Labor Market Inequality. Working Paper 28991

Autor/inn/en	Blair, Peter Q.; Debroy, Papia; Heck, Justin
Institution	National Bureau of Economic Research
Titel	Skills, Degrees and Labor Market Inequality. Working Paper 28991
Quelle	(2021) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Labor Market; Income; Skilled Workers; Unskilled Workers; Work Experience; Job Skills; Transfer of Training; Bachelors Degrees; Employment Potential; On the Job Training; Human Capital + Suchen Sie Ihr Suchwort? Labour market; Arbeitsmarkt; Einkommen; Facharbeiter; Unskilled worker; Hilfsarbeiter; Employment experience; Job experience; Occupational experience; Berufserfahrung; Produktive Fertigkeit; Training; Transfer; Ausbildung; 'Bachelor''s degrees'; Bachelor-Studiengang; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Training-on-the-Job; Humankapital
Abstract	Over the past four decades, income inequality grew significantly between workers with bachelor's degrees and those with high school diplomas (often called "unskilled"). Rather than being unskilled, we argue that these workers are STARs because they are skilled through alternative routes--namely their work experience. Using the skill requirements of a worker's current job as a proxy of their actual skill, we find that though both groups of workers make transitions to occupations requiring similar skills to their previous occupations, workers with bachelor's degrees have dramatically better access to higher-wage occupations where the skill requirements exceed the workers' observed skill. This measured opportunity gap offers a fresh explanation of income inequality by degree status and reestablishes the important role of on-the-job training in human capital formation. [Funding for this report was provided by WorkRise.] (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01