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This study empirically investigates the difference in employment status between marriage immigrants and native women in Taiwan based on a combined dataset from the 2003 Survey of Foreign and Mainland Spouses’ Life Status and 2003 Women’s Marriage, Fertility and Employment Survey. The conceptual framework is based on the family labor supply model, the human and social capital theories, and the immigrant assimilation theory. From the Probit model of the employment probability, our findings indicate that family background variables, including the presence of small children and husbands’ characteristics, play fairly significant roles in determining the employment probability of marriage immigrants. As for native women, human capital variables such as schooling and age are the most significant factors affecting their employment probability, while husbands’ characteristics play a less important role in this respect. The finding that the employment probability of foreign spouses rises rapidly with the number of years that have elapsed since migration may confirm the employment assimilation for marriage immigrants. This study further applies the nonlinear decomposition analysis developed in the work of Yun (2004) to examine the gap in employment probability between native women and foreign spouses in Taiwan. Our findings show that the employment probability differentials are mostly due to the difference in coefficients and that the effects of the two age variables play dominant roles. The difference in coefficients, in sum, contributes to increasing the gap of employment probability, while the difference in characteristics, in sum, tends to reduce the employment probability differentials.

The impact of academic and school-related factors on college readiness, aspirations, and access has been examined frequently within the literature (Barber & Torney-Purta, 2008; Polite, 1994; Taliaferro & DeCuir-Gunby, 2008; Uwah, McMahon, & Furlow, 2008; Wimberly, 2002; Yun & Kurlaender, 2004). Several factors related to school racial composition and perceived school support (Yun & Kurlaender, 2004), school relationships (Wimberly, 2002), gaps in exposure to college preparatory and advanced placement curriculums (Taliaferro & DeCuir-Gunby, 2008), teacher perceptions (Barber & Torney-Purta, 2008), and structural inequalities (Polite, 1994) have been identified as variables that significantly impact the opportunities for African-American children to be exposed to the types of interpersonal relationships and educational experiences necessary for preparing them to succeed in postsecondary education.

As more women faculty of color enter the professoriate, they are evaluating, clashing with, and challenging old practices, while simultaneously articulating and establishing new ones (James & Farmer, 1993). To do so effectively, these women are best served by a network of mentors (Baugh & Scandura, 1999; Higgins & Kram, 2001) who can facilitate their development of career competencies, help them understand “the rules of the game” for scholarly activity, and transform the normalized construction of academic environments that is sometimes exclusionary of women faculty of color (Tillman, 2001; Young & Brooks, 2008). Mentoring networks are vital support structures in a successful academic career, as emerging scholars seek to navigate the complex and protean racial and gender dynamics of academic institutions (Sorcinelli & Yun, 2007). In this chapter, we explore issues of acclimatization of women new to the professoriate, with a particular focus on developing and sustaining effective mentoring networks for women of color. Furthermore, we examined extant research to gain insights on how women new to academe can build mentoring networks to create peer communities that advance scholarship and teaching, provide useful advice on tenure and promotion, help scholars balance personal and professional roles, and manage time. The following broad questions guided our chapter: (1) What types of mentors and mentoring relationships should early career women of color faculty should seek? (2) How are norms between protégés and mentors created, reinforced and sustained? and (3) What are the benefits of same-race/same-gender mentorships and cross-race/cross-gender mentorships?

We investigate the reasons why income inequality is so high in Spain in the EU context. We first show that the differential in inequality with Germany and other countries is driven by inequality among households who participate in the labor market. Then, we conduct an analysis of different household income aggregates. We also decompose the inter-country gap in inequality into characteristics and coefficients effects using regressions of the Recentered Influence Function for the Gini index. Our results show that the higher inequality observed in Spain is largely associated with lower employment rates, higher incidence of self-employment, lower attained education, as well as the recent increase in the immigration of economically active households. However, the prevalence of extended families in Spain contributes to reducing inequality by diversifying income sources, with retirement pensions playing an important role. Finally, by comparing the situations in 2008 and 2012, we separate the direct effects of the Great Recession on employment and unemployment benefits, from other more permanent factors (such as the weak redistributive effect of taxes and family or housing allowances, or the roles of education and the extended family).

In this paper I investigate the nature of the differential in poverty by ethnicity in rural China using data from the Chinese Household Income Project in 2002. For that, I compare observed poverty with that in a counterfactual distribution in which ethnic minorities are given a set of relevant village and household characteristics of the Han majority. In particular, I investigate the importance of the location of minorities in explaining their higher poverty levels. The ethnic poverty differential does not change after equalizing the distribution of the population by geographical region (unless we use a higher poverty line). However, it is reduced after equalizing other locational characteristics of minorities (such as them living in less developed and mountainous areas), their larger number of children, their low education, and their fewer skilled non-agriculture workers. Finally, the ethnic per capita (log) income differential is shown to be higher for higher percentiles, with an increasing role of the geographical region as the main driver of these higher differentials.

Since the early modern age, the debt of the State was a constant source for concern to the Spanish governments. Episodes of defaults caused by enormous expenditure to keep the Empire slowly faded out until a certain reorganization of public finance was attained in the central decades of the nineteenth century. The core idea that finance ministers and economists, in general, had at that time was to balance the public budget controlling expenses, in order to handle the problem of public debt. However, alternative views on government finance existed. Focusing on a crucial period for the consolidation of Spanish liberal regime and its public finance, this chapter shows that, among a predominant concern for reducing public expenditure as the best way to stabilize the economy and promote economic growth, the character of Luis María Pastor emerges to support government expansionary policies financed with credit. Far from fearing deficit, Pastor, one of the leaders of the Spanish liberal school of economic thought, believed that investment in infrastructures financed through debt was the key to economic growth. Through a multiplicative effect, a program of public investment would enhance economic growth, eventually solving the long-term insufficiency of Spanish finance. This gives evidence that ideas on public finance of classical liberal economists were far from uniform, contributing to a more precise view on the body of doctrines of this school.

With the emerging global culture of education as multicultural, multilingual, and plurilingual, higher education is becoming a more contested and complex space for both teachers and students at different localities and contexts. Such complexities create possibilities as well as challenges for educators who should address these diversities yet maintain the quality of teaching and learning. Both local scholars/educators and transnationally mobile academics/teachers face these challenges in different ways. This chapter focusses on the affordances of the latter: academics who have been engaged in diverse teaching/research contexts and developed certain perceptions of ‘Being’ in ‘intercultural’ spaces within and without boundaries and across time. In particular, the experiences of a female academic, from the Middle East, involved in teaching and researching English Literacy pedagogy transnationally, as a former academic at an Iranian university and then in a Western university, will be examined through autoethnography and in reflection upon her positioning, both as a student and a teacher in these local and global contexts. Bakhtin’s (1981) notion of insided-ness, outsided-ness, and in-between-ness, and Hermans and Hermans-Konopka’s (2010) Dialogical Self Theory (DST) will inform this chapter philosophically. Recent work in higher education on ‘complexity thinking’ and ‘relationality’ (Beckett & Hager, 2018) will ground this chapter too. These conceptual frameworks enable the author to scrutinise diverse perspectives on ‘Being’ and ideologies (ontologies), and diverse formation of knowledge (epistemologies) which result in diverse teaching and learning practices. The author links these diversities to the notion of ‘literacy’ in global times and shows, through her narratives, how her particular cultural, social, historical, and embodied literacies position her pedagogically as a non-Anglo academic in English education within a Western university. This affords her to construct her in-between position by not fully assimilating the target culture, nor fading her Middle Eastern identities. Instead, she brings affordances of her intercultural Being in creation of the ‘third space’ for her own teaching and learning practices. In turn, this has led to how her students across subjects are encouraged not to dissolve into the dominant frame of thinking; but to search for their own ‘Being’ through reviving individual, local stories and to express themselves globally, yet act as ‘glocally’ literate people who are able to make particular changes in their own life and in the lives of others.

This chapter concludes with challenging the implicit ideological position in global higher education which promotes a unified and homogenised epistemology (often Western/Anglo) within the multicultural, multilingual, and even plurilingual context of education. The author, echoing Yun and Standish (2018) specifically questions how internationalisation of education has led to a reductive dichotomisation of local students versus international students (through a deficit lens) rather than of establishing a rich platform for bringing to the fore heterogenous voices, diverse narratives, and plural/multiple knowledge platforms to argue, create, reflect, narrate, and collaborate more fruitfully. Instead she claims for expanding, extending, and extrapolating ways in which knowledge can be (de/re) constructed by people (both learners and teachers) as active agents of change, inter/trans-culturally.

This study conducts a logistic regression analysis of the ability of excess cash and short-term bank loans to substitute for each other and a multiple regression analysis of the factors influencing excess cash and short-term bank loans holdings. In addition, a questionnaire is used to survey the views of Taiwan’s corporate financial leaders on the factors influencing these two liquidity resources. The empirical results support a certain level of substitution between the two types of holdings. The regression analysis shows that for companies that would accumulate more excess cash when interest rates are low, have strong corporate performance, have low debt ratios, and whose chairman of the board and chief executive officer (CEO) are not the same person. Companies tend to have more short-term bank loans when corporate performance is poor, debt ratios are high, and the chairman of the board and CEO are the same person, as well as when the degree of the deviation of control is small. We find that factors on financial structure, operating performance, cost of capital and corporate governance have significant influence on the holdings of these two liquidity facilities in regression, whereas the influence factors exclude corporate governance in questionnaire.