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In this chapter we explore different ways to obtain decompositions of rank-dependent indices of socioeconomic inequality of health, such as the Concentration Index. Our focus is on the regression-based type of decomposition. Depending on whether the regression explains the health variable, or the socioeconomic variable, or both, a different decomposition formula is generated. We illustrate the differences using data from the Ethiopia 2011 Demographic and Health Survey (DHS).

Stated choice experiments can be used to estimate the parameters in discrete choice models by showing hypothetical choice situations to respondents. These attribute levels in each choice situation are determined by an underlying experimental design. Often, an orthogonal design is used, although recent studies have shown that better experimental designs exist, such as efficient designs. These designs provide more reliable parameter estimates. However, they require prior information about the parameter values, which is often not readily available. Serial efficient designs are proposed in this paper in which the design is updated during the survey. In contrast to adaptive conjoint, serial conjoint only changes the design across respondents, not within-respondent thereby avoiding endogeneity bias as much as possible. After each respondent, new parameters are estimated and used as priors for generating a new efficient design. Results using the multinomial logit model show that using such a serial design, using zero initial prior values, provides the same reliability of the parameter estimates as the best efficient design (based on the true parameters). Any possible bias can be avoided by using an orthogonal design for the first few respondents. Serial designs do not suffer from misspecification of the priors as they are continuously updated. The disadvantage is the extra implementation cost of an automated parameter estimation and design generation procedure in the survey. Also, the respondents have to be surveyed in mostly serial fashion instead of all parallel.

Workplace voice is well-established and encompasses behaviors such as prosocial voice, informal complaints, grievance filing, and whistleblowing, and it focuses on interactions between the employee and supervisor or the employee and the organizational collective. In contrast, our chapter focuses on employee prosocial advocacy voice (PAV), which the authors define as prosocial voice behaviors aimed at preventing harm or promoting constructive changes by advocating on behalf of others. In the context of a healthcare organization, low quality and unsafe patient care are salient and objectionable states in which voice can motivate actions on behalf of the patient to improve information exchanges, governance, and outreach activities for safer outcomes. The authors draw from the theory and research on responsibility to intersect with theories on information processing, accountability, and stakeholders that operate through voice between the employee-patient, employee-coworker, and employee-profession, respectively, to propose a model of PAV in patient-centered healthcare. The authors complete the model by suggesting intervening influences and barriers to PAV that may affect patient-centered outcomes.

Set in the Indian context, this chapter speaks of the wider concern expressed in teacher education more generally, that of increasing the efficacy of preservice teacher education for social justice. In India, equity in education has been a central concern within the striving for social justice since independence in 1947. Schools now include vast numbers of culturally diverse students, who were once excluded. However, notions of “standardization” and “homogenization” that tend to ignore their diverse voice, make transaction in the classroom an alienating experience for them. These normative ideas are challenged by emerging multicultural and critical perspectives in education which recognize linguistic and cognitive diversity and the need to create spaces for learners’ self-expression by nurturing their cultural identities in school. My chapter analyzes the effect of the collision of these two perspectives on an in-service ESL teacher and the culturally diverse learners she teaches. It then examines in what ways this pedagogy is promising for preservice teacher education that seeks to promote teaching for social justice.

In this chapter, I consider how and why gender continues to impact motivation, task engagement, self-regulation, and educational aspirations, choices, and outcomes among both boys and girls. How can motivation theory and research contribute to understanding gender differences in achievement at school, where girls now tend to do better than boys, especially in less advantaged social groups, and at work, where women still tend to achieve and earn less than similarly qualified men? In the first section of this chapter, I review evidence of gender-related motivational orientations whereby boys tend more to “prove and protect” and girls tend more to “doubt and try to improve” their abilities. I analyze the benefits and costs of these orientations, focusing on how they contribute to the superior school performance of girls, to spurring high-achieving boys to succeed more in later life than similarly able girls, and to placing lower-achieving boys, who often belong to minority groups, at particular risk for academic disengagement. I then consider how boys and girls construct and maintain motivating and motivated beliefs and strategies in interactions with parents, teachers, and peers within the social and educational contexts of their daily lives. In the final section, I first present some educational recommendations that follow from my analysis. I then engage directly with the overarching theme of this volume by considering some broad societal trends that present continuing challenges to educators concerned to promote optimal motivation for learning among both boys and girls in the twenty-first century.