Human capital and earnings in Portugal

Kiker, B. F.; Santos, Maria C.

doi:10.1016/0272-7757(91)90043-o

Cited by 54 publications

(29 citation statements)

References 13 publications

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“…returns to schooling in Portugal are Kiker and Santos (1991), Kiker et al (1997), and Hartog et al (2001 Looking at the perceived average market returns to college education by firstyear students we see that male students overestimate the actual returns by 3.11…”

Section: Resultsmentioning

confidence: 94%

“…Consistent with Betts (1996)'s findings, senior students possess more realistic information concerning the average market returns to education than first-year students, irrespective of gender. Comparing 10 Years covered are 1985 in the study by Kiker and Santos (1991); 1991 in the study by Kiker et al (1997Kiker et al ( ), and 1982Kiker et al ( , 1986Kiker et al ( , 1992 in the study by Hartog et al (2001). 11 We caution that this evaluation provides mostly intuitive results since these figures are possibly biased estimates of the "true" marginal rates of return to college education namely because they apply only to the private sector of the Portuguese economy, public employment being excluded from the Quadros de Pessoal database.…”

Section: Resultsmentioning

confidence: 98%

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Students’ expectations of the economic returns to college education: results of a controlled experiment

Botelho

Pinto

2004

Economics of Education Review

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This study reports the results of an experiment designed to elicit students' subjective beliefs about the economic returns to college education. An important feature of our experimental design is the inclusion of financial incentives for accurate reporting. We also consider the extent to which individuals' beliefs about their own returns differ from their beliefs about the returns for others. The evidence shows that students do have a self-enhancement tendency, and this finding cannot be attributed to previously uncontrolled order effects. The evidence also indicates that there is no significant difference between beliefs elicited using hypothetical surveys or real financial incentives in the elicitation procedure. This finding suggests that economists' reluctance to gather subjective data on earnings expectations may not be warrant.

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Section: Resultsmentioning

confidence: 94%

Section: Resultsmentioning

confidence: 98%

Students’ expectations of the economic returns to college education: results of a controlled experiment

Botelho

Pinto

2004

Economics of Education Review

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“…In fact, the gap measured as the di¤erence between the mean values of log-wages in each group increased from 1985 to 1991, declining afterwards. Furthermore, empirical evidence has shown that even after controlling for several worker and employer attributes, the Portuguese wage gap is signi…cant and persistent (Kiker and Santos (1991), Vieira (1999)). …”

Section: The Portuguese Labor Market and Trends In Female Employmentmentioning

confidence: 99%

Gender segregation and the wage gap in Portugal: an analysis at the establishment level

Vieira

Cardoso²,

Portela

2005

J Econ Inequal

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Using a large linked employer-employee data set, this paper aims at quantifying the trend in worker segregation at the establishment level and its impact on wages in Portugal over a …fteen year period. We concentrate on the gender dimension, to answer the questions: What is the level of gender segregation across establishments in the Portuguese labor market and how has it evolved over time? What is the impact of segregation on wages? Is that impact di¤erent for men and women? Systematic and random components of segregation are computed. We use standard wage decomposition techniques to evaluate the impact of the composition of the labor force at the establishment level on wages. The results reveal a high degree of systematic gender segregation. A higher proportion of females in the establishment lowers females'wages while, on the contrary, it raises males'wages. The evidence gathered is consistent with the taste-based model of employer behavior and with the theory of sorting of workers across establishments based on their productivity.

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“…Graduates in a sub-graduate occupation who are satisfied are defined as "apparently" over-educated, whereas those who are dissatisfied are called genuinely over-educated (Chevalier, 2000). In a fourth approach, the educational requirement is a systematic evaluation who specifies the required level of education for any occupational qualification based on the the American classification "Dictionary of Titles" (Thurow and Lucas, 1972, Hatrog, 1980, Rumberger, 1987, Kiker and Santos, 1991, Oosterbeek and Webbink, 1996.…”

Section: Dependent Variable: Over-educationmentioning

confidence: 99%

Meeting at School: Assortative Matching in Partnerships and Over-Education

Tampieri

2011

SSRN Journal

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This paper argues that assortative matching may explain overeducation. Education determines individuals' income and, due to the presence of assortative matching, the quality of the partner, who can be a colleague or a spouse. Thus an individual acquires some education to improve the expected partner's quality. But since everybody does that, the partner's quality does not increase and over-education emerges. Tax progression to correct over-education has ambiguous effects on the educational incentives according to the individuals' ability. We test the model using the British Household Panel Survey. The empirical results support our theoretical findings.JEL Numbers: I21, J12.

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Human capital and earnings in Portugal

Cited by 54 publications

References 13 publications

Students’ expectations of the economic returns to college education: results of a controlled experiment

Students’ expectations of the economic returns to college education: results of a controlled experiment

Gender segregation and the wage gap in Portugal: an analysis at the establishment level

Meeting at School: Assortative Matching in Partnerships and Over-Education

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