Public education systems and the incidence of child labor have historically been intertwined with both ultimately impacting labor market outcomes and the experience of work. This paper analyzes a suite of interrelated policies in the United States (some enacted, some proposed) that will have the ultimate effect of increasing the presence of minors in the workforce. We explore the impacts of this ultimate result for both industrial-organizational (I-O) research and practice, focusing on (a) increased underemployment and (b) increased workplace accidents, injuries and hazards in the workplace as clear points for necessary research and practice. Further, we highlight the need for I-O psychologists to become more adept at conducting research and practice with minors.

Does the political knowledge gender gap extend to knowledge about federalism, an institutional arrangement that increases the cognitive demand on voter knowledge? We answer this question by drawing upon data from three national surveys administered in Canada between 2020 and 2022. We find evidence of a gap between men and women in terms of their knowledge of the distribution of authority across the three orders of government. Across four of our knowledge items, the gender gap favouring men gets smaller as the issues vary from the federal to provincial to municipal level. Knowledge about national defence and sewage/water, however, do not fit this pattern. These results suggest future research should examine whether the gendered knowledge gap with respect to federalism can be explained by which levels of government have responsibility over areas of jurisdiction that have a strong effect on or are used by women on a daily basis.

Existing research on public opinion towards Indigenous peoples tends to focus on the extent to which citizens hold racist and anti-Indigenous attitudes. In contrast, few empirical studies have examined the extent to which citizens support reconciliation with Indigenous peoples. Drawing on data from the 2021 Canadian Election Study (CES), we construct a novel Indigenous reconciliation scale to measure non-Indigenous support for policies that seek to address the historical and ongoing legacies of residential schools. We then compare this scale to existing measures of Indigenous resentment before investigating the effects of several individual-level determinants related to attitudes, elite cues, and policy preferences on support for Indigenous reconciliation policies. Our findings shed light on the ongoing efforts in settler countries in North and South America and Australasia to decolonize their settler institutions and to create new and renewed relationships with Indigenous communities in those countries.

In this study, we draw on an analysis of publicly available information from university websites and Google Scholar to explore the qualifications, relevant experience, and scholarship of academics involved in postgraduate special/inclusive education courses in Australian universities. Overall, we found information on 148 academics employed at 23 universities, of whom 124 were teaching a unit or units with content relevant to the education of students with disability. Of these, 23% were described as having a qualification in special or inclusive education, 20% were described as having experience in a setting relevant to people with disability, and 51% had evidence of scholarship in special or inclusive education. These results are a cause for some concern and suggest staffing of special/inclusive education courses is not always ideal, with many academics apparently teaching out of their area of expertise.

For two decades, real wage comparisons have been centre stage in global socio-economic history studies of comparative development, offering a tractable – if oversimplified – gauge of living standards. But critics argue that these studies have leaned too heavily on the earnings of male, urban, unskilled, daily wage labourers, overlooking wage disparities between social groups and the mechanics of how wages were paid. This Special Issue attempts to shift the focus to overlooked groups and “wage systems” – the methods behind pay determination – and their role in deepening or mitigating inequality. This introduction attempts a global overview of the long-term developments in real wage studies, highlighting methodological innovations and challenges over recent decades. It also explains how the various articles in this Special Issue, spanning topics from medieval Europe to colonial India, contribute to this field. We argue that wage systems – and the inequalities they breed – played out in ways as varied as history itself, so comparing material living standards across time and space remains a complex calculation. We plead for a two-pronged approach: the continued study of all types of income of all working people, alongside a new focus on the social norms, institutions, and systems that determine the opportunities for individuals to acquire an income. A consolidated bibliography of all references in this Special Issue may help future research.

Survey researchers increasingly recognize the need to update their gender questions to recognize the existence of transgender and nonbinary people. In this research note, we evaluate changes to the Canadian Election Study (CES) gender questions from 2019 to 2021. Our analyses suggest researchers should add “nonbinary” as a close-ended option and an open-ended response option to gender identity questions. They also suggest that researchers should not include “transgender” in a separate, mutually exclusive response option alongside men and women in gender identity questions but instead identify transgender men and women through a follow-up question. These recommendations can help guide the design of future surveys.

We provide the first examination of all-pay auctions using continuous-time protocols, allowing subjects to adjust their bid at will, observe payoffs almost instantaneously, and gain more experience through repeated-play than in previous, discrete-time, implementations. Unlike our predecessors—who generally find overbidding—we observe underbidding relative to Nash equilibrium. To test the predictions of evolutionary models, we vary the number of bidders and prizes across treatments. If two bidders compete for a single prize, evolutionary models predict convergence to equilibrium. If three bidders compete for two prizes, evolutionary models predict non-convergent cyclical behavior. Consistent with evolutionary predictions, we observe cyclical behavior in both auctions and greater instability in two-prize auctions. These results suggest that evolutionary models can provide practitioners in the field with additional information about long-run aggregate behavior that is absent from conventional models.

This paper experimentally investigates the provision of real-time feedback about school assignments during the preference reporting period in three widely employed mechanisms: deferred acceptance, top trading cycles, and the Boston mechanism. Adaptive models predict that greater sensitivity to tentative assignments during the reporting period will produce more equilibrium assignments in all three mechanisms. Consistent with adaptive predictions, real-time assignment feedback consistently increased equilibrium assignments but did not increase truthful reporting. These findings suggest that providing feedback about assignments during the preference reporting period could help student assignment mechanisms more reliably achieve policy goals.

COMPASS is an educational intervention aimed at supporting individualised goal setting for students on the autism spectrum. Although its effectiveness is supported by quantitative data, little qualitative research has explored the perceived benefits and challenges of implementing COMPASS with community consultants. In the present qualitative study, we explored the benefits and challenges of COMPASS from the perspectives of stakeholders including parents/caregivers, teachers, and consultants. Semistructured interviews and focus groups were recorded and analysed using reflexive thematic analysis. Participants felt COMPASS (a) brings the right information to the table, (b) sets the scene for collaboration, and (c) uses a quality tool for data collection. The fourth theme reflected participants’ concerns around how (d) time could be a barrier. The data for this study has implications for the individualised planning process for students on the autism spectrum, a process directly linked to critical student outcomes. Overall, stakeholders spoke positively about student outcomes, which they linked directly to participation in the COMPASS program. The standardised process for individualised planning provided by COMPASS was particularly valued. Results of the study provide further understanding about the COMPASS intervention and offer a direction for future replications of COMPASS.