Last Hired, First Fired? Black-White Unemployment and the Business Cycle

Past studies have tested the claim that blacks are the last hired during periods of economic growth and the first fired in recessions by examining the movement of relative unemployment rates over the business cycle. Any conclusion drawn from this type of analysis must be viewed as tentative because the cyclical movements in the underlying transitions into and out of unemployment are not examined. Using Current Population Survey data matched across adjacent months from 1989 to 2004, this paper examines labor market transitions for prime age males to test this hypothesis. Considerable evidence is presented that blacks are the first fired as the business cycle weakens. However, no evidence is found that blacks are the last hired. Instead, blacks are initially hired from the ranks of the unemployed early in the business cycle and later are drawn from non-participation. Narrowing of the racial unemployment gap near the peak of the business cycle is driven by a reduction in the rate of job loss for blacks rather than increases in hiring. There is also evidence that residual differences in the racial unemployment gap vary systematically over the business cycle in a manner consistent with discrimination being more evident in the economy at times when its cost is lower.

Human Capital Externalities and Private Returns to Education in Kenya

We use micro data to analyse the effect of human capital externality on earnings and private returns to education. The earnings equations are estimated using the OLS method for a sample of full-time workers. The results show that human capital has a positive effect on earnings, indicating that an increase in education benefits all workers. However, men benefit more from women's education than the women do from men's. The effects of human capital externality on private returns to schooling are shown to vary substantially between rural and urban areas and across levels of the education system.

Two Perspectives on GIS/LIS Education in the United States

Education in Geographic information science (GIS/LIS) happens in the United States both within surveying-related academic programs and in other academic programs that use spatially oriented data and information. This article presents an overview of two such programs. The first is a four-year Bachelor of Science degree program in Geographic Information Science at Texas A&M University-Corpus Christi. The second is a concentration with a four-year Bachelor of Science degree program in Natural Resources at the University of Connecticut (UConn). Geographic information science is the primary focus of the Texas A&M program, whereas GIS/LIS is an emphasis of the UConn program. Both approaches are presented for comparison.