The American workforce and the American workplace are rapidly changing—in ways that make them increasingly incompatible. Advances in automation and telecommunications have eliminated many jobs based on routine tasks and muscle power and fueled the demand for employees who can understand and apply new technologies. But, as Earl Hunt convincingly demonstrates in Will We Be Smart Enough?, such “smart” employees will be in dangerously short supply unless fundamental changes are made to our educational and vocational systems.

Will We Be Smart Enough? combines cognitive theory, demographic projections, and psychometric research to measure the capabilities of tomorrow’s workforce against the needs of tomorrow’s workplace. Characterized by sophisticated machinery, instant global communication, and continuous reorganization, the workplace will call for people to fuse multiple responsibilities, adapt quickly to new trends, and take a creative approach to problem solving. Will Americans be able to meet the difficult and unprecedented challenges brought about by these innovations? Hunt examines data from demographic sources and a broad array of intelligence tests, whose fairness and validity he judiciously assesses. He shows that the U.S. labor force will be increasingly populated by older workers, who frequently lack the cognitive flexibility required by rapid change, and by racial and ethnic minorities, who have so far not fully benefitted from the nation’s schools to develop the cognitive skills necessary in a technologically advanced workplace.

At the heart of Will We Be Smart Enough? lies the premise that this forecast can be altered, and that cognitive skills can be widely and successfully taught. Hunt applies psychological principles of learning and cognitive science to a variety of experimental teaching programs, and shows how the information revolution, which has created such rapid change in the workplace, can also be used to transform the educational process and nurture the skills that the workplace of the future will require. Will We Be Smart Enough? answers naysayers who pronounce so many people “cognitively disadvantaged” by suggesting that new forms of education can provide workers with enhanced skills and productive employment in the twenty-first century.

"Hunt's book provides succinct, lucid presentations of our best scientific understandings of thinking, intelligence, job performance, and how to measure them. Only by comprehending and applying these understandings to develop sound educational and instructional strategies can we create a capable workforce for the digital age." —John T. Bruer, President, James S. McDonnell Foundation

"Earl Hunt applies keys insights from cognitive psychology and from the psychology of measurement to issues of workers and the workplace. His book constitutes a valuable contribution to, and synthesis of, an important area of study." —Howard Gardner, Harvard Project Zero

Will We Be Smart Enough? and The Bell Curve Controversy

What about [The Bell Curve by Herrnstein and Murray] caused The New York Times to refer to it as the most controversial book of 1994, and to Murray as the most dangerous conservative in America? The answer is that they took an extreme position on a number of controversial issues [regarding intelligence and genetics]....My conclusion is that we have to do something to increase the amount of cognitive skills in the coming workforce and that, in many cases, we know what to do. Herrnstein and Murray claim that nothing can be done. I disagree....When it comes to improving the cognitive skills of the workforce, this is an area where everyone, whites and blacks, Latinos and Anglos, government programs and private enterprise, has got to get their act together. We do not know the perfect way to proceed. We do know how do some things that will help. Let us make the effort (and spend the money) to do them. —from the Afterword

EARL HUNT is professor of psychology and adjunct professor of computer science at the University of Washington.

Educational and psychological tests are often used in ways which touch most intimately the lives of people. For example, tests may influence who gets a job or who is selected to attend a college or graduate school. But not everyone has agreed that tests are a good thing. Over the past twenty years a wave of complaints has led to congressional hearings, court cases, and formal grievances before state and federal commissions. Holmen and Docter have analyzed these complaints and criticisms not only by considering the tests themselves but through examining the ways tests are used as elements in assessment systems.

The applications of tests in clinical and counseling work, in educational achievement testing, and in personnel selection is discussed and evaluated. While the least amount of testing is in the personnel selections area, this is where the most complaints are found. Educational achievement testing has by far the largest testing programs and a wide range of criticisms has been voiced concerning this kind of assessment. Testing in connection with clinical and counseling work has generated the least public concern.

An extensive analysis is given of the organizations which comprise the testing industry, including the various developers and publishers of tests and also test scoring organizations. The users of tests are considered from the standpoint of their professional training and also in terms of how their organizations influence technical standards of test development.

MILTON G. HOLMEN is professor of management and associate dean of the School of Business Administration, University of Southern California, Los Angeles.

RICHARD F. DOCTER is professor of psychology at San Fernando Valley State College.

Makes a major contribution to current research on children by providing a broad view of up-to-date, authoritative material in many different areas. Contributors have selected and interpreted the relevant material in reference to the practitioner's interests and needs. The chapters, written by prominent specialists, cover various topics in child development from early periods of socialization to the development of higher mental processes, and include two chapters dealing with genetic and neurophysiological bases of behavior.

MARTIN L. HOFFMAN is professor of psychology and chairman of the doctoral program in developmental psychology at the University of Michigan.

LOIS WLADIS HOFFMAN has been research associate at the Research Center for Group Dynamics at the University of Michigan, and is currently associated with the Society for Research in Child Development.

Makes a major contribution to current research on children by providing a broad view of up-to-date, authoritative material in many different areas. Contributors have selected and interpreted the relevant material in reference to the practitioner's interests and needs. The chapters, written by prominent specialists, cover various topics in child development from early periods of socialization to the development of higher mental processes, and include two chapters dealing with genetic and neurophysiological bases of behavior.

MARTIN L. HOFFMAN is professor of psychology and chairman of the doctoral program in developmental psychology at the University of Michigan.

LOIS WLADIS HOFFMAN has been research associate at the Research Center for Group Dynamics at the University of Michigan, and is currently associated with the Society for Research in Child Development.

Schools are complex social settings where students, teachers, administrators, and parents interact to shape a child’s educational experience. Any effort to improve educational outcomes for America’s children requires a dynamic understanding of the environments in which children learn. In The Social Organization of Schooling, editors Larry Hedges and Barbara Schneider assemble researchers from the fields of education, organizational theory, and sociology to provide a new framework for understanding and analyzing America’s schools and the many challenges they face.

The Social Organization of Schooling closely examines the varied components that make up a school’s social environment. Contributors Adam Gamoran, Ramona Gunter, and Tona Williams focus on the social organization of teaching. Using intensive case studies, they show how positive professional relations among teachers contribute to greater collaboration, the dissemination of effective teaching practices, and ultimately, a better learning environment for children. Children learn more from better teachers, but those best equipped to teach often opt for professions with higher social stature, such as law or medicine. In his chapter, Robert Dreeben calls for the establishment of universal principles and practices to define good teaching, arguing that such standards are necessary to legitimize teaching as a high status profession. The Social Organization of Schooling also looks at how social norms in schools are shaped and reinforced by interactions among teachers and students. Sociologist Maureen Hallinan shows that students who are challenged intellectually and accepted socially are more likely to embrace school norms and accept responsibility for their own actions. Using classroom observations, surveys, and school records, Daniel McFarland finds that group-based classroom activities are effective tools in promoting both social and scholastic development in adolescents. The Social Organization of Schooling also addresses educational reforms and the way they affect a school’s social structures. Examining how testing policies affect children’s opportunities to learn, Chandra Muller and Kathryn Schiller find that policies which increased school accountability boosted student enrollment in math courses, reflecting a shift in the school culture towards higher standards.

Employing a variety of analytical methods, The Social Organization of Schooling provides a sound understanding of the social mechanisms at work in our educational system. This important volume brings a fresh perspective to the many ongoing debates in education policy and is essential reading for anyone concerned with the future of America’s children.

LARRY V. HEDGES is Stella M. Rowley Professor of Education, Psychology, and Sociology in the Harris School at the University of Chicago.

BARBARA SCHNEIDER is professor of sociology and human development and codirector of the Alfred P. Sloan Center on Parents, Children, and Work at the University of Chicago.

CONTRIBUTORS: Charles E. Bidwell, Robert Dreeban,  Kenneth A. Frank,  Adam Gamoran,  Ramona Gunter,   Maureen T. Hallinan, Lori Diane Hill, Richard M. Ingersoll,  Susan Moore Johnson,  Daniel A. McFarland,  Chandra Muller,  Robert A. Petrin,  Catherine Riegle-Crumb, Kathryn S. Schiller, W. Richard Scott,  Christopher B. Swanson,  Tona Williams, Yong Zhao.

Drawn from an extensive two-decade longitudinal survey of American families, Succeeding Generations traces a representative group of America's children from their early years through young adulthood. It evaluates the many background factors that are most influential in determining how much education children will obtain, whether or not they will become teen parents, and how economically active they will be when they reach their twenties. Succeeding Generations demonstrates how our children's future has been placed at risk by social and economic conditions such as fractured families, a troubled economy, rising poverty rates, and neighborhood erosion. The authors also pinpoint some significant causes of children's later success, emphasizing the importance of parents' education and, despite the apparent loss of time spent with children, the generally positive influence of maternal employment. Haveman and Wolfe supplement their research with a comprehensive review of the many debates among economists, sociologists, developmental psychologists, and other experts on how best to improve the lot of America's children.

"A state-of-the-art investigation of the determinants of children's success in the United States....Clearly written, highly readable, and compelling."—Contemporary Sociology

"Haveman and Wolfe are professors of economics who bring sophisticated statistical and econometric techniques to the analysis of the economic and educational success of children as they progress into young adulthood."—Choice

"This study is one of the most comprehensive of its kind, in part because the researchers collected detailed information about a wide range of children each year for more than two decades." —Wisconsin State Journal

"The research at the core of this book addresses critically important questions in social science...an important contribution to the literature." —Robert Plotnick, University of Washington

ROBERT H. HAVEMAN is John Bascom Professor in the department of economics and at the La Follette Institute of Public Affairs at the University of Wisconsin, Madison.

BARBARA L. WOLFE is professor of economics and preventative medicine, and professor at La Follette Institute of Public Affairs, University of Wisconsin, Madison.

A volume in the Social Science Frontiers series, which are occasional publications reviewing new fields for social science development.

These occasional publications seek to summarize recent work being done in particular areas of social research, to review new developments in the field, and to indicate issues needing further investigation. The publications are intended to help orient those concerned with developing current research programs and broadening the use of social science in the policy-making process.

A Volume in the the Russell Sage Foundation's Social Science Frontiers Series

If trust is sometimes the rational response in interpersonal relations, then it can also be rational to distrust. Indeed, distrust is the preferred response when it protects against harm—as when parents do not entrust the safety of their child to a disreputable caretaker. Liberal political theory was largely founded on distrust of government, and the assumption that government cannot and should not be trusted led the framers of the U.S. constitution to establish a set of institutions explicitly designed to limit government power.

With contributions from political science, anthropology, economics, psychology, and philosophy, Distrust examines the complex workings of trust and distrust in personal relationships, groups, and international settings. Edna Ullman-Margalit succinctly defines distrust as the negation of trust, and examines the neutral state between the two responses in interpersonal relations. As Margalit points out, people typically defer judgment—while remaining mildly wary of another’s intentions—until specific grounds for trust or distrust become evident. In relations between nations, misplaced trust can lead to grievous harm, so nations may be inclined to act as though they distrust other nations more than they actually do. Editor Russell Hardin observes that the United States and the former Soviet Union secured a kind of institutionalized distrust—through the development of the nuclear deterrent system—that stabilized the relationship between the two countries for four decades. In another realm where distrust plays a prominent role, Margaret Levi, Matthew Moe, and Theresa Buckley show that since the National Labor Relations Board has not been able to overcome distrust between labor unions and employers, it strives to equalize the power held by each group in negotiations. Recapitulating liberal concerns about state power, Patrick Troy argues that citizen distrust keeps government regulation under scrutiny and is more beneficial to the public than unconditional trust.

Despite the diversity of contexts examined, the contributors reach remarkably similar conclusions about the important role of trust and distrust in relations between individuals, nations, and citizens and their governments. Distrust makes a significant contribution to the growing field of trust studies and provides a useful guide for further research.

RUSSELL HARDIN is professor of politics at New York University.

CONTRIBUTORS: Margaret L. Brown, Theresa Buckley, Henry Farrell, Russell Hardin, Cynthia M. Horne, Roderick M. Kramer, Deborah Welch Larson, Margaret Levi, Matthew Moe, Gabriella R. Montinola, Vadim Radaev, Patrick Troy, Edna Ullmann-Margalit, and Unni Wikan

A Volume in the Russell Sage Foundation Series on Trust

What does it mean to "trust?" What makes us feel secure enough to place our confidence—even at times our welfare—in the hands of other people? Is it possible to "trust" an institution? What exactly do people mean when they claim to "distrust" their governments? As difficult as it may be to define, trust is essential to the formation and maintenance of a civil society. In Trust and Trustworthiness political scientist Russell Hardin addresses the standard theories of trust and articulates his own new and compelling idea: that much of what we call trust can be best described as "encapsulated interest."

Research into the roles of trust in our society has offered a broad range of often conflicting theories. Some theorists maintain that trust is a social virtue that cannot be reduced to strategic self-interest; others claim that trusting another person is ultimately a rational calculation based on information about that person and his or her incentives and motivations. Hardin argues that we place our trust in persons whom we believe to have strong reasons to act in our best interests. He claims that we are correct when we assume that the main incentive of those whom we trust is to maintain a relationship with us—whether it be for reasons of economic benefit or for love and friendship. Hardin articulates his theory using examples from a broad array of personal and social relationships, paying particular attention to explanations of the development of trusting relationships. He also examines trustworthiness and seeks to understand why people may behave in ways that violate their own self-interest in order to honor commitments they have made to others. The book also draws important distinctions between vernacular uses of "trust" and "trustworthiness," contrasting, for example, the type of trust (or distrust) we place in individuals with the trust we place in institutions

Trust and Trustworthiness represents the culmination of important new research into the roles of trust in our society; it offers a challenging new voice in the current discourse about the origins of cooperative behavior and its consequences for social and civic life.

RUSSELL HARDIN is professor of politics at New York University and professor of political science at Stanford University.

A Volume in the Russell Sage Foundation Series on Trust

 Winner of the 2010 Luebbert Prize for Best Book in Comparative Politics

Ethnically homogenous communities often do a better job than diverse communities of producing public goods such as satisfactory schools and health care, adequate sanitation, and low levels of crime. Coethnicity reports the results of a landmark study that aimed to find out why diversity has this cooperation-undermining effect. The study, conducted in a neighborhood of Kampala, Uganda, notable for both its high levels of diversity and low levels of public goods provision, hones in on the mechanisms that might account for the difficulties diverse societies often face in trying to act collectively.

The Mulago-Kyebando Community Study uses behavioral games to explore how the ethnicity of the person with whom one is interacting shapes social behavior. Hundreds of local participants interacted with various partners in laboratory games simulating real-life decisions involving the allocation of money and the completion of joint tasks. Many of the subsequent findings debunk long-standing explanations for diversity’s adverse effects. Contrary to the prevalent notion that shared preferences facilitate ethnic collective action, differences in goals and priorities among participants were not found to be structured along ethnic lines. Nor was there evidence that subjects favored the welfare of their coethnics over that of non-coethnics. When given the opportunity to act altruistically, individuals did not choose to benefit coethnics disproportionately when their actions were anonymous. Yet when anonymity was removed, subjects behaved very differently. With their actions publicly observed, subjects gave significantly more to coethnics, expected their partners to reciprocate, and expected that they would be sanctioned for a failure to cooperate. This effect was most pronounced among individuals who were otherwise least likely to cooperate. These results suggest that what may look like ethnic favoritism is, in fact, a set of reciprocity norms—stronger among coethnics than among non-coethnics—that make it possible for members of more homogeneous communities to take risks, invest, and cooperate without the fear of getting cheated. Such norms may be more subject to change than deeply held ethnic antipathies—a powerful finding for policymakers seeking to design social institutions in diverse societies.

Research on ethnic diversity typically draws on either experimental research or field work. Coethnicity does both. By taking the crucial step from observation to experimentation, this study marks a major breakthrough in the study of ethnic diversity.

JAMES HABYARIMANA is assistant professor of public policy at the Georgetown Public Policy Institute.

MACARTAN HUMPHREYS is associate professor of political science at Columbia University and research scholar at the Center for Globalization and Sustainable Development at the Earth Institute.

DANIEL N. POSNER is associate professor of political science at the University of California, Los Angeles.

JEREMY M. WEINSTEIN is assistant professor of political science at Stanford University and an affiliated faculty member at the Center for Democracy, Development, and the Rule of Law and the Center for International Security and Cooperation.

A Volume in the Russell Sage Foundation Series on Trust