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title: How do Economists and Sociologists Think Differently?

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# How do Economists and Sociologists Think Differently?
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## Problem Statement（原版）
Inequality may arise from stratification, race, the ethnic group, gender, global development, and so on. Global development may let people around the world become closer, but there is an unequal distribution of resources. There will be an economic gap between the poor and the rich within a country, and there will also be a gap between poor and strong countries, such as quality of life varies greatly from one another.

Educational inequality hides in gender and distribution of resources. In some low developed countries, females might face the dilemma of being unable to go to school because of culture system and the status. Besides, in a country, the resource of rural area is less than urban one, people there may receive less information and have less complete equipment. Now we are going to explore the different perspective from sociology and economic on education inequality.

> 但我覺得重點應該在於「社會學的研究觀點跟經濟學的研究觀點到底有何不同？」
> [name=豆腐]

## 文章架構

- Introduction
- Assumption
    - 社會學
        - 探討議題並提出解決方案
        - 討論不平等
    - 經濟學
        - 討論人們之所以做出選擇的原因
        - 通常跟 income 有關
        - 有時還會討論到 supply-demand
        - 會覺得如果有討論到 education 的話肯定跟 income 有關
- Methodology
    - 文獻回顧法（月讀四篇論文）
        - 兩篇社會學
        - 兩篇經濟學
- Sociological Perspective
    - Higher Education and the Black-White Earnings Gap
        - 社會學的論文也會討論到 income
        - 看起來很經濟學
        - 並沒有提出具體的解決方案，反而是盡可能地描繪問題的具體樣貌，給資訊使用者一個可以被使用的 pattern
    - Equalization or Reproduction? “Some College” and the Social Function of Higher Education
        - 文章著重的不是在受教育時，地位、種族、性別的不平等，反而是在描述經濟上的因素跟教育上的關聯
            - 作者探討THE CASE OF COLLEGE NONCOMPLETION，提到在1975年學貸的翻倍，使來自低收入家庭的學生需要用更多貸款去付學貸，選擇休學後，又能力有限無法負擔，造成經濟困難
        - 並沒有著重在討論如何解決問題，主要是描述問題，提出現有的現象
            - complete college course might associated with higher income in the future, but there is some people who aspire to earn a degree don't complete their course, because they bear the fianacial burden.(低收低收入戶獲得大學學歷的報酬率最高，但是由於債務因素，他們大多)
    
- Economic Perspective
    - Brahmin Left and Merchant Right: Changing Political Cleavages in 21 Western Democracies, 1948–2020
        - 沒有 supply-demand 的圖（即便有在討論 political supply)
        - 
        - 即便有在討論 education，但它並沒有在討論 education 跟 income 之間的關係，反而是在討論教育影響選民的政治傾向
            - Ex. 1950 年以前，low income 跟 lower educated 的人會傾向於支持左派，但是在 1950 年以後，higher educated 的人開始傾向於支持左派，教育程度漸漸無法成為辨別選民政治立場的客觀依據
        - 著重在觀察人們如何選擇以及探討為什麼人們會這樣選擇
            - 作者發現婆羅門左的出現，於是去探討本應該要成為右派的 higher-educated 群體為什麼會開始支持左派
        - 不一定會討論生產效率，重點是討論人如何選擇
        - 額外發現的是，他們會承認自己在研究上的缺陷，並不會主張自己的答案是正確的，並且建議後人之後在研究時的潛在可行方向
    - Schools and Labor Market Outcomes
        - 不一定是學校教育影響職場表現，家庭、local economies 也會造成影響
    
- Differences in Research Methods
    -  Sociology
        -  Higher Education and the Black-White Earnings Gap
            -  Machine Learning & Novel Casual Decomposition 
            -  Dependent variable
                -  Racial differences
                -  college attendance
                -  earnings
                -  pre-college characteristic
                -  postsecondary characteristic
                -  bachelor's completion
        -  Equalization or Reproduction? ‘‘Some College’’ and the Social Function of Higher Education
            -  This article applies augmented inverse probability weighting to the National Longitudinal Survey of Youth 1997 to estimate the causal effect of college noncompletion on income and financial hardship. 
            -  dependent variable
                -  logged average income
                -  financial hardship
            
    -  Economics
        -  Brahmin Left and Merchant Right: Changing Political Cleavages in 21 Western Democracies, 1948–2020
        
        -  Schools and Labor Market Outcomes
            -  This paper reports on the already existing evidence(the data source for this study is the National Center on Education Statistics' longitudinal survey of students in the United States, High School and Beyond, 1980. ), and on the results of our own econometric analysis, of one aspect of the hypothesized relationship
            -  dependent variable
                - the annual earnings of each student in the sample five years after the high school sophomore year (or three years after graduation for those who graduated on time).
            -  independent variable
                -  grouped into eight categories, each hypothesized to influence labor market performance. 
    
    
    -  Differences and similarities 
        -  Differences
            -  Economist 
                -  use graph to explain phenomena
                -  use databases for data sets

            -  sociology
                - use relation map to mapping out the relation between variables.
               
        -  Similarities
            -  both use survey for data sets

- Conclusion
