Leader: Sean Reardon
The purpose of the Education RG is to examine trends in the extent to which educational access and achievement are related to poverty and family background. The scholars working within this RG are examining state-level differences in the effects of social origins, uncovering the causes of the recent rise in the socioeconomic achievement gap, uncovering the causes of the yet more recent turnaround in this rise (among kindergarten children), and examining the ways in which high-achieving children from poor backgrounds can be induced to go to college. The following is a sampling of relevant CPI projects.
Reducing the race gap in test scores: How can the black-white gap in achievement test scores be eliminated? The new Stanford Education Data Archive (SEDA) will provide the most systematic evidence to date on the capacity of school-district policies to reduce the gap.
Colleges and rising income inequality: Are colleges delivering upward mobility for those raised in poverty? The new “Mobility Report Card” will provide unusually detailed data on this fundamental question.
Poverty and schooling on reservations: The noted ethnographer Martin Sánchez-Jankowski is examining how education on reservations can be reformed to reduce dropout, poverty, and suicide.
Education - CPI Research
|Association, Service, Market: Higher Education in American Political Development||Mitchell L. Stevens||
Association, Service, Market: Higher Education in American Political DevelopmentAuthor: Mitchell L. Stevens
Publisher: Annual Review of Sociology
US higher education has enjoyed growing attention from social scientists and historians. We integrate recent scholarship by framing a political and historical sociology of the sector and we show how higher education has been central to projects of nation building and social provision throughout the course of American political development. US higher education has three institutional configurations: an associational one, defined by voluntary intramural organizations; a national service one, defined by massive government patronage; and a market one, defined by competition for students, patrons, and prestige. Continuity and change over time may be understood with the theoretical tools of historical sociology: path dependence, coalescence, and robust action. Our review substantiates assertions of deep turbulence in US higher education at present and calls for a closer integration of scholarship on state building and social stratification to inform the future.
|Settling In: The Role of Individual and Departmental Tactics in the Development of New Faculty Networks||Susan S. Fleming, Alyssa W. Goldman, Shelley J. Correll, Catherine J. Taylor||
Settling In: The Role of Individual and Departmental Tactics in the Development of New Faculty NetworksAuthor: Susan S. Fleming, Alyssa W. Goldman, Shelley J. Correll, Catherine J. Taylor
Publisher: The Journal of Higher Education
Network formation is a key element of newcomer socialization; however, little is understood about how newcomer networks are formed in higher education. Drawing on a series of interviews with 34 new pre-tenure faculty members, we propose that just as individual and organizational socialization tactics interactively influence newcomer adjustment (Gruman, Saks, & Zweig, 2006), so too will they affect new faculty experiences with network formation. Our findings support this proposal; that is, individual employee characteristics, the practices of specific departments within the larger university, and the interaction between the two, create different degrees of network integration for faculty. Further, we find that in the context of university departments, organizational tactics may have a more significant effect on network development (and potentially other socialization outcomes) than those that stem from the individual. Building upon these findings, we also identify factors that facilitate new faculty network development and use these factors to suggest practical guidance for universities striving to enhance new faculty integration.
|A Vicious Cycle: A Social–Psychological Account of Extreme Racial Disparities in School Discipline||Jason A. Okonofua, Greg Walton, Jennifer L. Eberhardt||
A Vicious Cycle: A Social–Psychological Account of Extreme Racial Disparities in School DisciplineAuthor: Jason A. Okonofua, Greg Walton, Jennifer L. Eberhardt
Publisher: Perspectives on Psychological Science
Can social–psychological theory provide insight into the extreme racial disparities in school disciplinary action in the United States? Disciplinary problems carry enormous consequences for the quality of students’ experience in school, opportunities to learn, and ultimate life outcomes. This burden falls disproportionately on students of color. Integrating research on stereotyping and on stigma, we theorized that bias and apprehension about bias can build on one another in school settings in a vicious cycle that undermines teacher–student relationships over time and exacerbates inequality. This approach is more comprehensive than accounts in which the predicaments of either teachers or students are considered alone rather than in tandem, it complements nonpsychological approaches, and it gives rise to novel implications for policy and intervention. It also extends prior research on bias and stigmatization to provide a model for understanding the social–psychological bases of inequality more generally.
|Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents||Jason A. Okonofua, David Paunesku, Greg Walton||
Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescentsAuthor: Jason A. Okonofua, David Paunesku, Greg Walton
Publisher: Proceedings of the National Academy of Sciences of the United States of America
Growing suspension rates predict major negative life outcomes, including adult incarceration and unemployment. Experiment 1 tested whether teachers (n = 39) could be encouraged to adopt an empathic rather than punitive mindset about discipline—to value students’ perspectives and sustain positive relationships while encouraging better behavior. Experiment 2 tested whether an empathic response to misbehavior would sustain students’ (n = 302) respect for teachers and motivation to behave well in class. These hypotheses were confirmed. Finally, a randomized field experiment tested a brief, online intervention to encourage teachers to adopt an empathic mindset about discipline. Evaluated at five middle schools in three districts (Nteachers = 31; Nstudents = 1,682), this intervention halved year-long student suspension rates from 9.6% to 4.8%. It also bolstered respect the most at-risk students, previously suspended students, perceived from teachers. Teachers’ mindsets about discipline directly affect the quality of teacher–student relationships and student suspensions and, moreover, can be changed through scalable intervention.
|Educational Authority in the ‘‘Open Door’’ Marketplace Labor Market Consequences of For-profit, Nonprofit, and Fictional Educational Credentials||Nicole M. Deterding, David S. Pedulla||
Educational Authority in the ‘‘Open Door’’ Marketplace Labor Market Consequences of For-profit, Nonprofit, and Fictional Educational CredentialsAuthor: Nicole M. Deterding, David S. Pedulla
Publisher: Sociology of Education
In recent years, private for-profit education has been the fastest growing segment of the U.S. postsecondary system. Traditional hiring models suggest that employers clearly and efficiently evaluate college credentials, but this changing institutional landscape raises an important question: How do employers assess credentials from emerging institutions? Building on theories of educational authority, we hypothesize that employers respond to an associate’s degree itself over the institution from which it came. Using data from a field experiment that sent applications to administrative job openings in three major labor markets, we found that employers responded similarly to applicants listing a degree from a fictional college and applicants listing a local for-profit or nonprofit institution. There is some evidence that educational authority is incomplete, but employers who prefer degree-holders do not appear to actively evaluate institutional quality. We conclude by discussing implications of our work for research on school to labor market links within the changing higher education marketplace.
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Education - CPI Affiliates
|David Harding||Incarceration Research Group Leader; Associate Professor of Sociology||University of California, Berkeley|
|Greg J. Duncan||Life Course Research Group Leader; Distinguished Professor of Education||University of California, Irvine|
|Sean Reardon||Education Research Group Leader; Life Course Research Group Leader; Professor of Poverty and Inequality||Stanford University|
|Andrew Penner||Associate Professor of Sociology||University of California, Irvine|
|Anna Chmielewski||Assistant Professor, Educational Leadership and Policy||University of Toronto|
Education - Other Research
|Behavioral and Statistical Models of Educational Inequality||Anders Holm, Richard Breen||
Behavioral and Statistical Models of Educational InequalityAuthor: Anders Holm, Richard Breen
Publisher: Rationality and Society
This article addresses the question of how students and their families make educational decisions. We describe three types of behavioral model that might underlie decision-making, and we show that they have consequences for what decisions are made. Our study, thus, has policy implications if we wish to encourage students and their families to make better educational choices. We also establish the conditions under which empirical analysis can distinguish between the three sorts of decision-making, and we illustrate our arguments using data from the National Educational Longitudinal Study.
|Reducing Income Inequality in Educational Attainment: Experimental Evidence on the Impact of Financial Aid on College Completion||Sara Goldrick-Rab, Robert Kelchen, Douglas N. Harris, James Benson||
Reducing Income Inequality in Educational Attainment: Experimental Evidence on the Impact of Financial Aid on College CompletionAuthor: Sara Goldrick-Rab, Robert Kelchen, Douglas N. Harris, James Benson
Publisher: American Journal of Sociology
Income inequality in educational attainment is a long-standing concern, and disparities in college completion have grown over time. Need-based financial aid is commonly used to promote equality in college outcomes, but its effectiveness has not been established, and some are calling it into question. A randomized experiment is used to estimate the impact of a private need-based grant program on college persistence and degree completion among students from low-income families attending 13 public universities across Wisconsin. Results indicate that offering students additional grant aid increases the odds of bachelor’s degree attainment over four years, helping to diminish income inequality in higher education.
|‘Membership Has Its Privileges’: Status Incentives and Categorical Inequality in Education||Thurston Domina, Andrew M. Penner, Emily K. Penner||
‘Membership Has Its Privileges’: Status Incentives and Categorical Inequality in EducationAuthor: Thurston Domina, Andrew M. Penner, Emily K. Penner
Publisher: Sociological Science
Prizes – formal systems that publicly allocate rewards for exemplary behavior – play an increasingly important role in a wide array of social settings, including education. In this paper, we evaluate a prize system designed to boost achievement at two high schools by assigning students color-coded ID cards based on a previously low stakes test. Average student achievement on this test increased in the ID card schools beyond what one would expect from contemporaneous changes in neighboring schools. However, regression discontinuity analyses indicate that the program created new inequalities between students who received low-status and high-status ID cards. These findings indicate that status-based incentives create categorical inequalities between prize winners and others even as they reorient behavior toward the goals they reward.
|What Predicts Children’s Fixed and Growth Intelligence Mind-Sets? Not Their Parents’ Views of Intelligence but Their Parents’ Views of Failure||Kyla Haimovitz, Carol S. Dweck||
What Predicts Children’s Fixed and Growth Intelligence Mind-Sets? Not Their Parents’ Views of Intelligence but Their Parents’ Views of FailureAuthor: Kyla Haimovitz, Carol S. Dweck
Publisher: Psychological Science
Children’s intelligence mind-sets (i.e., their beliefs about whether intelligence is fixed or malleable) robustly influence their motivation and learning. Yet, surprisingly, research has not linked parents’ intelligence mind-sets to their children’s. We tested the hypothesis that a different belief of parents—their failure mind-sets—may be more visible to children and therefore more prominent in shaping their beliefs. In Study 1, we found that parents can view failure as debilitating or enhancing, and that these failure mind-sets predict parenting practices and, in turn, children’s intelligence mind-sets. Study 2 probed more deeply into how parents display failure mind-sets. In Study 3a, we found that children can indeed accurately perceive their parents’ failure mind-sets but not their parents’ intelligence mind-sets. Study 3b showed that children’s perceptions of their parents’ failure mind-sets also predicted their own intelligence mind-sets. Finally, Study 4 showed a causal effect of parents’ failure mind-sets on their responses to their children’s hypothetical failure. Overall, parents who see failure as debilitating focus on their children’s performance and ability rather than on their children’s learning, and their children, in turn, tend to believe that intelligence is fixed rather than malleable.
|The Value of Postsecondary Credentials in the Labor Market: An Experimental Study||David J. Deming , Noam Yuchtman , Amira Abulafi , Claudia Goldin , Lawrence F. Katz||
The Value of Postsecondary Credentials in the Labor Market: An Experimental StudyAuthor: David J. Deming , Noam Yuchtman , Amira Abulafi , Claudia Goldin , Lawrence F. Katz
Publisher: American Economic Review
We study employers' perceptions of the value of postsecondary degrees using a field experiment. We randomly assign the sector and selectivity of institutions to fictitious resumes and apply to real vacancy postings for business and health jobs on a large online job board. We find that a business bachelor's degree from a for-profit online institution is 22 percent less likely to receive a callback than one from a nonselective public institution. In applications to health jobs, we find that for-profit credentials receive fewer callbacks unless the job requires an external quality indicator such as an occupational license.
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