Education

  • Sean Reardon

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

Title Author Media
Revisiting the "Americano Dream" Van C. Tran

Revisiting the "Americano Dream"

Author: Van C. Tran
Publisher: Stanford Center on Poverty and Inequality
Date: 05/2015

Is Latino assimilation stalling out because of the recent recession, rising deportation rates, and the growing popularity of rural destinations?

"Two souls, two thoughts," two self-schemas: double consciousness can have positive academic consequences for African Americans T.N. Brannon, H.R. Markus, V.J. Taylor

"Two souls, two thoughts," two self-schemas: double consciousness can have positive academic consequences for African Americans

Author: T.N. Brannon, H.R. Markus, V.J. Taylor
Publisher: Journal of Personality and Social Psychology
Date: 04/2015

African Americans can experience a double consciousness-the two-ness of being an American and an African American. The present research hypothesized that: (a) double consciousness can function as 2 self-schemas-an independent self-schema tied to mainstream American culture and an interdependent self-schema tied to African American culture, and (b) U.S. educational settings can leverage an interdependent self-schema associated with African American culture through inclusive multicultural practices to facilitate positive academic consequences. First, a pilot experiment and Studies 1 and 2 provided evidence that double consciousness can be conceptualized as 2 self-schemas. That is, African Americans shifted their behavior (e.g., cooperation) in schema-relevant ways from more independent when primed with mainstream American culture to more interdependent when primed with African American culture. Then, Studies 3 and 4 demonstrated that incorporating African American culture within a university setting enhanced African Americans' persistence and performance on academic-relevant tasks. Finally, using the Gates Millennium Scholars dataset (Cohort 1), Study 5 conceptually replicated Studies 3 and 4 and provided support for one process that underlies the observed positive academic consequences. Specifically, Study 5 provided evidence that engagement with African American culture (e.g., involvement with cultural events/groups) on college campuses makes an interdependent self-schema more salient that increases African American students' sense of academic fit and identification, and, in turn, enhances academic performance (self-reported grades) and persistence (advanced degree enrollment in a long-term follow-up). The discussion examines double consciousness as a basic psychological phenomenon and suggests the intra- and intergroup benefits of inclusive multicultural settings.

The Promise of Early Interventions for Improving Socioeconomic Outcomes of Black Men Gregory Acs, Steven Martin

The Promise of Early Interventions for Improving Socioeconomic Outcomes of Black Men

Author: Gregory Acs, Steven Martin
Publisher: The Urban Institute
Date: 02/2015

This brief uses the Social Genome Model to assess the potential impact of various childhood and adolescent interventions on long-term outcomes for black men. In particular, we see that increasing parental emotional support and cognitive stimulation during early childhood and raising reading ability levels in mid-childhood have the greatest impact on later life educational attainment and income. The overall effects of successful interventions are modest for the entire population of black men but are somewhat larger for individuals that would be directly affected by the interventions. Our findings suggest that making substantial progress in improving the outcomes of black men will likely require many different interventions that reinforce one another throughout the life course.

State of the States: Education Sean F. Reardon

State of the States: Education

Author: Sean F. Reardon
Publisher:
Date: 02/2015
Remaking College: The Changing Ecology of Higher Education

Remaking College: The Changing Ecology of Higher Education

Author:
Publisher: Stanford University Press
Date: 01/2015

Between 1945 and 1990 the United States built the largest and most productive higher education system in world history. Over the last two decades, however, dramatic budget cuts to public academic services and skyrocketing tuition have made college completion more difficult for many. Nevertheless, the democratic promise of education and the global competition for educated workers mean ever growing demand.

Remaking College considers this changing context, arguing that a growing accountability revolution, the push for greater efficiency and productivity, and the explosion of online learning are changing the character of higher education.

education - CPI Affiliates

Michael Olneck's picture Michael Olneck Professor Emeritus of Educational Policy Studies and Sociology
University of Wisconsin-Madison
Eamonn Callan's picture Eamonn Callan Pigott Family School of Education Professor
Stanford University
Michele Lamont's picture Michele Lamont Robert I. Goldman Professor of European Studies, Professor of Sociology and African and African American Studies
Harvard University
Elizabeth Frankenberg's picture Elizabeth Frankenberg Professor in the Department of Economics; Professor in the Department of Sociology; Faculty Research Scholar of DuPRI's Population Research Center; Faculty Research Scholar of DuPRI's Center for Population Health & Aging
Duke University
Nan Dirk De Graaf's picture Nan Dirk De Graaf Professor and Official Fellow, Department of Sociology, Nuffield College
University of Oxford

Pages

Education - Other Research

Title Author Media
Vulnerable Populations and Transformative Law Teaching Society of American Law Teachers, Golden Gate...

Vulnerable Populations and Transformative Law Teaching

Author: Society of American Law Teachers, Golden Gate...
Publisher: Carolina Academic Press
Date: 03/2011

The essays included in this volume began as presentations at the March 19–20, 2010 “Vulnerable Populations and Economic Realities” teaching conference organized and hosted by Golden Gate University School of Law and co-sponsored by the Society of American Law Teachers (SALT). That conference, generously funded by a grant from The Elfenworks Foundation, brought together law faculty, practitioners, and students to reexamine how issues of race, gender, sexual identity, nationality, disability, and generally—outsider status—are linked to poverty. Contributors have transformed their presentations into essays, offering a variety of roadmaps for incorporating these issues into the law school curriculum, both inside the classroom as well as in clinical and externship settings, study abroad, and social activism. These essays provide glimpses into “teaching moments,” both intentional and organic, to help trigger opportunities for students and faculty to question their own perceptions and experiences about who creates and interprets law, and who has access to power and the force of law. This book expands the parameters of law teaching so that this next generation of attorneys will be dedicated to their roles as public citizens, broadening the availability of justice. Contributors include: John Payton; Richard Delgado; Steven W. Bender; Sarah Valentine; Deborah Post and Deborah Zalesne; Gilbert Paul Carrasco; Michael L. Perlin and Deborah Dorfman; Robin R. Runge; Cynthia D. Bond; Florence Wagman Roisman; Doug Simpson; Anne Marie Harkins and Robin Clark; Douglas Colbert; Raquel Aldana and Leticia Saucedo, Marci Seville; Deirdre Bowen, Daniel Bonilla Maldonado, Kathleen Neal Cleaver, Colin Crawford, and James Forman, Jr.; Susan Rutberg; Mary B. Culbert and Sara Campos; MaryBeth Musumeci, Elizabeth Weeks Leonard, and Brutrinia D. Arellano; Libby Adler; and Paulette J. Williams. The editorial board includes Raquel Aldana, Steven Bender, Olympia Duhart, Michele Benedetto Neitz, Angela Onwuachi-Willig, Hari Osofsky, and Hazel Weiser.

The Impact of Early Experience on Childhood Brain Development: Nathan Fox Nathan Fox

The Impact of Early Experience on Childhood Brain Development: Nathan Fox

Author: Nathan Fox
Publisher:
Date: 04/2010

On April 13, 2010, the Center on Children and Families at Brookings and the Center for the Study of Poverty and Inequality at Stanford University sponsored an event that focused on the science of early brain development and the role that chronic stress early in life plays in the arrested development of children raised in risky situations. The policy implications of these and similar findings were discussed. This segment features Nathan A. Fox, Professor, University of Maryland, describing pioneering work that he and his colleagues carried out in Bucharest, Romania, looking at how institutionalization of children can profoundly harm children’s brain development.


The Race Between Education and Technology Goldin, Claudia, Lawrence F. Katz

The Race Between Education and Technology

Author: Goldin, Claudia, Lawrence F. Katz
Publisher: Harvard University Press
Date: 03/2010
Unequal Chances: Family Background and Economic Success Bowles, Samuel, Herbert Gintis, Melissa Osborne Groves

Unequal Chances: Family Background and Economic Success

Author: Bowles, Samuel, Herbert Gintis, Melissa Osborne Groves
Publisher: Princeton University Press and Russell Sage
Date: 01/2005
Inequality: A Reassessment of the Effect of Family and Schooling in America Jencks, Christopher, Marshall Smith, Henry Acland...

Inequality: A Reassessment of the Effect of Family and Schooling in America

Author: Jencks, Christopher, Marshall Smith, Henry Acland...
Publisher:
Date: 10/1972