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  1. Scaling Down Inequality: Rating Scales, Gender Bias, and the Architecture of Evaluation

    Quantitative performance ratings are ubiquitous in modern organizations—from businesses to universities—yet there is substantial evidence of bias against women in such ratings. This study examines how gender inequalities in evaluations depend on the design of the tools used to judge merit.
  2. Sociological and Philosophical Associations Send Letter to Brazil on Efforts to Defund University Departments

    In a tweet on Friday, April 27, Brazil’s president, Jair Bolsonaro, said that the Minister of Education is considering withdrawing funds from philosophy and sociology programs.

    In response, the American Sociological Association and the American Philosophical Association sent a community letter to President Bolsonaro and Education Minister Weintraub regarding the proposed defunding of sociology and philosophy in Brazilian universities. The letter follows:

     

    Dear President Bolsonaro and Minister Weintraub,

  3. Understanding Variation in Estimates of Diversionary Effects of Community College Entrance: A Systematic Review and Meta-analysis

    Decades of research have estimated the effect of entering a community college on bachelor’s degree attainment. In this study, we examined the influence of methodological choices, including sample restrictions and identification strategies, on estimated effects from studies published between 1970 and 2017. After systematically reviewing the literature, we leveraged meta-analysis to assess average estimates and examine the role of moderators.

  4. Racial Mismatch in the Classroom: Beyond Black-white Differences

    Previous research demonstrates that students taught by teachers of the same race and ethnicity receive more positive behavioral evaluations than students taught by teachers of a different race/ethnicity. Many researchers view these findings as evidence that teachers, mainly white teachers, are racially biased due to preferences stemming from racial stereotypes that depict some groups as more academically oriented than others.

  5. Review Essay: Back to the Future

    In one of my undergraduate courses, I show students a photo of Paul Lazarsfeld and Frank Stanton. Of course, neither social scientist is familiar to them, but I argue to my students that Lazarsfeld had a bigger impact on the daily practice of sociology than any member of the Marx/Weber/Durkheim triumvirate they study in classical theory.

  6. A General Framework for Comparing Predictions and Marginal Effects across Models

    Many research questions involve comparing predictions or effects across multiple models. For example, it may be of interest whether an independent variable’s effect changes after adding variables to a model. Or, it could be important to compare a variable’s effect on different outcomes or across different types of models. When doing this, marginal effects are a useful method for quantifying effects because they are in the natural metric of the dependent variable and they avoid identification problems when comparing regression coefficients across logit and probit models.
  7. Getting the Within Estimator of Cross-Level Interactions in Multilevel Models with Pooled Cross-Sections: Why Country Dummies (Sometimes) Do Not Do the Job

    Multilevel models with persons nested in countries are increasingly popular in cross-country research. Recently, social scientists have started to analyze data with a three-level structure: persons at level 1, nested in year-specific country samples at level 2, nested in countries at level 3. By using a country fixed-effects estimator, or an alternative equivalent specification in a random-effects framework, this structure is increasingly used to estimate within-country effects in order to control for unobserved heterogeneity.
  8. Assessing Differences between Nested and Cross-Classified Hierarchical Models

    Sociological Methodology, Volume 49, Issue 1, Page 220-257, August 2019.
  9. Reconsidering Student Evaluations of Teaching

    Washington, DC:  A formal statement issued by the American Sociological Association (www.asanet.org/studentevaluations), and endorsed by 17 other scholarly associations, describes the current use of student evaluations of teaching as “problematic” and identifies ways to use student feedback appropriately as one part of holistic assessment of teaching effectiveness in institutions of higher education.

  10. Challenging Evolution in Public Schools: Race, Religion, and Attitudes toward Teaching Creationism

    Researchers argue that white evangelical Christians are likely to support teaching creationism in public schools. Yet, less is known about the role religion may play in shaping attitudes toward evolution and teaching creationism among blacks and Latinos, who are overrepresented in U.S. conservative Protestant traditions. This study fills a gap in the literature by examining whether religious factors (e.g., religious affiliation and Biblical literalism) relate to differences in support for teaching creationism between blacks and Latinos compared to whites and other racial groups.