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  1. Symbolically Maintained Inequality: How Harvard and Stanford Students Construct Boundaries among Elite Universities

    The study of elites is enjoying a revival at a time of increasing economic inequality. Sociologists of education have been leaders in this area, researching how affluent families position their children to compete favorably in a highly stratified higher education system. However, scholars have done less research on how students do symbolic work of their own to bolster elite status. In this study, we use qualitative interviews with 56 undergraduates at Harvard and Stanford Universities to explore how students construct a status hierarchy among elite campuses.
  2. Improving Student Learning Outcomes through Community-based Research: The Poverty Workshop

    Engaged learning extends education outside of the formal classroom through internships, experiential learning, and community- or service-based learning. To better understand the potential of engaged learning in improving student learning outcomes and encouraging students to pursue STEM-based careers, we describe the development of a community-based research experience related to poverty and report on improvements in students’ self-reported competencies in generalized self-efficacy, research skills, and science motivation.
  3. Risk and Race in Measuring Special Education Need

    George Farkas and Paul L. Morgan on improving special education provision through metric precision.
  4. The Conditionality of Norms: The Case of Bridewealth

    Social norms are rules that prescribe and proscribe behavior. The application of norms is conditional. But scholars have little systematic understanding of the factors that affect conditionality. The authors argue that understanding norms requires assessing the costs and benefits of focal and nonfocal behaviors for norm targets, beneficiaries, and enforcers. The authors develop hypotheses about two combinations of these factors; they hypothesize that 1) costs to the norm target of complying with the norm, and 2) behavior by the norm beneficiary that hurts the norm target, weaken the norm.
  5. Better Together? Interracial Relationships and Depressive Symptoms

    Previous research shows that married and cohabiting individuals are happier and enjoy greater levels of psychological well-being than single individuals. However, most of this research relies on data from intraracial—mostly white—couples, and less is known about the emotional health outcomes of individuals in interracial partnerships. This study uses fixed-effects regression to examine depressive symptoms among those transitioning into intraracial and interracial relationships in the National Longitudinal Study of Adolescent to Adult Health.

  6. ‘‘I Can Turn It on When I Need To’’: Pre-college Integration, Culture, and Peer Academic Engagement among Black and Latino/a Engineering Students

    Drawing on interviews with 38 black and Latino/a engineering students at a predominantly white, elite university, I use a cultural analytic framework to explicate the role of pre–college integration in the heterogeneous psychosocial and academic experiences of students of color on predominantly white campuses. I identify three cultural strategies students of color adopt to navigate the university’s ethnoracially segregated peer network landscape and more specifically, engage majority–white academic peer networks: integration, marginalized segregation, and social adaptation.
  7. Suspended Attitudes: Exclusion and Emotional Disengagement from School

    We know far less about the unintended social-psychological consequences of out-of-school suspensions on students than we do of the academic, behavioral, and civic consequences. Drawing on theories of socialization and deviance, I explore how suspension events influence students’ emotional engagement in school through changes in their attitudes. Using longitudinal middle school survey data connected to individual student administrative records, I find that students who receive out-of-school suspensions are psychologically vulnerable prior to their removal from school.
  8. Hooking Up and the “Ritual Retelling”: Gender Beliefs in Post-hookup Conversations with Same-sex and Cross-sex Friends

    Most scholarship on hookup culture has focused on college students’ sexual activity and has overlooked the post-hookup “ritual retelling” as a subject of systematic research. This study examines the impact of gender beliefs regarding sexual activity, particularly the recreational and relational orientations of men and women, respectively, as well as the situational context, namely, the gender of their conversational partners.
  9. Teaching Note: Social Networks and Labor Market Inequality: A Role-playing Activity to Teach Difficult Concepts

    Role-playing activities, as a form of active learning, enable instructors to teach difficult concepts in ways that better facilitate student learning. This note tests the effectiveness of a role-playing activity that simulates the job market: Most students play job seekers seeking employment, and a few play the employers who make employment decisions. However, students are constrained in that they can only talk to students they already know or meet during the game.
  10. The Paradox of Persistence: Explaining the Black-White Gap in Bachelor’s Degree Completion

    Bachelor’s degree (BA) completion is lower among black students than among white students. In this study, we use data from the Education Longitudinal Study of 2002 and the Integrated Postsecondary Education Data System, together with regression-based analytical techniques, to identify the primary sources of the BA completion gap. We find that black students’ lower academic and socioeconomic resources are the biggest drivers of the gap. However, we also find that black students are more likely to enroll in four-year colleges than are white students, given pre-college resources.