We study the sources of racial disparities in income using anonymized longitudinal data covering nearly the entire U.S. population from 1989 to 2015. We document three results. First, black Americans and American Indians have much lower rates of upward mobility and higher rates of downward mobility than whites, leading to persistent disparities across generations. Conditional on parent income, the black-white income gap is driven by differences in wages and employment rates between black and white men; there are no such differences between black and white women. Hispanic Americans have rates of intergenerational mobility more similar to whites than blacks, leading the Hispanic-white income gap to shrink across generations. Second, differences in parental marital status, education, and wealth explain little of the black-white income gap conditional on parent income. Third, the black-white gap persists even among boys who grow up in the same neighborhood. Controlling for parental income, black boys have lower incomes in adulthood than white boys in 99% of Census tracts. The few areas with small black-white gaps tend to be low-poverty neighborhoods with low levels of racial bias among whites and high rates of father presence among blacks. Black males who move to such neighborhoods earlier in childhood have significantly better outcomes. However, less than 5% of black children grow up in such areas. Our findings suggest that reducing the black-white income gap will require efforts whose impacts cross neighborhood and class lines and increase upward mobility specifically for black men.

/pdf/race-and-economic-opportunity-in-the-united-states-an-4dxtbpc3d8.pdf

Race and Economic Opportunity in the United States: an Intergenerational Perspective

Research on wealth inequality and accumulation and the data upon which it relies have expanded substantially in the twenty-first century. While the field has experienced rapid growth, conceptual and methodological challenges remain. We begin by discussing two major unresolved methodological concerns facing wealth research: how to address challenges to causal inference posed by wealth's cumulative nature and how to operationalize net worth, given its highly skewed nature. To underscore the need for continued empirical attention to net worth, we review trends in wealth levels and inequality and evaluate wealth's distinctiveness as an indicator of social stratification. Next, we provide an overview of data sources available for wealth research. We then review recent empirical evidence on the effects of wealth on other social outcomes, as well as research on the determinants of wealth. We close with a list of promising avenues for future research on wealth, its causes, and its consequences.

/pdf/wealth-inequality-and-accumulation-4s3lz7bwrq.pdf

Wealth Inequality and Accumulation

The author tested a model hypothesizing that students' self-perceived academic support (from parents, teachers, and peers) is related to their achievement directly and indirectly through their own perceived academic engagement. The participants were 270 adolescents (M age = 15.41 years, range = 14-20 years) from 3 grade levels (Forms 3-5, equivalent to Grades 9-11 in the United States) in a Hong Kong secondary school. The school principal and teachers helped to collect data based on these adolescents' responses to a self-report questionnaire, consisting of a demographic profile and 4 scales assessing their self-perceptions of the extent of parental, teacher, and peer support, and their own academic engagement. Academic achievement was measured by self-reported grades in math, English, and Chinese. Structural equation modeling analyses revealed that adolescents' perceived parental, teacher, and peer support were all indirectly related to their academic achievement mediated by their own perceived academic engagement. The strength of the relationships, however, varied by support system, with perceived teacher support to achievement being the strongest, followed closely by perceived parental support, and then perceived peer support. In addition, both perceived parental support and perceived teacher support were directly related to academic achievement. However, perceived teacher support made the most total (direct and indirect) contribution to student achievement. Perceived peer support had the smallest, nonetheless significant, indirect relationship to academic achievement. However, the negative, direct influence of perceived peer support canceled out its positive, indirect influence on academic achievement.

Relation of academic support from parents, teachers, and peers to Hong Kong adolescents' academic achievement: the mediating role of academic engagement.

This paper examines the extent that material, social, and cultural resources and schools account for the relationship between socioeconomic background and student achievement among 15-year-olds in 30 countries. Generally, cultural factors play a more important role in most countries although in a small minority of countries, material resources have a substantial impact. Most often, social resources have little impact. In many countries, educational differentiation—that is, school tracks and school types, and curriculum tracking within schools—mediates the relationship between socioeconomic background and student achievement. Countries with highly tracked systems tend to show stronger relationships. On average, over 60% of the effect of socioeconomic background on achievement is accounted for by these factors. These findings are independent of whether achievement in reading, mathematics, or science is examined. The implications of this study for reducing socioeconomic inequalities in education are discussed.

Explaining socioeconomic inequalities in student achievement: The role of home and school factors

The Arizona legislature passed HB 2281, which eliminated Tucson Unified School District’s (TUSD’s) Mexican American Studies (MAS) program, arguing the curriculum was too political. This program has been at the center of contentious debates, but a central question has not been thoroughly examined: Do the classes raise student achievement? The current analyses use administrative data from TUSD (2008–2011), running logistic regression models to assess the relationship between taking MAS classes and passing AIMS (Arizona state standardized tests) and high school graduation. Results indicate that MAS participation was significantly related to an increased likelihood of both outcomes occurring. The authors discuss these results in terms of educational policy and critical pedagogy as well as the role academics can play in policy formation.

/pdf/missing-the-student-achievement-forest-for-all-the-political-4ti0evncxm.pdf

Missing the (Student Achievement) Forest for All the (Political) Trees Empiricism and the Mexican American Studies Controversy in Tucson

In this article, the author argues that wealth, which is an indicator of both financial and human capital, can affect academic achievement, as well as help to explain the gap in black-white test scores. Analyses reveal that wealth affects achievement through its effect on the amount of cultural capital to which a child is exposed. Because blacks have substantially less wealth than do whites, wealth can help to explain a portion of the racial achievement gap. The implications of the findings are discussed

Black-White Differences in Achievement: The Importance of Wealth.

This study examined the effect of gender socialization on kindergarten grades using data from the Early Childhood Longitudinal Study- Kindergarten Cohort. The sample consisted of 6,394 children (3,177 girls; 3,217 boys) from across the United States. MANOVA and follow-up tests revealed that both boys and girls tend to participate in gender-typed activities. Girls are more likely to have positive school attitudes and exhibit positive social behavior; boys are more likely to have negative school attitudes. Regression analyses indicated that participation in “female” activities and positive social behavior positively affect grades; participation in “male” activities has no direct effect. Positive attitudes positively affect the grades of girls; negative attitudes negatively affect the grades of boys. Teacher evaluation practices are also considered.

Gendered Capital: Childhood Socialization and the “Boy Crisis” in Education

For the 2013 meeting cycle, the Pacific Sociological Association (PSA) implemented subtle but important changes in the processes by which the program is constituted – centralizing the processes of review and assignment, and making distinctions between presentation types. Those changes, the product of several years of discussions, were designed to address member concerns about the uneven quality of presentations, as well as shifts in membership composition which had led to a predominance of student members and a shrinking proportion of faculty members from doctoral-granting institutions. The changes were intended to increase the overall quality of presentations (and reestablish PSA’s reputation as a venue for disciplinary leading research) while retaining the programmatic diversity and culture of inclusion so valued by PSA members. Assessment of annual member survey data suggests that members across all membership components evaluated the changes positively. Specific patterns suggest that while the creation of research-in-progress sessions was seen as an inclusionary change, the centralization of program development processes was seen as exclusionary. We discuss the implications of the data for considering the contemporary role of regional sociological associations.

Between Scylla and Charybdis: Designing, Implementing, and Assessing Innovations in the Annual PSA Meetings

Since its founding in 1929, the Pacific Sociological Association (PSA) has undergone a variety of changes as it has adapted to shifts in society, developments in the discipline, and an increasingly

Celebrating PSA 90 Years: Presenting the Past and Present to Address the Challenges Facing Millennials in the Future:

Threats to academic freedom are not new. Scholars who wrote about academic freedom decades ago were hinting at some of the same issues that we face today. However, as time passes, the threats seem ...

https://journals.sagepub.com/doi/pdf/10.1177/0731121418814597

Teaching Sociology: The Precariousness of Academic Freedom:

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