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  1. Pressure to 'Publish or Perish' May Discourage Innovative Research, Study Suggests

    The traditional pressure in academia for faculty to "publish or perish" advances knowledge in established areas. But it also might discourage scientists from asking the innovative questions that are most likely to lead to the biggest breakthroughs, according to a new study spearheaded by a UCLA professor.

  2. Microscopic Hair Comparison and the Sociology of Science

    Flawed forensics and overstated claims make scientific evidence tricky at trial.

  3. All That Is Solid: Bench-Building at the Frontiers of Two Experimental Sciences

    The belief that natural sciences are more scientific than the social sciences has been well documented in the perceptions of both lay and scientific populations. Influenced by the Kuhnian concept of "paradigm development" and empirical studies on the closure of scientific controversies, scholars from divergent traditions associate scientific development with increased consensus and stability. However, both the macro/quantitative and micro/qualitative approaches are limited in key ways.

  4. Race-Ethnicity, Poverty, Urban Stressors, and Telomere Length in a Detroit Community-based Sample

    Residents of distressed urban areas suffer early aging-related disease and excess mortality. Using a community-based participatory research approach in a collaboration between social researchers and cellular biologists, we collected a unique data set of 239 black, white, or Mexican adults from a stratified, multistage probability sample of three Detroit neighborhoods. We drew venous blood and measured telomere length (TL), an indicator of stress-mediated biological aging, linking respondents’ TL to their community survey responses.

  5. New Horizontal Inequalities in German Higher Education? Social Selectivity of Studying Abroad between 1991 and 2012

    On the basis of theories of cultural reproduction and rational choice, we examine whether access to study-abroad opportunities is socially selective and whether this pattern changed during educational expansion. We test our hypotheses for Germany by combining student survey data and administrative data on higher education entry rates. We find that studying abroad was socially selective during the entire observation period. Selectivity increased between 1991 and 2003 and hardly changed thereafter. Unexpectedly, the expansion of higher education does not explain this development.

  6. School Racial Composition and Parental Choice: New Evidence on the Preferences of White Parents in the United States

    Racial segregation remains a persistent problem in U.S. schools. In this article, we examine how social psychological factors—in particular, individuals’ perceptions of schools with varying demographic characteristics—may contribute to the ongoing structural problem of school segregation. We investigate the effects of school racial composition and several nonracial school characteristics on white parents’ school enrollment decisions for their children as well as how racial stereotypes shape the school choice process.

  7. Ability Groupings Effects on Grades and the Attainment of Higher Education: A Natural Experiment

    To test the effect of ability grouping on grades and the attainment of higher education, this study examines a naturally occurring experiment—an admission reform that dramatically increased ability sorting between schools in the municipality of Stockholm. Following six cohorts of students (N = 79,020) from the age of 16 to 26, I find a mean effect close to zero and small positive and negative differentiating effects on grades.

  8. Stratified Failure: Educational Stratification and Students Attributions of Their Mathematics Performance in 24 Countries

    Country rankings based on the Programme for International Student Assessment (PISA) invite politicians and specialists to speculate about the reasons their countries did well or failed to do well. Rarely, however, do we hear from the students on whose performance these rankings are based. This omission is unfortunate for two reasons. First, research suggests that how students explain their academic performance has important consequences for their future achievements.

  9. (No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University

    How do undergraduates engage authority figures in college? Existing explanations predict class-based engagement strategies. Using in-depth interviews with 89 undergraduates at an elite university, I show how undergraduates with disparate precollege experiences differ in their orientations toward and strategies for engaging authority figures in college. Middle-class undergraduates report being at ease in interacting with authority figures and are proactive in doing so. Lower-income undergraduates, however, are split.

  10. Understanding Educational Policy Formation: The Case of School Violence Policies in Israel

    This study explores mechanisms underlying processes of educational policy formation. Previous studies have given much attention to processes of diffusion when accounting for educational policy formation. Less account has been given to the day-to-day institutional dynamics through which educational policies develop and change. Building on extensive governmental archival data, complemented with interviews and media analysis, I study the development and transformation of school violence policies in Israel.