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  1. Official Frames and the Tulsa Race Riot of 1921: The Struggle for Reparations

    Movements that seek reparations against racial injustices must confront historic narratives of events and patterns of repression. These injustices are often legitimated through official narratives that discredit and vilify racial groups. This paper analyzes elite official frames in the case of the Tulsa Race Riot of 1921, in which an economically thriving African American neighborhood was destroyed. Our research examines the official frames that were promulgated by white elites in defending the violent repression and analyzes the ongoing efforts by reparations proponents to seek redress.
  2. The Racial Composition of Neighborhoods and Local Schools: The Role of Diversity, Inequality, and School Choice

    In an education system that draws students from residentially based attendance zones, schools are local institutions that reflect the racial composition of their surrounding communities. However, with opportunities to opt out of the zoned public school system, the social and economic contexts of neighborhoods may affect the demographic link between neighborhoods and their public neighborhood schools.

  3. Review Essays: Ivory Tower Fantasies about Affirmative Actions

    In a provocative 2002 essay, political scientist Jennifer Hochschild asks: why has affirmative action been so central to the American culture wars, more so than wage discrimination, underfunded public schools, and a litany of other social issues that have far greater impact on more black Americans?1 And why have social scientists paid affirmative action so little empirical attention, in contrast to the deep philosophical and legal thinking on the topic?
  4. Stigma of a Label Educational Expectations for High School Students Labeled with Learning Disabilities

    Poorer outcomes for youth labeled with learning disabilities (LDs) are often attributed to the student’s own deficiencies or cumulative disadvantage; but the more troubling possibility is that special education placement limits rather than expands these students’ opportunities. Labeling theory partially attributes the poorer outcomes of labeled persons to stigma related to labels.

  5. Seeing Disorder: Neighborhood Stigma and the Social Construction of “Broken Windows”

    This article reveals the grounds on which individuals form perceptions of disorder. Integrating ideas about implicit bias and statistical discrimination with a theoretical framework on neighborhood racial stigma, our empirical test brings together personal interviews, census data, police records, and systematic social observations situated within some 500 block groups in Chicago. Observed disorder predicts perceived disorder, but racial and economic context matter more.

  6. Does Violent Protest Backfire? Testing a Theory of Public Reactions to Activist Violence

    How do people respond to violent political protest? The authors present a theory proposing that the use of violence leads the general public to view a protest group as less reasonable, a perception that reduces identification with the group. This reduced identification in turn reduces public support for the violent group. Furthermore, the authors argue that violence also leads to more support for groups that are perceived as opposing the violent group. The authors test this theory using a large (n = 800) Internet-based survey experiment with a politically diverse sample.

  7. Ideal Victims and Monstrous Offenders: How the News Media Represent Sexual Predators

    Drawing on content analysis of 323 Los Angeles Times articles published between 1990 and 2015, this article examines how news reports represent sexual predator victims and offenders in order to examine how such narratives construct images of the sexual predatory. Results demonstrate that representations of the sexually predatory are aged and gendered: stories about child victims encompass more sexual violence, graphic descriptions of that violence, more male victims, and older offenders.

  8. Leader Messaging and Attitudes toward Sexual Violence

    Research exploring sexual assault within universities and sexual harassment within companies has largely overlooked how leadership in organizations can shape constituents’ perceptions of sexual violence. This question has become particularly relevant as organizations are increasingly tasked with measuring and communicating about sexual violence. We use two national survey experiments to test how altering an organization’s communication of information about sexual assault or harassment affects participants’ agreement that it is a high-priority issue.

  9. 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.
  10. Educational Inequality, Educational Expansion, and Intergenerational Income Persistence in the United States

    The children of high-income parents often become high-income adults, while their low-income peers often become low-income adults. Education plays a central role in this intergenerational income persistence. Because education-based inequalities grew in recent decades, many scholars predicted that intergenerational income persistence would increase. However, previous research suggests that it remained stable across recent cohorts. We address this puzzle.