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  1. Comment: The Inferential Information Criterion from a Bayesian Point of View

    As Michael Schultz notes in his very interesting paper (this volume, pp. 52–87), standard model selection criteria, such as the Akaike information criterion (AIC; Akaike 1974), the Bayesian information criterion (BIC; Schwarz 1978), and the minimum description length principle (MDL; Rissanen 1978), are purely empirical criteria in the sense that the score a model receives does not depend on how well the model coheres with background theory. This is unsatisfying because we would like our models to be theoretically plausible, not just empirically successful.
  2. The Problem of Underdetermination in Model Selection

    Conventional model selection evaluates models on their ability to represent data accurately, ignoring their dependence on theoretical and methodological assumptions. Drawing on the concept of underdetermination from the philosophy of science, the author argues that uncritical use of methodological assumptions can pose a problem for effective inference. By ignoring the plausibility of assumptions, existing techniques select models that are poor representations of theory and are thus suboptimal for inference.
  3. Inequality in Reading and Math Skills Forms Mainly before Kindergarten: A Replication, and Partial Correction, of “Are Schools the Great Equalizer?”

    When do children become unequal in reading and math skills? Some research claims that inequality grows mainly before school begins. Some research claims that schools cause inequality to grow. And some research—including the 2004 study ‘‘Are Schools the Great Equalizer?’’—claims that inequality grows mainly during summer vacations. Unfortunately, the test scores used in the Great Equalizer study suffered from a measurement artifact that exaggerated estimates of inequality growth. In addition, the Great Equalizer study is dated and its participants are no longer school-aged.
  4. How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers

    Our study investigates how changing socioeconomic status (SES) composition, measured as percentage free and reduced priced lunch (FRL), affects students’ math achievement growth after the transition to middle school. Using the life course framework of cumulative advantage, we investigate how timing, individual FRL status, and legacy effects of a student’s elementary school SES composition each affect a student’s math achievement growth. We advance research on school transitions by considering how changing contexts affect achievement growth across school transitions.
  5. What’s Taking You So Long? Examining the Effects of Social Class on Completing a Bachelor’s Degree in Four Years

    Despite improved access in expanded postsecondary systems, the great majority of bachelor’s degree graduates are taking considerably longer than the allotted four years to complete their four-year degrees. Taking longer to finish one’s BA has become so pervasive in the United States that it has become the norm for official statistics released by the Department of Education to report graduation rates across a six-year window.
  6. “My Deputies Arrest Anyone Who Breaks the Law”: Understanding How Color-blind Discourse and Reasonable Suspicion Facilitate Racist Policing

    In 2010, Arizona passed Senate Bill 1070. Although the Department of Justice has since deflated some of the racist tones contained within the bill, it set into motion several similar bills in other states. The author argues that this bill represents state-level color-blind racial ideology and facilitates white supremacy at the macro (state) and meso (police institutions) levels.
  7. Is Love Color-blind? Racial Blind Spots and Latinas’ Romantic Relationships

    The racial stratification literature is rife with examples of how color-blindness has become a dominant ideology among Whites to deny the continuing significance of race at work, school, and in everyday life. Less understood are the racial ideologies deployed by people of color. Drawing on 20 in-depth interviews, we examine how college-educated Latinas acknowledge or deny the significance of race and racial hierarchies in decisions about whom to date.
  8. White and Latino Locational Attainments: Assessing the Role of Race and Resources in U.S. Metropolitan Residential Segregation

    This study examines White-Latino residential segregation in six U.S. metropolitan areas using new methods to draw a connection between two dominant research traditions in the segregation literature and empirically analyze prevailing conceptual frameworks. Based on microlevel locational attainment analyses, we find that for Latinos, acculturation and socioeconomic status are positively associated with greater residential contact with Whites and thus promote lower segregation consistent with predictions of spatial assimilation theory.
  9. Latino Destinations and Environmental Inequality: Estimated Cancer Risk from Air Toxics in Latino Traditional and New Destinations

    Since the 1990s, Latino migration patterns have shifted from traditional destinations to new destinations away from the Mexico border. Scholars note disparities between destinations in housing, crime, and health care, yet no study has examined environmental inequalities. In this article we employ theories of spatial assimilation and environmental inequality to evaluate health risks across Latino destinations by asking the question, is there a difference in estimated cancer risk from air toxics among established, new, and nondestination locations?
  10. Social Networks and Educational Attainment among Adolescents Experiencing Pregnancy

    Pregnant adolescents are a population at risk for dropout and have been found to complete fewer years of education than peers. Pregnant girls’ social experience in school may be a factor in their likelihood to persist, as social integration is thought to buffer dropout risk. Pregnant teens have been found to have fewer friends than their peers, but the academic ramifications of these social differences have yet to be studied. In this study the author examines whether friendship networks are associated with the relationship between adolescent pregnancy and educational attainment.