American Sociological Association

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  1. Soldiers to Scientists: Military Service, Gender, and STEM Degree Earning

    The authors use 2014–2018 data from the American Community Survey to answer two questions: To what extent is military service associated with higher rates of earning a bachelor’s degree in a science, technology, engineering, and mathematics (STEM) field (vs. a non-STEM field)? To what extent is this relationship gendered? The findings suggest that military service is associated with higher odds of completing a STEM degree and that this association is particularly strong for female veterans.

  2. Life Years Lost to Police Encounters in the United States

    How much life in the United States is lost to encounters with the police? The author builds on a demographic life table model by Edwards, Lee, and Esposito to estimate, for race- and gender-specific populations, how many years of life are lost in two categories of police encounters: (1) encounters involving officer use of force and (2) all deaths involving police encounters. Average life years lost by individuals who are killed ranges from 39 years (white men) to 52 years (Native women).

  3. Visualizing the Geographic and Demographic Distribution of COVID-19

    Whereas African Americans are disproportionately among the coronavirus disease 2019 (COVID-19) pandemic’s sick and dead, less is known about whether some racial/ethnic groups are more likely to be affected in Canada. In this data visualization, the authors address two issues limiting understanding of the spatial and demographic distribution of the COVID-19 pandemic in Canada: (1) COVID-19 infection and death counts are collected at a very high level of geographic aggregation, and (2) these counts are not tallied by sociodemographic group, including race/ethnicity.

  4. Biracial Identity Development at Historically White and Historically Black Colleges and Universities

    This study explores the relationship between biracial identity development and college context. I draw on interviews with 49 black-white biracial first- and second-year students attending historically black colleges/universities (HBCUs) or historically white colleges/universities (HWCUs) and follow-up interviews with the same students at the end of college to explore how and why their racial identities changed over time.
  5. What Is Title IX? Toward a Campus-Based Pedagogy to Study Inequality

    In this article, we propose a campus-based pedagogy to teach sociology. We offer the example of a project designed to critically assess university Title IX policy and situate it within existing sociological research on gender-based inequalities and violence. Students engage in sociological research regarding issues such as sexual harassment and assault, intimate partner violence, consent, and rape culture, among others, and develop a tool to create greater awareness among the student body of university policy in these areas.

  6. The Right Fit? Classroom Mismatch in Middle School and Its Inconsistent Effect on Student Learning

    Research on college admissions shows that all students tend to benefit from overmatching, but high-status students are most likely to be overmatched, and low-status students are most likely to be undermatched. This study examines whether mismatching takes place when students are sorted into classrooms in middle school. Given prior research on effectively maintained inequality, we theorize that classroom sorting acts as an opportunity for privileged parents to obtain a qualitative advantage for their children.

  7. Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children

    Influential reports about the “learning crisis” in the global South generally pay insufficient attention to social inequalities in learning. In this study, we explore the association between family socioeconomic status and learning outcomes in 10 francophone African countries using data from the Programme for the Analysis of Education Systems, a standardized assessment of pupils’ mathematics and reading competence at the end of primary school. We start by showing that learning outcomes among grade 6 pupils are both poor and highly stratified.

  8. Beyond Net Worth: Racial Differences in Wealth Portfolios and Black–White Health Inequality across the Life Course

    A large body of research links wealth and health, but most previous work focuses on net worth. However, the assets and debts that comprise wealth likely relate to health in different and meaningful ways. Furthermore, racial differences in wealth portfolios may contribute to racial health gaps. Using longitudinal data from the Panel Study of Income Dynamics (PSID) and mixed effects growth curve models, we examined the associations between various wealth components and multiple health outcomes.

  9. Jim Crow's Legacy: The Lasting Impact of Segregation

    For many, possibly most, Americans the term “Jim Crow” conjures a shameful and embarrassing historical era during which African Americans were treated unfairly. Ultimately, our nation recognized the contradiction between the unfair conditions of Jim Crow and our national creed of freedom, justice, and equality. Pushed along by civil rights marchers and enlightened legislators, Jim Crow was abandoned and, within less than a half century, America entered a new “post-racial,” colorblind era, led by a mixed-race president.

  10. Tournament Mobility in Mathematics Course-Taking Pathways

    This visualization represents the structure of mathematics course opportunities as seen in the progress through middle and high school for one cohort of students in Texas. Trajectories are consistent with a tournament mobility regime in which there are repeated opportunities to fall behind but almost none to catch up. Pathways are also characterized by staggered starts, with differences in when students begin the mathematics sequence that have consequences for ultimate attainment.