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  1. Hashtag Syllabus

    The hashtag syllabus is a crowd-sourced body of work that can, in some cases, challenge the knowledge construction of the academy. Hashtag syllabi have the opportunity to reshape how knowledge is produced, whose knowledge is affirmed, and what knowledge people are exposed to.

  2. Genes, Gender Inequality, and Educational Attainment

    Women’s opportunities have been profoundly altered over the past century by reductions in the social and structural constraints that limit women’s educational attainment. Do social constraints manifest as a suppressing influence on genetic indicators of potential, and if so, did equalizing opportunity mean equalizing the role of genetics? We address this with three cohort studies: the Wisconsin Longitudinal Study (WLS; birth years 1939 to 1940), the Health and Retirement Study, and the National Longitudinal Study of Adolescent Health (Add Health; birth years 1975 to 1982).
  3. Along the London Overground: Transport Improvements, Gentrification, and Symbolic Ownership along London's Trendiest Line

    Between 2008 and 2011, the dysfunctional North London line was improved and rebranded into a high‐quality, high‐frequency service: the London Overground. Great ambitions for regeneration came with this project: The improved line, running through deprived areas of East London, was expected to bring inward investment and to open access to new opportunities outside the borough to its residents.

  4. “Progress and Perfectability”: Urban Policy, Model Cities, and Community Control in the Shadow of Newark

    Positioning itself against arguments that claim that the Model Cities program (initially known as the 1966 Demonstration Cities and Metropolitan Development Act) was either an unmitigated failure, an attempt to co‐opt activists, or an effort to introduce the “carceral state” nationwide, this paper examines the implementation of Model Cities in a historically integrated suburb and argues that while the program was assuredly only a “limited success,” it did provide both funding and social space in which residents could forge intergenerational and cross‐racial alliances, as well as launch chal

  5. A City for Itself: A Peripheral Mixed City's Struggle for Cultural Capital

    Based on the case study of a Fringe theatre festival in a peripheral city in Israel, this article identifies and analyzes a moment of change in power relations between a peripheral city and the country's central city. It offers an alternative perspective to urban discourse, which analyzes art projects in peripheral cities as duplicating colonial relations. We adapted the Marxist concept of a class in itself and a class for itself, from the socioeconomic realm to the urban realm, by using Bourdieu's field theory as a link between the sociology of art and the urban realm.

  6. “Chocolate City, Rest in Peace”: White Space‐Claiming and the Exclusion of Black People in Washington, DC

    Urban sociologists and gentrification scholars have long been interested in examining the combination of structural and micro‐level forces that result in the displacement and exclusion of low‐income residents from changing neighborhoods. However, the types of everyday activities and the social and spatial practices that exclude residents who remain in these neighborhoods are an understudied part of the gentrification story. How are exclusive spaces created? What are the specific social processes that lead to exclusive space?

  7. Do More-Assimilated Latinxs Leave the Barrio and Move to “White” Neighborhoods? Latinxs, Young Adults, and Spatial Assimilation

    Studies of Latinx–white residential segregation and of Latinx residential attainment consistently report findings consistent with spatial assimilation. Nevertheless, most studies of this theory use statistical models that cannot account for multiple dimensions of neighborhoods that may influence residential attainment. In this article, we test predictions of the spatial assimilation model using discrete choice analyses, a multidimensional model.
  8. Dialogic Status in Design Education: Authority and Peer Relations in Studio Class Conversations

    In this article, I study role enactment and status relationships in university design studio classrooms. I analyze conversations that take place during discussions of student creative work, and I interpret them in the context of previous studies of learning, classroom discourse, and creativity. I found that professors and students jointly establish and maintain a complex and hybrid participation structure in which they enact dialogic status: they simultaneously perform both an authority relationship and a peer relationship.
  9. We Want Black Students, Just Not You: How White Admissions Counselors Screen Black Prospective Students

    Most historically and predominantly white institutions (HPWIs) now desire some number of black students on their campuses. However, recent theoretical scholarship suggests that HPWIs’ desire for and willingness to embrace black students is predicated on their racial palatability. The theory of intraracial discrimination stipulates that white gatekeepers are increasingly inclined to screen blacks to “weed out” those they perceive as too concerned with race and racism.

  10. Is Daily Parental Help with Homework Helpful? Reanalyzing National Data Using a Propensity Score–Based Approach

    Previous analyses of large national datasets have tended to report a negative relationship between parental homework help and student achievement. Yet these studies have not examined heterogeneity in this relationship based on the propensity for a parent to provide homework help. By using a propensity score–based approach, this study investigates the relationship between daily parental homework help in first grade and student achievement in third grade with nationally representative data from the Early Childhood Longitudinal Study–Kindergarten Class.