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A long-standing consensus among sociologists holds that educational attainment has an equalizing effect that increases mobility by moderating other avenues of intergenerational status transmission. This study argues that the evidence supporting this consensus may be distorted by two problems: measurement error in parents’ socioeconomic standing and the educational system’s tendency to progressively select people predisposed for mobility rather than to actually affect mobility.
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Although widely used in policy debates, the literature on children’s outcomes when raised by same-sex parents mostly relies on small selective samples or samples based on cross-sectional survey data. This has led to a lack of statistical power and the inability to distinguish children born to same-sex parents from children of separated parents. We address these issues by using unique administrative longitudinal data from the Netherlands, which was the first country to legalize same-sex marriage.
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Although public debate ensues over whether parents or nonparents have higher levels of emotional well-being, scholars suggest that being a parent is associated with a mixed bag of emotions. Drawing on the American Time Use Survey for the years 2010, 2012, and 2013 and unique measures of subjective well-being that capture positive and negative emotions linked to daily activities, we “unpack” this mixed bag. We do so by examining contextual variation in the parenting emotions gap based on activity type, whether parents’ children were present, parenting stage, and respondent’s gender.
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The intergenerational elasticity (IGE) has been assumed to refer to the expectation of children’s income when in fact it pertains to the geometric mean of children’s income. We show that mobility analyses based on the conventional IGE have been widely misinterpreted, are subject to selection bias, and cannot disentangle the different channels for transmitting economic status across generations. The solution to these problems—estimating the IGE of expected income or earnings—returns the field to what it has long meant to estimate.
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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.
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The authors use the timing of a change in Twitter’s rules regarding abusive content to test the effectiveness of organizational policies aimed at stemming online harassment. Institutionalist theories of social control suggest that such interventions can be efficacious if they are perceived as legitimate, whereas theories of psychological reactance suggest that users may instead ratchet up aggressive behavior in response to the sanctioning authority.
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Retrospective life history designs are among the few practical approaches for collecting longitudinal network information from large populations, particularly in the context of relationships like sexual partnerships that cannot be measured via digital traces or documentary evidence. While all such designs afford the ability to “peer into the past” vis-à-vis the point of data collection, little is known about the impact of the specific design parameters on the time horizon over which such information is useful.
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Each year, U.S. child protection authorities investigate millions of families, disproportionately poor families and families of color. These investigations involve multiple home visits to collect information across numerous personal domains. How does the state gain such widespread entrée into the intimate, domestic lives of marginalized families? Predominant theories of surveillance offer little insight into this process and its implications.
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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.
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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.
