American Sociological Association

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  1. Great Equalizer or Great Selector? Reconsidering Education as a Moderator of Intergenerational Transmissions

    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.

  2. The Status Dynamics of Role Blurring in the Time of COVID-19

    Has the coronavirus disease 2019 pandemic altered the status dynamics of role blurring? Although researchers typically investigate its conflictual aspects, the authors assess if the work-home interface might also be a source of status—and the relevance of schedule control in these processes. Analyzing data from nationally representative samples of workers in September 2019 and March 2020, the authors find that role blurring is associated with elevated status, but the onset of coronavirus disease 2019 weakens that effect.

  3. 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.

  4. Who Doesn’t Trust Fauci? The Public’s Belief in the Expertise and Shared Values of Scientists in the COVID-19 Pandemic

    The primary tension in public discourse about the U.S. government’s response to the coronavirus pandemic has been President Trump’s disagreement with scientists. The authors analyze a national survey of 1,593 Americans to examine which social groups agree with scientists’ ability to understand the novel coronavirus (COVID-19) and which agree that COVID-19 scientists share their values. Republicans and independents are less trusting than Democrats on both measures, as are African Americans.

  5. 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.

  6. 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.
  7. 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.

  8. Taking a Knee, Taking a Stand: Social Networks and Identity Salience in the 2017 NFL Protests

    Beginning with President Trump’s speech against the national anthem protestors in September 2017, the authors consider how external sociopolitical events interacted with the network structure of the 2017 National Football League (NFL) to alter the salience of member identities and the resultant patterns of protest activity within the league. Using group membership data on the full population of 2,453 football players, the analysis tracks protest participation by membership in race and status groups and by the network variables of degree, betweenness, and closeness centrality.

  9. 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.

  10. 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.