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  1. Do Sociology Courses Make More Empathetic Students? A Mixed-Methods Study of Empathy Change in Undergraduates

    Assessing course goals is often challenging; assessing an abstract goal, like empathy, can be especially so. For many instructors, empathy is central to sociological thinking. As such, fostering empathy in students is a common course goal. In this article, we report the initial findings of a semester-long assessment of empathy change in undergraduate students (N = 619). We employ a mixed-methods research design that utilizes qualitative instructor data to determine independent instructor-level variables and student surveys to measure student empathy change.
  2. Hearing Gender: Voice-Based Gender Classification Processes and Transgender Health Inequality

    This study examines the link between self-rated health and two aspects of gender: an individual’s gender identity, and whether strangers classify that person’s voice as male or female. In a phone-based general health survey, interviewers classified the sex of transgender women (n = 722) and transgender men (n = 446) based on assumptions they made after hearing respondents’ voices.
  3. The Distribution of School Quality: Do Schools Serving Mostly White and High-SES Children Produce the Most Learning?

    What is schools’ role in the stratification system? One view is that schools are an important mechanism for perpetuating inequality because children from advantaged backgrounds (white and high socioeconomic) enjoy better school learning environments than their disadvantaged peers. But it is difficult to know this with confidence because children’s development is a product of both school and nonschool factors, making it a challenge to isolate school’s role.
  4. The Organizational Ecology of College Affordability: Research Activity, State Grant Aid Policies, and Student Debt at U.S. Public Universities

    Sociologists have theorized U.S. universities as a heterogenous organizational ecology. We use this lens to compare student debt and college prices for low-income students across public universities according to their research intensiveness and varied state grant aid policies. We show that students at research-intensive public universities have had an easier time repaying student loans than at other schools.
  5. Teaching about Learning: The Effects of Instruction on Metacognition in a Sociological Theory Course

    This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a discussion that models metacognitive strategies, and activities for students to practice metacognition. This article describes those teaching interventions and assesses whether direct instruction led to greater use of metacognitive and cognitive strategies, confidence, and motivation to learn.
  6. Beyond Tracking and Detracking: The Dimensions of Organizational Differentiation in Schools

    Schools use an array of strategies to match curricula and instruction to students’ heterogeneous skills. Although generations of scholars have debated ‘‘tracking’’ and its consequences, the literature fails to account for diversity of school-level sorting practices.

  7. The Purposes of Refugee Education: Policy and Practice of Including Refugees in National Education Systems

    This article explores the understood purposes of refugee education at global, national, and school levels. To do so, we focus on a radical shift in global policy to integrate refugees into national education systems and the processes of vernacularization accompanying its widespread implementation. We use a comparative case study approach; our dataset comprises global policy documents and original interviews (n = 147) and observations in 14 refugee-hosting nation-states.
  8. Americans’ Perceptions of Transgender People’s Sex: Evidence from a National Survey Experiment

    Drawing on the first national survey experiment of its kind (n = 3,922), the authors examine Americans’ perceptions of transgender people’s sex and the factors that underlie these perceptions. The authors randomly assigned respondents to a vignette condition describing a transgender person whose self-identified gender (i.e., identifies as a man or a woman), age (i.e., adult or teenager), and gender conformity in physical appearance (i.e., conforming, nonconforming, ambiguous, or unspecified) had been experimentally manipulated.

  9. Understanding Variation in Estimates of Diversionary Effects of Community College Entrance: A Systematic Review and Meta-analysis

    Decades of research have estimated the effect of entering a community college on bachelor’s degree attainment. In this study, we examined the influence of methodological choices, including sample restrictions and identification strategies, on estimated effects from studies published between 1970 and 2017. After systematically reviewing the literature, we leveraged meta-analysis to assess average estimates and examine the role of moderators.

  10. Emergence of Third Spaces: Exploring Trans Students’ Campus Climate Perceptions Within Collegiate Environments

    Our study aims to understand trans students’ perceptions of campus climate, with a particular focus on students’ demographics, academic experiences, and cocurricular experiences. We use Bhabha’s concept of third space as an epistemological lens and Rankin and Reason’s transformational tapestry model as a theoretical framework. Using a national sample of 207 trans collegians from the National LGBTQ Alumnx Survey, we utilize regression analysis supplemented by an analysis of open-ended responses to highlight the experiences of trans respondents.