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"Roksa, Josipa"
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Providing a \Leg Up\: Parental Involvement and Opportunity Hoarding in College
Although higher education scholars are increasingly exploring disparities within institutions, they have yet to examine how parental involvement contributes to social-class variation in students' experiences. We ask, what role do parents play in producing divergent college experiences for students from different class backgrounds? Relying on interviews with 41 families, including mothers, fathers, and their daughters, we find that affluent parents serve as a \"college concierge,\" using class resources to provide youth with academic, social, and career support and access to exclusive university infrastructure. Less affluent parents, instead, describe themselves as \"outsiders\" who are unable to help their offspring and find the university unresponsive to their needs. Our findings suggest that affluent parents distinguish their children's college experiences from those of peers, extending \"effectively maintained inequality\" beyond the K-12 education. Universities may be receptive of these efforts due to funding shifts that make recruiting affluent, out-of-state families desirable.
Journal Article
Balancing Research and Service in Academia
Our study highlights specific ways in which race and gender create inequality in the workplace. Using in-depth interviews with 67 biology PhD students, we show how engagement with research and service varies by both gender and race. By considering the intersection between gender and race, we find not only that women biology graduate students do more service than men, but also that racial and ethnic minority men do more service than white men. White men benefit from a combination of racial and gender privilege, which places them in the most advantaged position with respect to protected research time and opportunities to build collaborations and networks beyond their labs. Racial/ethnic minority women emerge as uniquely disadvantaged in terms of their experiences relative to other groups. These findings illuminate how gendered organizations are also racialized, producing distinct experiences for women and men from different racial groups, and thus contribute to theorizing the intersectional nature of inequality in the workplace.
Journal Article
Unequal expectations: First-generation and continuing-generation students' anticipated relationships with doctoral advisors in STEM
One of the central goals of doctoral programs is to develop independent researchers and scholars who will lead the next generation of knowledge production. Despite extant evidence of inequalities in doctoral education, few studies have closely examined the experiences of first-generation college students who pursue a Ph.D. We examine how first-generation and continuing-generation doctoral students conceptualize the role of the faculty advisor/principal investigator (PI) in supporting their development as researchers. Our analysis of interviews from 111 first-year Ph.D. students in the biological sciences indicates that first-generation and continuing-generation students had similar overarching conceptions of PIs and the role of PIs in their development. However, the two groups ascribed different meanings to the same concepts. First-generation students expected more direct, skill-based guidance and assistance with learning to do research the “right” way. Conversely, continuing-generation students expected independence and support for their specific needs. We rely on Bourdieu’s conceptualization of habitus to explain these differences and conclude by offering implications for advancing equity in doctoral education and supporting first-generation students, particularly regarding the alignment of student–advisor expectations.
Journal Article
The Role of Family Support in Facilitating Academic Success of Low-Income Students
While college education is a key to upward mobility, low-income students are substantially less likely to earn bachelor's degrees than their more economically advantaged peers. Prior higher education literature illuminates various factors contributing to student success, but few studies consider the role of family support after students enter higher education. We examine how two different forms of family support—emotional and financial—are related to academic outcomes (grades, credit accumulation, and persistence) among low-income college students. Our analyses, based on a sample of 728 first-year low-income students attending eight four-year institutions, indicate that family emotional support plays an important role in fostering positive academic outcomes. Family emotional support is beneficial for academic outcomes as it promotes psychological well-being and facilitates greater student engagement. Financial support is not related to the outcomes examined in the sample as a whole. However, interaction models point to variation by first-generations status wherein continuing-generation students benefit more from family financial support than their first-generation peers. Presented findings offer valuable insights into the role of families in supporting low-income students in college and can inform institutional policies and practices aimed at facilitating their success.
Journal Article
Support without Status: Inequities in Student–Advisor Relational Dynamics between First-Generation and Continuing-Generation Doctoral Students
One of the most important developmental relationships in the doctoral student experience is that of the faculty advisor, and yet we know little about whether and how advisor relationships vary between first-generation and continuing-generation doctoral students. Drawing on qualitative interviews with 83 late-stage doctoral students in biological sciences, we explore differences in student perceptions of their relationships with advisors. Narratives reveal a continuum of relationship types, including strained, evolving, supportive, and equal. In equal relationships, doctoral students feel more like collegial partners working alongside their advisors. While continuing-generation and first-generation students are similarly represented among strained and evolving relationships, first-generation students rarely attain equal relationship status. The presented findings offer implications for understanding how inequality shapes student–advisor relationships, the role of collegiality in doctoral education’s hidden curriculum, and the supports needed to foster equity for first-generation students in graduate programs.
Journal Article
Intergenerational Exchange of Support in Low-Income Families: Understanding Resource Dilution and Increased Contribution
Objective: This study examines the resource dilution hypothesis during the transition to adulthoody when parental support is both more optional and more contested, and when children may not only receive but also provide support to their families. Background: Prior sociological literature on the investment of family resources and the role of siblings has typically focused on younger children in compulsory schooling. It is not clear whether the patterns observed among young children hold across other stages of the life course. Method: The study is based on a sample of 740 low-income students attending seven public 4-year institutions in Wisconsin. Regression analyses examine the extent to which students receive financial, emotional, and in-kind support from their families as well as the extent to which they provide those types of supports to their families. Results: The results indicate that siblings dilute financial support low-income students receive from their families, but not emotional or in-kind support. Notably, siblings do not only dilute financial resources; they also invite increased contributions. Low-income young adults receiveless financial support and provide more financial and in-kind support in larger families. Conclusion: The findings imply the importance of revising the resource dilution hypothesis to reflect variation across different stages of the life course and to account for the bidirectional exchange of support.
Journal Article
Parenting and Academic Achievement: Intergenerational Transmission of Educational Advantage
A growing body of research has examined how cultural capital, recently broadened to include not only high-status cultural activities but also a range of different parenting practices, influences children's educational success. Most of this research assumes that parents' current class location is the starting point of class transmission. However, does the ability of parents to pass advantages to their children, particularly through specific cultural practices, depend solely on their current class location or also on their class of origin? The authors address this question by defining social background as a combination of parents' current class location and their own family backgrounds. Using data from the Panel Study of Income Dynamics and its Child Development Supplement, the authors examine how different categories of social background are related to parenting practices and children's academic achievement. The results offer novel insights into the transmission of class advantage across generations and inform debates about the complex processes of cultural reproduction and cultural mobility.
Journal Article
Double disadvantage or blessing in disguise?
Although college graduates earn substantial labor market rewards, not all college degrees are rewarded equally. Graduates who majored in female-dominated fields earn substantially lower incomes than do graduates who majored in male-dominated fields. Income differentials that are associated with different types of college majors are extensively noted but poorly understood. This article advances the previous literature by examining how college major affects the labor market outcomes of college graduates through its relationship with employment sector. The results show that graduates of female-dominated fields are disproportionately employed in public and nonprofit organizations, which offer lower monetary rewards but facilitate access to professional and managerial positions. Notably, college major and employment sector interact in ways that reduce income penalties and enhance the occupational location of graduates of female-dominated fields who work in public and nonprofit settings. These findings highlight the importance of considering organizational context in the study of labor market outcomes, particularly when examining the gendered character of educational credentials and occupations.
Journal Article