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"Class differences"
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Racing Manhattan
Alone in the world, Jay Barton is a teenage misfit with nothing much going for her besides an extraordinary talent for understanding racehorses and riding them like a pro. When, in a desperate attempt to escape her shifty, opportunistic uncle, she leaves home to work in a racing stable, Jay forms a bond with a beautiful gray mare named Manhattan--brilliant, misunderstood, dangerous, and heading for racing's scrap heap. Recognizing a fellow misfit, Jay fights to give Manhattan one last opportunity to show that she's the champion she was born to be. Together they face a world of prejudice and cruelty, fighting back the only way they know how--by becoming the best.
Book
Degrees of Change: An Assessment of the Deinstitutionalization of Marriage Thesis
This article reexamines the thesis that marriage is becoming deinstitutionalized. It first reviews relevant theoretical literature on social institutions, including the “new institutionalism” and the work of Bourdieu on cultural capital. It addresses the great social class differences that have emerged in American family life over the past few decades and their implications for the deinstitutionalization thesis. It then evaluates the thesis, with these conclusions: What has happened in recent years to the place of marriage in the broader field of intimate partnerships is consistent with the deinstitutionalization thesis, although primarily among the non‐college‐educated. In contrast, marriage still plays a central role in the field of intimate partnerships among the college‐educated. Moreover, the behavior of partners within marriage has not change enough to conclude the deinstitutionalization has occurred. The article also examines related claims about marriage and individualism, the concept of capstone marriage, and same‐sex marriage.
Journal Article
The bone queen : Pellinor : Cadvan's story
Follows the exile of the Bard Cadvan of Lirigon, who is plagued by guilt for his role in unleashing the Bone Queen on the ancient world of Annar, while a young Bard named Selmana manifests unsettling abilities.
Book
Social Class, Gender, and Contemporary Parenting Standards in the United States
Social scientists have documented a substantial increase in both mothers’ and fathers’ time spent with children since the 1960s in the United States. Yet parenting behaviors remain deeply divided by social class and gender, with important implications for the reproduction of inequality. To understand rising parental investments in children and persistent class and gender differences in parenting, popular accounts and academic studies have pointed to an apparent cultural shift toward norms of time-intensive, child-centered parenting, particularly for mothers and among middle-class parents. However, prior research has produced inconclusive evidence relating to social class, gender, and contemporary parenting norms. Using data from an original vignette survey experiment conducted with a nationally representative sample of more than 3,600 parents, this study examines cultural norms related to parenting elementary school-aged children, considering how both social class and gender shape views about good parenting. Results indicate that parents of different social classes express remarkably similar support for intensive mothering and fathering across a range of situations, whether sons or daughters are involved. These findings suggest that cultural norms of child-centered, time-intensive mothering and fathering are now pervasive, pointing to high contemporary standards for parental investments in children.
Journal Article
Rising class : how three first-generation college students conquered their first year
\"This eye-opening YA narrative nonfiction follows three first-generation college students as they navigate their first year -- and ultimately a global pandemic\"-- Provided by publisher.
Book
Wedge MUSIC: A novel approach to examine experimental differences of brain source connectivity patterns from EEG/MEG data
We introduce a novel method to estimate bivariate synchronization, i.e. interacting brain sources at a specific frequency or band, from MEG or EEG data robust to artifacts of volume conduction. The data driven calculation is solely based on the imaginary part of the cross-spectrum as opposed to the imaginary part of coherency. In principle, the method quantifies how strong a synchronization between a distinct pair of brain sources is present in the data. As an input of the method all pairs of pre-defined locations inside the brain can be used which is computationally exhaustive. In contrast to that, reference sources can be used that have been identified by any source reconstruction technique in a prior analysis step. We introduce different variants of the method and evaluate the performance in simulations. As a particular advantage of the proposed methodology, we demonstrate that the novel approach is capable of investigating differences in brain source interactions between experimental conditions or with respect to a certain baseline. For measured data, we first show the application on resting state MEG data where we find locally synchronized sources in the motor-cortex based on the sensorimotor idle rhythms. Finally, we show an example on EEG motor imagery data where we contrast hand and foot movements. Here, we also find local interactions in the expected brain areas.
Journal Article
Discrimination in the Credential Society: An Audit Study of Race and College Selectivity in the Labor Market
Racial inequality in economic outcomes, particularly among the college educated, persists throughout US society. Scholars debate whether this inequality stems from racial differences in human capital (e.g., college selectivity, GPA, college major) or employer discrimination against black job candidates. However, limited measures of human capital and the inherent difficulties in measuring discrimination using observational data make determining the cause of racial differences in labor-market outcomes a difficult endeavor. In this research, I examine employment opportunities for white and black graduates of elite top-ranked universities versus high-ranked but less selective institutions. Using an audit design, I create matched candidate pairs and apply for 1,008 jobs on a national job-search website. I also exploit existing birth-record data in selecting names to control for differences across social class within racialized names. The results show that although a credential from an elite university results in more employer responses for all candidates, black candidates from elite universities only do as well as white candidates from less selective universities. Moreover, race results in a double penalty: When employers respond to black candidates, it is for jobs with lower starting salaries and lower prestige than those of white peers. These racial differences suggest that a bachelor's degree, even one from an elite institution, cannot fully counteract the importance of race in the labor market. Thus, both discrimination and differences in human capital contribute to racial economic inequality.
Journal Article
\Sorry, I'm Not Accepting New Patients\: An Audit Study of Access to Mental Health Care
Through a phone-based field experiment, I investigated the effect of mental help seekers' race, class, and gender on the accessibility of psychotherapists. Three hundred and twenty psychotherapists each received voicemail messages from one black middle-class and one white middle-class help seeker, or from one black working-class and one white working-class help seeker, requesting an appointment. The results revealed an otherwise invisible form of discrimination. Middle-class help seekers had appointment offer rates almost three times higher than their working-class counterparts. Race differences emerged only among middle-class help-seekers, with blacks considerably less likely than whites to be offered an appointment. Average appointment offer rates were equivalent across gender, but women were favored over men for appointment offers in their preferred time range.
Journal Article
(No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University
How do undergraduates engage authority figures in college? Existing explanations predict class-based engagement strategies. Using in-depth interviews with 89 undergraduates at an elite university, I show how undergraduates with disparate precollege experiences differ in their orientations toward and strategies for engaging authority figures in college. Middle-class undergraduates report being at ease in interacting with authority figures and are proactive in doing so. Lower-income undergraduates, however, are split. The privileged poor—lower-income undergraduates who attended boarding, day, and preparatory high schools—enter college primed to engage professors and are proactive in doing so. By contrast, the doubly disadvantaged—lower-income undergraduates who remained tied to their home communities and attended local, typically distressed high schools—are more resistant to engaging authority figures in college and tend to withdraw from them. Through documenting the heterogeneity among lower-income undergraduates, I show how static understandings of individuals' cultural endowments derived solely from family background homogenize the experiences of lower-income undergraduates. In so doing, I shed new light on the cultural underpinnings of education processes in higher education and extend previous analyses of how informal university practices exacerbate class differences among undergraduates.
Journal Article