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Public school closures are increasing in number and size in U.S. cities. In response, parents, teachers, and public school advocates argue that closures carry negative consequences for multiple institutions across a wide set of outcomes. One such institution is the local neighborhood, and a negative consequence that is frequently raised is increased crime. I test this claim by using the 2013 Chicago mass school closure as a case study. Rather than conceiving of a school closure as a binary event (closed or not closed) I break it out according to a school’s status after closure: vacant, repurposed, and merged with an existing school. I find that vacancy and repurposing into a nonschool are associated with decreased crime. In contrast, merging a closed school with an existing school is associated with increased crime. The vacancy and repurposing effects are spatiotemporally localized, concentrated in the 75-meter area surrounding the school and disappearing after a year, whereas the student merger effect persisted over time across larger spatial scales. My results suggest that the relationship between closure and neighborhood crime is not straightforward, varying by postclosure land use status and spatiotemporal factors.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Noli Brazil: Department of Human Ecology, University of California, Davis
E-mail: nbrazil@ucdavis.edu

Acknowledgements: I thank Luis Guarnizo, Andrew Papachristos, and Jenna Stearns for generously reading previous versions and providing invaluable feedback. I also thank Enrica Jiang for data collection and research assistance. Any remaining errors are mine alone.

Citation: Brazil, Noli. 2020. “Effects of Public School Closures on Crime: The Case of the 2013 Chicago Mass School Closure.” Sociological Science 7: 128-151.
Received: January 9, 2020
Accepted: February 22, 2020
Editors: Jesper Sørensen, Olav Sorenson
DOI: 10.15195/v7.a6

Selective Enrollment Public Schools and District-Level Achievement Outcomes from 3rd to 8th Grade

By Parker Webservices on April 2, 2020 in Articles

Véronique Irwin

Sociological Science April 2, 2020
10.15195/v7.a5

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Fierce local debates throughout the United States surround the equity of admitting students to public schools using academic criteria. Although research has evaluated the central assumption of these debates—that Selective Enrollment Public (SEP) schools enhance the welfare of students who attend them—none has addressed the district-level outcomes associated with these schools. This is important because the selectivity and scope of SEP schools produce tiered school systems (SEP districts). This district-level process, in turn, calls for an analysis of district-level achievement outcomes. To address this gap, I compile an original list of SEP schools using an innovative web scraping procedure. I combine these data with newly available district-level measures of third to eighth grade achievement from the Stanford Education Data Archive. Analyses follow a difference-in-differences design, using grade level as the longitudinal dimension. This approach facilitates a falsification test, using future treated districts, to reject spurious causation. I find evidence of overall slower growth in mean math achievement in SEP districts and for white, black, and Latinx racial/ethnic groups separately. SEP districts also see an increase in the white–Latinx math achievement gap. This work highlights the importance of considering SEP schools as part of a differentiated school system.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Véronique Irwin: Department of Sociology, University of California, Berkeley
E-mail: virwin@berkeley.edu

Acknowledgements: I thank Samuel Lucas, Daniel Schneider, Anthony Jack, and Zawadi Rucks-Ahidiana for their thoughtful comments. This work also benefited from excellent feedback at the Improving Education and Reducing Inequality Conference at the Russell Sage Foundation and was supported by funding from Russell Sage Foundation Grant #83-18-14.

Citation: Irwin, Véronique. 2020. “Selective Enrollment Public Schools and District-Level Achievement Outcomes from 3rd to 8th Grade.” Sociological Science 7: 100-127.
Received: September 24, 2019
Accepted: February 27, 2020
Editors: Jesper Sørensen, Kim Weeden
DOI: 10.15195/v7.a5

School Choice, Neighborhood Change, and Racial Imbalance Between Public Elementary Schools and Surrounding Neighborhoods

By Parker Webservices on March 25, 2020 in Articles

Kendra Bischoff, Laura Tach

Sociological Science March 25, 2020
10.15195/v7.a4

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The expansion of school choice in recent years has potentially generated demographic imbalances between traditional public schools and their residential attendance zones. Demographic imbalances emerge from selective opting out, when families of certain racial and/or ethnic backgrounds disproportionately choose not to enroll in their neighborhood-based public schools. In this article, we use a unique data set of school attendance zones in 21 large U.S. school districts to show how changes in neighborhood conditions and school choice options influence race-specific enrollments in locally zoned public elementary schools from 2000 to 2010. We find that the presence of more school-choice options generates racial imbalances between public elementary schools and their surrounding neighborhoods, but this association differs by type of choice-based alternative. Private schools, on average, reduce the presence of non-Hispanic white students in locally zoned schools, whereas charter schools may reduce the presence of nonwhite students in locally zoned schools. Increases in neighborhood-school racial imbalances from 2000 to 2010 were concentrated in neighborhoods undergoing increases in socioeconomic status, suggesting that parents’ residential and school decisions are dynamic and sensitive to changing neighborhood conditions. Selective opting out has implications for racial integration in schools and the distribution of familial resources across educational contexts.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Kendra Bischoff: Department of Sociology, Cornell University
E-mail: kbischoff@cornell.edu

Laura Tach: Department of Policy Analysis and Management, Cornell University
E-mail: lmt88@cornell.edu

Acknowledgements: This project was funded by the Cornell Center for Social Sciences. Bischoff was also supported by a National Academy of Education–Spencer Foundation fellowship. We would like to thank Salvatore Saporito for generously sharing the school attendance boundary data he collected for the 1999–2000 school year. This project would not have been possible without it. We also thank Chenoa Flippen, Peter Rich, Steven Alvarado, Matt Hall, Anna Haskins, and Erin York Cornwell for their comments on previous versions of this article.

Citation: Bischoff, Kendra, and Laura Tach. 2020. “School Choice, Neighborhood Change, and Racial Imbalance Between Public Elementary Schools and Surrounding Neighborhoods.” Sociological Science 7: 75-99.
Received: July 1, 2019
Accepted: January 16, 2020
Editors: Jesper Sørensen, Sarah Soule
DOI: 10.15195/v7.a4

"A Situation Where There Aren't Rules": Unwanted Sex for Gay, Bisexual, and Questioning Men

By Parker Webservices on March 9, 2020 in Articles

Jessie V. Ford, Andréa Becker

Sociological Science March 9, 2020
10.15195/v7.a3

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Although college gay and bisexual men report elevated rates of sexual victimization, their accounts have received less scholarly attention. This article examines 18 gay, bisexual, and questioning (GBQ) men’s narratives about their experiences of unwanted sex in college. Our findings suggest that men are motivated to have unwanted sex while trying to navigate ambiguous sexual scripts amid male power dynamics, sexual inexperience, and ubiquitous heteronormativity and homophobia. Due to less defined sexual scripts and/or inexperience, men sometimes overlaid a heterosexual script onto encounters, resulting in an expectation that the “top” should have an orgasm. The stigma of being gay (or its potential) also entered into sexual interactions, pushing people to have sex in secrecy, in remote locations, or with closeted people who use force or threats to obtain sex. Together, these gendered and homophobic social pressures combine to leave GBQ men grappling with a double bind. As part of this double bind, GBQ men feel pressure to have sex in order to perform properly as a man—and specifically as a gay or bisexual man. They also fear losing control in a sexual situation, which could result in emasculation.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Jessie V. Ford: Department of Sociomedical Sciences, Columbia University
E-mail: Jf3179@cumc.columbia.edu

Andréa Becker: Graduate Center, City University of New York
E-mail: abecker@gradcenter.cuny.edu

Acknowledgements: We would like to thank Drs. Paula England and Lynn Chancer for their feedback and support in putting together this article. We’d also like to thank our research assistant Joe Sullivan for his brilliant insight into the ideas presented here.

Citation: Ford, Jessie V., and Andréa Becker. 2020. “”A Situation Where There Aren’t Rules”: Unwanted Sex for Gay, Bisexual, and Questioning Men” Sociological Science 7: 57-74.
Received: January 6, 2020
Accepted: February 4, 2020
Editors: Jesper Sørensen, Mario Small
DOI: 10.15195/v7.a3

Gender Flexibility, but not Equality: Young Adults’ Division of Labor Preferences

By Parker Webservices on January 21, 2020 in Articles

Brittany N. Dernberger, Joanna R. Pepin

Sociological Science January 21, 2020
10.15195/v7.a2

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Rising acceptance of mothers’ labor force participation is often considered evidence of increased support for gender equality. This approach overlooks perceptions of appropriate behavior for men and gender dynamics within families. We use nationally representative data of 12th-grade students from Monitoring the Future surveys (1976 to 2014) to evaluate changes in youths’ preferred division of labor arrangements. Over this period, contemporary young people exhibited greater openness to a variety of division of labor scenarios for their future selves as parents, although the husband-as-earner/wife-as-homemaker arrangement remained most desired. Using latent class analysis, we identify six configurations of gender attitudes: conventionalists, neotraditionalists, conventional realists, dual earners, intensive parents, and strong intensive parents. There are no gender egalitarian configurations—exhibiting equal support for both parents’ time at work and time at home. Our findings indicate researchers must distinguish between adoption of gender egalitarian principles and gender flexibility in dividing time at work and at home.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Brittany N. Dernberger: Department of Sociology, University of Maryland
E-mail: bdernber@terpmail.umd.edu

Joanna R. Pepin: Population Research Center, University of Texas at Austin
E-mail: JPepin@prc.utexas.edu

Acknowledgements: We thank Kelly Raley, Melissa Milkie, Philip Cohen, and Sarah Flood for generously reading previous versions and providing invaluable feedback. This article was presented at the University of Maryland’s Gender,Work, and Family/Stratification working group, the Family Demography working group at the University of Texas, and at the 2018 American Sociological Association’s annual conference. We thank all the audience participants for their thoughtful comments. Replication code for data access and all paper analyses are available at https://osf.io/m3xwy/.

This research was supported by grant P2CHD042849, Population Research Center, and grant T32HD007081, Training Program in Population Studies, awarded to the Population Research Center at The University of Texas at Austin; and grant P2CHD041041, Maryland Population Research Center, awarded to the University of Maryland, by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

Citation: Dernberger, Brittany N., and Joanna R. Pepin. 2020. “Gender Flexibility, but not Equality: Young Adults’ Division of Labor Preferences.” Sociological Science 7: 36-56.
Received: November 20, 2019
Accepted: December 14, 2019
Editors: Jesper Sørensen, Sarah Soule
DOI: 10.15195/v7.a2

Stereotypical Gender Associations in Language Have Decreased Over Time

By Parker Webservices on January 7, 2020 in Articles

Jason J. Jones, Mohammad Ruhul Amin, Jessica Kim, Steven Skiena

Sociological Science January 7, 2020
10.15195/v7.a1

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Using a corpus of millions of digitized books, we document the presence and trajectory over time of stereotypical gender associations in the written English language from 1800 to 2000. We employ the novel methodology of word embeddings to quantify male gender bias: the tendency to associate a domain with the male gender. We measure male gender bias in four stereotypically gendered domains: career, family, science, and arts. We found that stereotypical gender associations in language have decreased over time but still remain, with career and science terms demonstrating positive male gender bias and family and arts terms demonstrating negative male gender bias. We also seek evidence of changing associations corresponding to the second shift and find partial support. Traditional gender ideology is latent within the text of published English-language books, yet the magnitude of traditionally gendered associations appears to be decreasing over time.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Jason J. Jones: Department of Sociology and Institute for Advanced Computational Science, Stony Brook University
E-mail: Jason.J.Jones@stonybrook.edu

Mohammad Ruhul Amin: Department of Computer Science, Stony Brook University
E-mail: moamin@cs.stonybrook.edu

Jessica Kim: Department of Sociology, Stony Brook University
E-mail: jessica.a.kim@stonybrook.edu

Steven Skiena: Department of Computer Science, Stony Brook University
E-mail: skiena@cs.stonybrook.edu

Acknowledgements: This material is based upon work supported by the National Science Foundation under grants IIS-1546113 and IIS-1927227. The authors would like to thank Stony Brook Research Computing and Cyberinfrastructure as well as the Institute for Advanced Computational Science at Stony Brook University for access to the highperformance SeaWulf computing system, which was made possible by a $1.4 million National Science Foundation grant (#1531492).

Citation: Jones, Jason J., Mohammad Ruhul Amin, Jessica Kim, and Steven Skiena. 2019. “Stereotypical Gender Associations in Language Have Decreased Over Time.” Sociological Science 7: 1-35.
Received: August 13, 2019
Accepted: October 31, 2019
Editors: Jesper Sørensen, Sarah Soule
DOI: 10.15195/v7.a1

Which Mothers Pay a Higher Price? Education Differences in Motherhood Wage Penalties by Parity and Fertility Timing

By Parker Webservices on December 19, 2019 in Articles

Catherine Doren

Sociological Science December 19, 2019
10.15195/v6.a26

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Upon becoming mothers, women often experience a wage decline—a “motherhood wage penalty.” Recent scholarship suggests the penalty’s magnitude differs by educational attainment. Yet education is also predictive of when women have children and how many they have, which can affect the wage penalty’s size too. Using fixed-effects models and data from the National Longitudinal Survey of Youth 1979, I estimate heterogeneous effects of motherhood by parity and by age at births, considering how these relationships differ by education. For college graduates, first births were associated with a small wage penalty overall, but the penalty was larger for earlier first births and declined with higher ages at first birth. Women who delayed fertility until their mid-30s reaped a premium. Second and third births were associated with wage penalties. Less educated women instead faced a wage penalty at all births and delaying fertility did not minimize the penalty.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Catherine Doren: Office of Population Research and Center for Research on Child Wellbeing, Princeton University
E-mail: cdoren@princeton.edu

Acknowledgements: This research was supported by a core grant to the Center for Demography and Ecology at the University of Wisconsin-Madison (P2C HD047873) and a training grant (T32 HD07014) awarded to the Center for Demography and Ecology by the Eunice Kennedy Shriver National Institute of Child Health & Human Development. Thanks to Christine Schwartz, Myra Marx Ferree, Eric Grodsky, Sasha Killewald, Kathy Lin, Sara McLanahan, Christine Percheski, and Tim Smeeding for helpful feedback on past drafts of this article.

Citation: Doren, Catherine. 2019. “Which Mothers Pay a Higher Price? Education Differences in Motherhood Wage Penalties by Parity and Fertility Timing.” Sociological Science 6: 684-709.
Received: October 23, 2019
Accepted: November 18, 2019
Editors: Jesper Sørensen, Sarah Soule
DOI: 10.15195/v6.a26

Gender Typicality and Academic Achievement among American High School Students

By Parker Webservices on December 12, 2019 in Articles

Jill E. Yavorsky, Claudia Buchmann

Sociological Science December 12, 2019
10.15195/v6.a25

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This study is the first to use nationally representative data to examine whether differences in gender-typical behaviors among adolescents are associated with high school academic performance and whether such associations vary by race or socioeconomic status. Using wave I data from the National Longitudinal Study of Adolescent Health and linked academic transcript data from the Adolescent Health and Academic Achievement study, we find that boys who report moderate levels of gender atypicality earn the highest grade point averages (GPAs), but few boys score in this range. As gender typicality increases, boys’ GPAs decline steeply. In contrast, girls who practice moderate levels of gender typicality earn slightly higher GPAs than other girls. These patterns generally hold across race and socioeconomic status groups.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Jill E. Yavorsky: Department of Sociology, University of North Carolina Charlotte
E-mail: jyavorsk@uncc.edu

Claudia Buchmann: Department of Sociology, The Ohio State University
E-mail: buchmann.4@osu.edu

Acknowledgements: This research uses data from the National Longitudinal Study of Adolescent Health (Add Health), a program project directed by Kathleen Mullan Harris and designed by J. Richard Udry, Peter S. Bearman, and Kathleen Mullan Harris at the University of North Carolina at Chapel Hill, and funded by grant P01-HD31921 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development, with cooperative funding from 23 other federal agencies and foundations. Information on how to obtain the Add Health data files is available on the Add Health website (http://www.cpc.unc.edu/addhealth). No direct support was received from grant P01-HD31921 for this analysis. This research also uses data from the Adolescent Health and Academic Achievement study, which was funded by a grant (R01 HD040428-02, Chandra Muller, PI) from the National Institute of Child Health and Human Development and a grant (REC-0126167, Chandra Muller, PI, and Pedro Reyes, Co-PI) from the National Science Foundation. This research was also supported by grant 5 R24 HD042849, Population Research Center, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Health and Child Development. Opinions reflect those of the authors and do not necessarily reflect those of the granting agencies. We thank the reviewers and editor for their helpful comments. We also are grateful to Yue Qian, Paula England, Tom DiPrete, and participants in the Seminar Series at the Center for the Study of Wealth and Inequality at Columbia University and participants in the University of Michigan Department of Sociology Seminar Series.

Citation: Yavorsky, Jill E., and Claudia Buchmann. 2019. “Gender Typicality and Academic Achievement among American High School Students.” Sociological Science 6: 661-683.
Received: October 8, 2019
Accepted: November 13, 2019
Editors: Jesper Sørensen, Kim Weeden
DOI: 10.15195/v6.a25

Robust Discourse and the Politics of Legitimacy: Framing International Intervention in the Syrian Civil War, 2011–2016

By Parker Webservices on November 25, 2019 in Articles

Eric W. Schoon, Scott W. Duxbury

Sociological Science, November 25, 2019
10.15195/v6.a24

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Legitimacy is widely invoked as a master frame in international political discourse. During episodes of contention, this frame is used by opposing sides to advance competing interpretations of the same social problems. Through an analysis of elite political discourses surrounding international intervention in the Syrian Civil War, we examine what distinguishes the effectiveness of actors’ framing efforts when they use a shared frame to advance conflicting agendas. We show how features of the objects (i.e., what or who) being framed shape the resonance and stability of the framing. Moreover, we show how framing objects that can be coherently interpreted in multiple ways facilitate the cultivation of discourses that are consistent despite changing social conditions and the evolution of framers’ goals. We refer to this as robust discourse and elaborate on the implications of this concept.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Eric W. Schoon: Department of Sociology, The Ohio State University
E-mail: schoon.1@osu.edu

Scott W. Duxbury: Department of Sociology, The Ohio State University
E-mail: duxbury.5@osu.edu

Acknowledgements: The authors would like to thank Colin Beck, Robert Braun, Nicole Fox, Steve Lopez, Aliza Luft, Andrew Martin, Dana Moss, Corey Pech, Vinnie Roscigno, and Mike Vuolo for their comments, feedback, and advice at various stages during the research process. This work also benefited greatly from feedback at the War and Society Workshop at Northwestern University and the Koç University College of Administrative Sciences and Economics colloquium. Any errors remain the sole responsibility of the authors. Please direct correspondence to Eric Schoon, Department of Sociology, 238 Townshend Hall, The Ohio State University, 1885 Neil Avenue Mall, Columbus, OH 43210-1222. E-mail: Schoon.1@osu.edu.

Citation: Schoon, Eric W., and Scott W. Duxbury. 2019. “Robust Discourse and the Politics of Legitimacy: Framing International Intervention in the Syrian Civil War, 2011–2016.” Sociological Science 6: 635-660.
Received: September 16, 2019
Accepted: October 16, 2019
Editors: Jesper Sørensen, Sarah Soule
DOI: 10.15195/v6.a24

Linking Self-Employment Before and After Migration: Migrant Selection and Human Capital

By Parker Webservices on November 20, 2019 in Articles

Andrey Tibajev

Sociological Science, November 20, 2019
10.15195/v6.a23

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In linking self-employment before and after migration, the often-cited home-country self-employment hypothesis states that immigrants who come from countries with large self-employment sectors are themselves more likely to have been self-employed and hence have a higher propensity for self-employment in their destination country. Using Swedish data, this study shows that the first part of the hypothesis, that origin-country average rates of self-employment can be used to approximate individual experience, is false; but the second part, the connection between self-employment before and after migration, is true if the measurement is done on the individual level. Migrants who have been self-employed before migration accumulate entrepreneurial human capital, making future self-employment a more desirable labor market alternative vis-à-vis wage employment. But because of migrant selection, this association cannot be captured by aggregate measures, and this is the reason why the home-country self-employment hypothesis, although intuitive, has underperformed in previous empirical tests.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Andrey Tibajev: Institute for Research on Migration, Ethnicity and Society, Linköping University
E-mail: andti116@student.liu.se

Acknowledgements: I am grateful for insightful comments from Moa Bursell, Martin Hällsten, Karin Krifors, Olav Nygård, Ognjen Obucina and Zoran Slavnic as well as the conference participants of the European Consortium for Sociological Research Annual Conference in Paris and International Migration, Integration, and Social Cohesion Annual Conference in Barcelona.