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Friend Effects and Racial Disparities in Academic Achievement

By on July 7, 2014 in Articles

Jennifer Flashman

Sociological Science, July 7, 2014
DOI 10.15195/v1.a17

Abstract
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2 Citation

Racial disparities in achievement are a persistent fact of the US educational system. An often cited but rarely directly studied explanation for these disparities is that adolescents from different racial and ethnic backgrounds are exposed to different peers and have different friends. In this article I identify the impact of friends on racial and ethnic achievement disparities. Using data from Add Health and an instrumental variable approach, I show that the achievement characteristics of youths’ friends drive friend effects; adolescents with friends with higher grades are more likely to increase their grades compared to those with lower-achieving friends. Although these effects do not differ across race/ethnicity, given differences in friendship patterns, if black and Latino adolescents had friends with the achievement characteristics of white students, the GPA gap would be 17 to 19 percent smaller. Although modest, this effect represents an important and often overlooked source of difference among black and Latino youth.

Jennifer Flashman: Center for Research on Educational Opportunity, University of Notre Dame. E-mail: Jennifer.A.Flashman.1@nd.edu

Supplemental Materials

  • Citation: Jennifer Flashman. 2014. “Friend Effects and Racial Disparities in Academic Achievement.” Sociological Science 1: 260-276.
  • Received: March 27, 2014
  • Accepted: April 29, 2014
  • Editors: Jesper Sørensen, Stephen L. Morgan
  • DOI: 10.15195/v1.a17

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When Forecasts Fail: Unpredictability in Israeli-Palestinian Interaction

By on June 23, 2014 in Articles

Charles Kurzman, Aseem Hasnain

Sociological Science, June 23, 2014
DOI 10.15195/v1.a16

Abstract
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1 Citation

This article explores the paradox that forecasts may be most likely to fail during dramatic moments of historic change that social scientists are most eager to predict. It distinguishes among four types of shocks that can undermine the predictive power of time series analyses: effect shocks that change the size of the causal effect; input shocks that change the causal variables; duration shocks that change how long a causal effect lasts; and actor shocks that change the number of agents in the system. The significance of these shocks is illustrated in Israeli–Palestinian interactions, one of the contemporary world’s most intensely scrutinized episodes, using vector autogression analyses of more than 15,000 Reuters news stories over the past three decades. The intervention of these shocks raises the prospect that some historic episodes may be unpredictable, even retrospectively.

Charles Kurzman: Department of Sociology, University of North Carolina at Chapel Hill. E-mail: kurzman@unc.edu

Aseem Hasnain: Department of Sociology, University of North Carolina at Chapel Hill. E-mail: ahasnain@unc.edu

Supplemental Materials

  • Citation:Kurzman, Charles and Aseem Hasnain. 2014. “When Forecasts Fail: Unpredictability in Israeli-Palestinian Interaction.” Sociological Science 1: 239-259.
  • Received: March 7, 2014
  • Accepted: April 23, 2014
  • Editors: Jesper Sørensen, Delia Baldassarri
  • DOI: 10.15195/v1.a16

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Finding Cultural Holes: How Structure and Culture Diverge in Networks of Scholarly Communication

By on June 9, 2014 in Articles

Daril A. Vilhena, Jacob G. Foster, Martin Rosvall, Jevin D. West, James Evans, Carl T. Bergstrom

Sociological Science, June 9, 2014
DOI 10.15195/v1.a15

Abstract
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0 Citation

Divergent interests, expertise, and language form cultural barriers to communication. No formalism has been available to characterize these “cultural holes.” Here we use information theory to measure cultural holes and demonstrate our formalism in the context of scientific communication using papers from JSTOR. We extract scientific fields from the structure of citation flows and infer field-specific cultures by cataloging phrase frequencies in full text and measuring the relative efficiency of between-field communication. We then combine citation and cultural information in a novel topographic map of science, mapping citations to geographic distance and cultural holes to topography. By analyzing the full citation network, we find that communicative efficiency decays with citation distance in a field-specific way. These decay rates reveal hidden patterns of cohesion and fragmentation. For example, the ecological sciences are balkanized by jargon, whereas the social sciences are relatively integrated. Our results highlight the importance of enriching structural analyses with cultural data.

Daril A. Vilhena: Department of Biology, University of Washington. E-mail: daril@uw.edu

Jacob G. Foster: Department of Sociology, University of California-Los Angeles. E-mail: foster@soc.ucla.edu

Martin Rosvall: Department of Physics, University of Umea. E-mail: martin.rosvall@physics.umu.se

Jevin D. West: Information School, University of Washington. E-mail: jevinw@u.washington.edu

James Evans: Department of Sociology, University of Chicago. E-mail: jevans@uchicago.edu

Carl T. Bergstrom: Department of Biology, University of Washington. E-mail: cbergst@u.washinton.edu

Supplemental Materials

  • Citation: Vilhena, Daril A., Jacob G. Foster, Martin Rosvall, Jevin D. West, James Evans, and Carl T. Bergstrom. 2014. “Finding Cultural Holes: How Structure and Culture Diverge in Networks of Scholarly Communication.” Sociological Science 1: 221-238.
  • Received: December 20, 2013
  • Accepted: February 8, 2014
  • Editors: Jesper Sørensen, Delia Baldassarri
  • DOI: 10.15195/v1.a15

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High Stakes in the Classroom, High Stakes on the Street: The Effects of Community Violence on Student's Standardized Test Performance

By on May 27, 2014 in Articles

Patrick Sharkey, Amy Ellen Schwartz, Ingrid Gould Ellen, Johanna Lacoe

Sociological Science, May 27, 2014
DOI 10.15195/v1.a14

Abstract
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This article examines the effect of exposure to violent crime on students’ standardized test performance among a sample of students in New York City public schools. To identify the effect of exposure to community violence on children’s test scores, we compare students exposed to an incident of violent crime on their own blockface in the week prior to the exam to students exposed in the week after the exam. The results show that such exposure to violent crime reduces performance on English language arts assessments and has no effect on math scores. The effect of exposure to violent crime is most pronounced among African Americans and reduces the passing rates of black students by approximately 3 percentage points.

Patrick Sharkey: Department of Sociology, New York University.
E-mail: Patrick.Sharkey@nyu.edu

Amy Ellen Schwartz: Robert F. Wagner School of Public Service, New York University.
E-mail: Amy.Schwartz@nyu.edu

Ingrid Gould Ellen: Robert F. Wagner School of Public Service, New York University.
E-mail: Ingrid.Ellen@nyu.edu

Johanna Lacoe: Price School of Public Policy, University of Southern California.
Email: lacoe@price.usc.edu

Supplemental Materials

  • Citation: Sharkey, Patrick, Amy Ellen Schwartz, Ingrid Gould Ellen, and Johanna Lacoe. 2014. “High stakes in the classroom, high stakes on the street: The effects of community violence on students’ standardized test performance.” Sociological Science 1: 199-220.
  • Received: October 29, 2013
  • Accepted: December 20, 2013
  • Editors: Jesper Sørensen, Stephen L. Morgan
  • DOI: 10.15195/v1.a14

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Asymmetries in Experiential and Vicarious Feedback: Lessons from the Hiring and Firing of Baseball Managers

By on May 12, 2014 in Articles

David Strang, Kelly Patterson

Sociological Science, May 12, 2014
DOI 10.15195/v1.a13

Abstract
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0 Citation

We examine experiential and vicarious feedback in the hiring and firing of baseball managers. Realized outcomes play a large role in both decisions; the probability that a manager will be fired is a function of the team’s win–loss record, and a manager is quicker to be rehired if his teams had won more in the past. There are substantial asymmetries, however, in the fine structure of the two feedback functions. The rate at which managers are fired is powerfully shaped by recent outcomes, falls with success and rises with failure, and adjusts for history-based expectations. By contrast, hiring reflects a longer-term perspective that emphasizes outcomes over the manager’s career as well as the most recent campaign, rewards success but does not penalize failure, and exhibits no adjustment for historical expectations. We explain these asymmetries in terms of the disparate displays of rationality that organizations enact in response to their own outcomes versus those of others. Experiential feedback is conditioned by a logic of accountability, vicarious feedback by a logic of emulation.

David Strang: Cornell University. E-mail: ds20@cornell.edu

Kelly Patterson: University of Southern California. E-mail: klpatter@marshall.usc.edu

 

  • Citation: Strang, David and Kelly Patterson. 2014. “Asymmetries in Experiential and Vicarious Feedback: Lessons from the Hiring and Firing of Baseball Managers.” Sociological Science 1: 178-198.
  • Received: October 9, 2013
  • Accepted: October 14, 2013
  • Editors: Jesper Sørensen, Olav Sorenson
  • DOI: 10.15195/v1.a13

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Job Mobility and the Great Recession: Wage Consequences by Gender and Parenthood

By on May 2, 2014 in Articles

Youngjoo Cha

Sociological Science, May 2, 2014
DOI 10.15195/v1.a12

Abstract
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0 Citation

This study examines how inter-organizational mobility affects earnings inequality based on gender and parenthood under different macroeconomic conditions. Fixed effects regression analysis of Survey of Income and Program Participation data from 2004 to 2012 shows that earnings growth after quitting jobs for work-related reasons (e.g., to improve one’s job situation) is greater for women than for men pre-recession, but the trend is driven by childless women, and mothers of children under six benefit the least among all groups of workers. However, this motherhood wage penalty disappears in the 2008 recession, as a result of the decline of wage returns to mobility for childless women. The analysis also shows that across economic conditions, the rate of layoffs or displacement is higher among men than women, but once laid off, women experience greater earnings losses than men. No motherhood penalty is found for this mobility type. These findings help us understand the longitudinal process by which the motherhood wage penalty is generated, and conditions under which a motherhood-based or gender-based wage gap becomes more pronounced.

Youngjoo Cha: Indiana University. E-mail: cha5@indiana.edu

Supplemental Materials

  • Citation: Cha, Youngjoo. 2014. “Job Mobility and the Great Recession: Wage Consequences by Gender and Parenthood.” Sociological Science 1: 159-177.
  • Received: October 31, 2013
  • Accepted: January 19, 2014
  • Editors: Jesper Sørensen, Olav Sorenson
  • DOI: 10.15195/v1.a12

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Unintended Consequences: Effects of Paternal Incarceration on Child School Readiness and Later Special Education Placement

By on April 21, 2014 in Articles

Anna R. Haskins

Sociological Science, April 21, 2014
DOI 10.15195/v1.a11

Abstract
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0 Citation

Though sociologists have examined how mass incarceration affects stratification, remarkably little is known about how it shapes educational disparities. Analyzing the Fragile Families Study and its rich paternal incarceration data, I ask whether black and white children with fathers who have been incarcerated are less prepared for school both cognitively and non-cognitively as a result, and whether racial and gendered disparities in incarceration help explain the persistence of similar gaps in educational outcomes and trajectories. Using a variety of estimation strategies, I show that experiencing paternal incarceration by age five is associated with lower non-cognitive school readiness. While the main effect of incarceration does not vary by race, boys with incarcerated fathers have substantially worse non-cognitive skills at school entry, impacting the likelihood of special education placement at age nine. Mass incarceration facilitates the intergenerational transmission of male behavioral disadvantage, and because of the higher exposure of black children to incarceration, it also plays a role in explaining the persistently low achievement of black boys.

Anna R Haskins: Columbia Populations Research Center, Columbia University. E-mail: ah3157@columbia.edu

 Supplemental Materials 

  • Citation: Haskins, Anna R. 2014. “Unintended Consequences: Effects of Paternal Incarceration on Child School Readiness and Later Special Education Placement.” Sociological Science 1: 141-158.
  • Received: February 3, 2014
  • Accepted: February 12, 2014
  • Editors: Jesper Sørensen, Sarah A. Soule
  • DOI: 10.15195/v1.a11

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Why Your Friends Are More Important and Special Than You Think

By on April 14, 2014 in Articles

Thomas U. Grund

Sociological Science, April 14, 2014
DOI 10.15195/v1.a10

Abstract
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0 Citation

A large amount of research finds associations between individuals’ attributes and the position of individuals in network structures. In this article, I illustrate how such associations systematically affect the assessment of attributes through network neighbors. The friendship paradox—a general regularity in network contexts, which states that your friends are likely to have more friends than you—becomes relevant and extends to individuals’ attributes as well. First, I show that your friends are likely to be better informed (closeness), better intermediaries (betweenness) and more powerful (eigenvector) than you. Second, I suggest more generally that your friends are likely to be more special in their attributes than the population at large. Finally, I investigate the implications of this phenomenon in a dynamic setting. Applying calibrated agent-based simulations, I use a model of attribute adoption to emphasize how structurally introduced experiences penetrate the trajectory of social processes. Existing research does not yet adequately acknowledge this phenomenon.

Thomas U. Grund: Stockholm University. E-mail: thomas.u.grund@gmail.com

  • Citation: Thomas U. Grund. 2014. “Why Your Friends Are More Important and Special Than You Think.” Sociological Science 1: 128–140
  • Received: December 14, 2013
  • Accepted: December 27, 2o13
  • Editors: Jesper Sørensen, Ezra Zuckerman
  • DOI: 10.15195/v1.a10

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The Spatial Scope of Competition and the Geographical Distribution of Entrepreneurship: Magazine Foundings and the U.S. Post Office

By on April 8, 2014 in Articles

Heather A. Haveman, Christopher I. Rider

Sociological Science, April 8, 2014
DOI 10.15195/v1.a9

Abstract
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0 Citation

We propose that the geographic distribution of entrepreneurship evolves as developing communication systems alter the spatial scope of competition Our arguments imply that as spatial barriers to communication diminish founding events will be less sensitive to local context and more sensitive to distant competition. We test this argument with data on the first modern communication system, the US post office, and foundings of organizations that depended on it for distribution: magazine-publishing ventures. We find that as the postal system expanded, the spatial scope of competition among magazines increased: magazines in distant locations exerted more negative effects on local founding rates, whereas magazines in the focal location exerted less positive effects on local founding rates These findings reveal how spatial barriers to competition shape the geography of entrepreneurial activity.

Heather A. Haveman: University of California, Berkeley. E-mail: haveman@berkeley.edu

Christopher I. Rider: Emory University. E-mail: chris.rider@emory.edu

  • Citation: Haveman, Heather A., and Christopher I. Rider. 2014. “The Spatial Scope of Competition and the Geographic Distribution of Entrepreneurship: Magazine Foundings and the U.S. Post Office.” Sociological Science 1: 111-127.
  • Received: September 17, 2013
  • Accepted: October 27, 2013
  • Editors: Jesper Sørensen, Olav Sorenson
  • DOI: 10.15195/v1.a9

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Parental Age and Cognitive Disability among Children in the United States

By on April 4, 2014 in Articles

Philip N. Cohen

Sociological Science, April 4, 2014
DOI 10.15195/v1.a8

Abstract
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1 Citation

Some risks of having children at older ages are widely documented, and the “biological clock” is a popular media concern, but the association between cognitive disability generally and both mothers’ and fathers’ age is not well known. This article assesses descriptively the relationship between children’s cognitive disability and parents’ age at birth, using a sample of 353,119 children aged five to eleven living with two married parents from the 2009-2011 American Community Survey. Cognitive disability varied by parental age categories from 1.8 percent to 5.4 percent, with overall rates of 2.2 percent. Odds of disability were much more strongly associated with mothers’ age at birth than with fathers’ age at birth, with the highest odds for children whose mothers were age 45 or higher at the time of their birth (adjusted odds ratio 2.7 relative to age 30 to 34) and the lowest for those born to mothers in their early 30s. These results demonstrate that the risk is strongly associated with the mother’s age at birth—but not the father’s. This is consistent with previous research showing that it is the mother’s health, rather than age per se, that is most important for the health of their children.

Philip N Cohen: Sociology Department, University of Maryland, College Park. E-mail: pnc@umd.edu

  • Citation: Cohen, Philip N. 2014. “Parental Age and Cognitive Disability among Children in the United States.” Sociological Science 1: 102-110
  • Received: September 20, 2013
  • Accepted: December 6, 2013
  • Editors: Jesper Sørensen, Stephen L. Morgan
  • DOI: 10.15195/v1.a8  

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