Tag Archives | Social/Behavioral Skills

Socioeconomic, Ethnic, Racial, and Gender Gaps in Children’s Social/Behavioral Skills: Do They Grow Faster in School or out?

Douglas B. Downey, Joseph Workman, Paul von Hippel

Sociological Science, May 29, 2019
10.15195/v6.a17


Children’s social and behavioral skills vary considerably by socioeconomic status (SES), race and/or ethnicity, and gender, yet it is unclear to what degree these differences are due to school or nonschool factors. We observe how gaps in social and behavioral skills change during school and nonschool (summer) periods from the start of kindergarten entry until the end of second grade in a recent and nationally representative sample of more than 16,000 children (the Early Childhood Longitudinal Study Kindergarten Class of 2010–11). We find that large gaps in social and behavioral skills exist at the start of kindergarten entry, and these gaps favor high-SES, white, and female children. Over the next three years, we observed that the gaps grow no faster when school is in than when school is out. In the case of social and behavioral skills, it appears that schools neither exacerbate inequality nor reduce it.
Creative Commons LicenseThis work is licensed under a Creative Commons Attribution 4.0 International License.

Douglas B. Downey: Department of Sociology, The Ohio State University
E-mail: downey32@gmail.com

Joseph Workman: Department of Sociology, University of Missouri-Kansas City
E-mail: workmanj@umkc.edu

Paul von Hippel: Lyndon B. Johnson School of Public Affairs, The University of Texas at Austin
E-mail: paulvonhippel.utaustin@gmail.com

Acknowledgements: Direct all correspondence to Douglas B. Downey (downey32@gmail.com), 1885 Neil Ave., Columbus, Ohio 43022.

  • Citation: Downey, Douglas B., Joseph Workman, and Paul von Hippel. 2019. “Socioeconomic, Ethnic, Racial, and Gender Gaps in Children’s Social/Behavioral Skills: Do They Grow Faster in School or out?” Sociological Science 6: 446-466.
  • Received: March 17, 2019
  • Accepted: March 30, 2019
  • Editors: Jesper Sørensen, Stephen Morgan
  • DOI: 10.15195/v6.a17


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