Identification in Interaction: Racial Mirroring between Interviewers and Respondents.

Previous research has established that people shift their identities situationally and may come to subconsciously mirror one another. We explore this phenomenon among survey interviewers in the 2004-2018 General Social Survey by drawing on repeated measures of racial identification collected after each interview. We find not only that interviewers self-identify differently over time but also that their response changes cannot be fully explained by several measurement-error related expectations, either random or systematic.

Within-job gender pay inequality in 15 countries.

Extant research on the gender pay gap suggests that men and women who do the same work for the same employer receive similar pay, so that processes sorting people into jobs are thought to account for the vast majority of the pay gap. Data that can identify women and men who do the same work for the same employer are rare, and research informing this crucial aspect of gender differences in pay is several decades old and from a limited number of countries. Here, using recent linked employer-employee data from 15 countries, we show that the processes sorting people into different jobs account for substantially less of the gender pay differences than was previously believed and that within-job pay differences remain consequential.

Placing Racial Classification in Context.

This article extends previous research on place-based patterns of racial categorization by linking it to sociological theory that posits subnational variation in cultural schemas and applying regression techniques that allow for spatial variation in model estimates. We use data from a U.S.

Exploring international gender differences in mathematics self-concept.

This study provides an international perspective on mathematics by examnnng mathematics self-concept, achievement, and the desire to enter a career involving mathematics among eighth graders in 49 countries. Using data from the Trends in International Mathematics and Science Study, this study shows that self-concept in mathematics is more closely related to the desire to enter a career using mathematics than achievement is. Further, while gender differences in mathematics self-concept are smaller in more egalitarian countries, both girls and boys have lower mathematics self-concepts and less interest in mathematics careers in these countries.

`Membership Has Its Privileges': Status Incentives and Categorical Inequality in Education.

Prizes - formal systems that publicly allocate rewards for exemplary behavior - play an increasingly important role in a wide array of social settings, including education. In this paper, we evaluate a prize system designed to boost achievement at two high schools by assigning students color-coded ID cards based on a previously low stakes test. Average student achievement on this test increased in the ID card schools beyond what one would expect from contemporaneous changes in neighboring schools.

Algebra for All: California's Eighth-Grade Algebra Initiative as Constrained Curricula.

Background/context: Across the United States, secondary school curricula are intensifying as a growing proportion of students enroll in high-level academic math courses. In many districts, this intensification process occurs as early as eighth grade, where schools are effectively constraining their mathematics curricula by restricting course offerings and placing more students into Algebra I. This paper provides a quantitative single-case research study of policy-driven curricular intensification in one California school district.

Disentangling the Effects of Racial Self-identification and Classification by Others: The Case of Arrest.

Scholars of race have stressed the importance of thinking about race as a multidimensional construct, yet research on racial inequality does not routinely take this multidimensionality into account. We draw on data from the U.S.

Curricular policy as a collective effects problem: A distributional approach.

Current educational policies in the United States attempt to boost student achievement and promote equality by intensifying the curriculum and exposing students to more advanced coursework. This paper investigates the relationship between one such effort - California's push to enroll all 8th grade students in Algebra - and the distribution of student achievement. We suggest that this effort is an instance of a "collective effects" problem, where the population-level effects of a policy are different from its effects at the individual level.

From motherhood penalties to husband premia: the new challenge for gender equality and family policy, lessons from Norway.

Given the key role that processes occurring in the family play in creating gender inequality, the family is a central focus of policies aimed at creating greater gender equality. We examine how family status affects the gender wage gap using longitudinal matched employer-employee data from Norway, 1979-96, a period with extensive expansion of family policies. The motherhood penalty dropped dramatically from 1979 to 1996.

Can we expect more of teachers? Comment on Robinson-Cimpian, Lubienski, Ganley, and Copur-Gencturk (2014).

Robinson-Cimpian, Lubienski, Ganley, and Copur-Gencturk (2014) use nationally representative longitudinal data on a cohort of kindergarten students to argue that teachers' gender biases play a substantial role in creating gender differences in mathematics achievement. In this comment, I first underscore the importance of unpacking the black box of mathematics and understanding how gender differences in specific mathematics skills are related to subsequent gender differences in other areas of mathematics. Second, I place questions of teacher bias in a larger sociological context, arguing that we should not be surprised that teachers subscribe to widely held stereotypes and suggest that focusing on the shortcomings of teachers can mask the role that we as a society play in creating and maintaining these inequalities.

Looking the part: social status cues shape race perception.

It is commonly believed that race is perceived through another's facial features, such as skin color. In the present research, we demonstrate that cues to social status that often surround a face systematically change the perception of its race. Participants categorized the race of faces that varied along White-Black morph continua and that were presented with high-status or low-status attire.

Cause of death affects racial classification on death certificates.

Recent research suggests racial classification is responsive to social stereotypes, but how this affects racial classification in national vital statistics is unknown. This study examines whether cause of death influences racial classification on death certificates. We analyze the racial classifications from a nationally representative sample of death certificates and subsequent interviews with the decedents' next of kin and find notable discrepancies between the two racial classifications by cause of death.

How social status shapes race.

We show that racial perceptions are fluid; how individuals perceive their own race and how they are perceived by others depends in part on their social position. Using longitudinal data from a representative sample of Americans, we find that individuals who are unemployed, incarcerated, or impoverished are more likely to be seen and identify as black and less likely to be seen and identify as white, regardless of how they were classified or identified previously. This is consistent with the view that race is not a fixed individual attribute, but rather a changeable marker of status.

Gender differences in extreme mathematical achievement: an international perspective on biological and social factors.

Genetic and other biological explanations have reemerged in recent scholarship on the underrepresentation of women in mathematics and the sciences. This study engages this debate by using international data-including math achievement scores from the Third International Mathematics and Sciences Study and country-level data from the World Bank, the United Nations, the International Labour Organization, the World Values Survey, and the International Social Survey Programme-to demonstrate the importance of social factors and to estimate an upper bound for the impact of genetic factors. The author argues that international variation provides a valuable opportunity to present simple and powerful arguments for the continued importance of social factors.