Beyond the Schoolyard: The Contributions of Parenting Logics, Financial Resources, and Social Institutions to the Social Class Gap in Structured Activity Participation.

We investigate cultural and structural sources of class differences in youth activity participation with interview, survey, and archival data. We find working- and middle-class parents overlap in parenting logics about participation, though differ in one respect: middle-class parents are concerned with children's involvement in activities, while working-class parents are concerned with safety and social mobility for children through participation. Second, because of financial constraints, working-class families rely on social institutions for participation opportunities, but few are available.

The Neighborhood Contexts in Which Low-Income Families Navigate Welfare Reform: Evidence from the Three-City Study.

We investigate the neighborhood contexts in which low-income families negotiate the new environment created by welfare reform. Using data from the Three-City Study and U.S.

THE RELATIONSHIP BETWEEN NEIGHBORHOOD RACIAL CONCENTRATION AND VERBAL ABILITY: AN INVESTIGATION USING THE INSTITUTIONAL RESOURCES MODEL.

Relatively few studies examine the relationship between racial residential segregation and educational or cognitive outcomes. Using data from the National Longitudinal Study of Adolescent Health and the institutional resources model of neighborhood effects, I investigate one account of how macrostructural arrangements between race, neighborhood segregation, and school quality interact to produce inequalities in test scores. Consistent with the institutional resources model, results suggest that school quality varies across neighborhoods based, in part, on their degree of racial concentration.