Research Papers

We empirically evaluated critiques of class analysis related to aggregate classes defined by workplace ownership and authority relations. We examined whether these classes differ from those based on the technical division of labor and assessed class differences in life conditions and political attitudes over time.

We aimed to address arguments that class differences have declined or decomposed into smaller occupational differences. By focusing on aggregate classes based on workplace ownership and authority, we sought to clarify whether these class distinctions remain significant and distinct from those based on the technical division of labor.

Our findings show that aggregate ownership-and-authority class differences in life conditions and political attitudes are significant and persistent, even within disaggregate occupational classes. These results challenge claims about the decline or decomposition of class perspectives and highlight the continued relevance of class analysis in understanding social and economic inequalities.

We developed a theory of social class based on workplace ownership and authority relations and examined its link to growth in personal income inequality since the 1980s.

We aimed to establish a theoretical framework linking social class to income inequality trends and empirically investigate these dynamics over time. By focusing on between-class income differences, class size variations, and income dispersion within classes, we sought to identify key factors driving the growth in personal income inequality.

Our findings reveal a significant increase of about 60% in between-class income differences since the 1980s, with the relative size of different social classes remaining stable. Decomposition analysis indicates that these income differences substantially contributed to rising personal income inequality, underscoring the importance of class-based perspectives in understanding economic disparities.

We examined the impact of verbal ability on racial attitudes, including anti-black prejudice, beliefs about racial equality in principle, and support for racial policies.

We aimed to test competing theories about the role of cognitive abilities in shaping racial attitudes. Specifically, we assessed whether higher verbal ability fosters genuine racial tolerance and support for equality or merely facilitates a refined, yet ultimately supportive, ideology that maintains racial inequalities.

Our findings indicate that high-verbal-ability whites are less likely to hold prejudiced attitudes and more likely to support racial equality in principle. However, they are not more inclined to support policies aimed at addressing racial inequality, suggesting that while verbal ability contributes to ideological refinement that rejects overt prejudice, it does not translate into support for substantive policies.

We investigated how the timing of exposure to disadvantaged neighborhoods during childhood versus adolescence affects high school graduation and if these effects differ by family income. Tracking 6,137 children from the PSID from childhood through adolescence, we used a structural nested mean model via two-stage regression with residuals to address the joint endogeneity of neighborhood context and family income.

We aimed to understand the nuanced effects of disadvantaged neighborhoods on educational outcomes, considering that these effects might vary depending on the timing of exposure and family economic resources. By identifying critical periods and vulnerable populations, we sought to inform targeted interventions and policies to mitigate the negative impacts of disadvantaged neighborhoods on children’s education.

We find that exposure to disadvantaged neighborhoods, especially during adolescence, negatively impacts high school graduation rates, particularly for children from poor families. This emphasizes the need for policy interventions addressing neighborhood disadvantage and economic support for families, particularly during critical developmental periods, to improve educational outcomes and promote social mobility.

We analyzed how education influences beliefs about racial stereotypes, discrimination awareness, and support for affirmative action policies among whites, Asians, Hispanics, and blacks.

We aimed to fill gaps in existing research that predominantly focuses on white attitudes toward blacks, neglecting other minority populations.

Our findings reveal that higher education levels among whites, Hispanics, and blacks are associated with rejecting negative stereotypes and increased awareness of discrimination against minorities. However, education does not uniformly increase support for affirmative action policies across all racial groups, highlighting complex dynamics influenced by racial hierarchy positions.

We investigated the effects of long-term exposure to disadvantaged neighborhoods on high school graduation by following 4,154 children in the Panel Study of Income Dynamics, measuring neighborhood context annually from age 1 to 17.

We aimed to address the gap in previous research that typically measures neighborhood context only once, failing to account for the duration of residence and understating the detrimental effects of long-term neighborhood disadvantage.

Our findings reveal that sustained exposure to disadvantaged neighborhoods significantly reduces the probability of high school graduation, with impacts larger than previously reported. For black children, graduation rates drop from 96% to 76%, and for nonblack children, from 95% to 87%. These results highlight the importance of addressing long-term neighborhood disadvantage to improve educational outcomes.