J A Conwell
Datos Biográficos
| ID | 41604 |
|---|---|
| NOMBRE | J A Conwell |
| NOMBRES | J A |
| APELLIDO | Conwell |
| FIRMA | CONWELL J A |
| AFILIACIONES | University of Wisconsin–Madison |
| ORCID | 0000-0003-0809-2846 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 51 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 4 |
The Economic Context of Higher Education Expansion
This article assesses how the economic context of higher education expansion since the mid-20th century has shaped families’ financial lives—in terms of income and wealth/debt—as well as how these trends have differed for Black and White women and men. We use data from the NLSY-79 (comprising trailing-edge Baby Boomers) and NLSY-97 (comprising early Millennials) to show how academically similar students in these two cohorts fared in terms of educ…
Quantitative Inquiry in the Early Sociology of W. E. B. Du Bois
A New Du Boisian Sociology has recently clarified, elevated, and synthesized Du Bois’s sociological contributions. We argue that more systematic and detailed study of Du Bois’s research methodologies, with an eye towards their contemporary applicability, can further strengthen this body of scholarship. Here we begin this effort with sustained attention to Du Bois’s use of quantitative data and methods during a productive and illustrative period a…
Principals in Urban Schools Under Pressure
We conducted an inductive analysis of 166 interviews from a longitudinal study of 26 Chicago Public School principals. Test-based accountability pressures played a visible role in principals’ views of and relations with parents. Some principals reported banning parents from classrooms based on the need to protect instructional time to raise test scores; others thought more parental involvement would help their school reach its academic goals. Vie…
Race, Gender, Higher Education, and Socioeconomic Attainment
This article investigates White, Black, and Hispanic men’s and women’s access and midlife labor market returns to college quality. To do so, we use data from the National Longitudinal Survey of Youth-1979 Cohort (NLSY-79), merged with college quality information from the Barron’s Admissions Competitiveness Index. Although prior research has investigated similar dynamics in access and returns to higher education, this work typically excludes Hispa…
Higher education and health at midlife
Using the longitudinal data from the National Longitudinal Survey of Youth-1979 linked with external data on college characteristics (N = 7056), this study illustrates an independent stratifying role of college quality in shaping health. College quality has significant and positive influences on physical health, and this positive association tends to strengthen across 40 and 50. By contrast, attending higher-quality colleges is not associated wit…
Maternal Education, Family Formation, and Child Development
Objective: Family formation patterns and their attendant benefits for children have diverged by maternal education in recent decades, but has there been racial variation in these trends? Background: Theories of intersectionality and structural racism suggest that relationships between women's educational attainment, family formation, and benefits for children may differ between Black, Hispanic, and White women who have completed the same amount o…
All Wealth Is Not Created Equal
Jordan A. Conwell a, Leafia Zi Ye b, All Wealth Is Not Created Equal: Race, Parental Net Worth, and Children’s Achievement, RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol. 7, No. 3, Wealth Inequality and Child Development: Implications for Policy and Practice (August 2021), pp. 101-121
Diverging Disparities
In recent decades, the black-white test score disparity has decreased, and the test score disparity between children of high- versus low-income parents has increased. This study focuses on a comparison that has, to date, fallen between the separate literatures on these diverging trends: black and white students whose parents have similarly low, middle, or high incomes (i.e., same income or race within income). To do so, I draw on three nationally…
Race, Gender, and Parental College Savings
This article assesses the relationships between race, gender, and parental college savings. Some prior studies have investigated race differences in parental college savings, yet none have taken an intersectional approach, and most of these studies were conducted with cohorts of students who predate key demographic changes among U.S. college goers (e.g., the reversal of the gender gap in college completion). Drawing on theories of parental invest…
Race at Predominantly White Independent Schools
Josephs without Pharaohs
Jordan A. Conwell, Josephs without Pharaohs: The Du Boisian Framework for the Sociology of Education, The Journal of Negro Education, Vol. 85, No. 1, Special Focus: Research Methods, Cultural Narratives and Responsibilities in Education (Winter 2016), pp. 28-45
Once You Go to a White School, You Kind of Adapt
Studies of when youth classify academic achievement in racial terms have focused on the racial classification of behaviors and individuals. However, institutions-including schools-may also be racially classified. Drawing on a comparative interview study, we examine the school contexts that prompt urban black students to classify schools in racial terms. Through Diversify, a busing program, one group of black students attended affluent suburban sc…
Once You Go to a White School, You Kind of Adapt
Studies of when youth classify academic achievement in racial terms have focused on the racial classification of behaviors and individuals. However, institutions-including schools-may also be racially classified. Drawing on a comparative interview study, we examine the school contexts that prompt urban black students to classify schools in racial terms. Through Diversify, a busing program, one group of black students attended affluent suburban sc…
Diverging Disparities
In recent decades, the black-white test score disparity has decreased, and the test score disparity between children of high- versus low-income parents has increased. This study focuses on a comparison that has, to date, fallen between the separate literatures on these diverging trends: black and white students whose parents have similarly low, middle, or high incomes (i.e., same income or race within income). To do so, I draw on three nationally…
Race, Gender, and Parental College Savings
This article assesses the relationships between race, gender, and parental college savings. Some prior studies have investigated race differences in parental college savings, yet none have taken an intersectional approach, and most of these studies were conducted with cohorts of students who predate key demographic changes among U.S. college goers (e.g., the reversal of the gender gap in college completion). Drawing on theories of parental invest…
All Wealth Is Not Created Equal
Jordan A. Conwell a, Leafia Zi Ye b, All Wealth Is Not Created Equal: Race, Parental Net Worth, and Children’s Achievement, RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol. 7, No. 3, Wealth Inequality and Child Development: Implications for Policy and Practice (August 2021), pp. 101-121
Josephs without Pharaohs
Jordan A. Conwell, Josephs without Pharaohs: The Du Boisian Framework for the Sociology of Education, The Journal of Negro Education, Vol. 85, No. 1, Special Focus: Research Methods, Cultural Narratives and Responsibilities in Education (Winter 2016), pp. 28-45
Principals in Urban Schools Under Pressure
We conducted an inductive analysis of 166 interviews from a longitudinal study of 26 Chicago Public School principals. Test-based accountability pressures played a visible role in principals’ views of and relations with parents. Some principals reported banning parents from classrooms based on the need to protect instructional time to raise test scores; others thought more parental involvement would help their school reach its academic goals. Vie…
Once You Go to a White School, You Kind of Adapt
Studies of when youth classify academic achievement in racial terms have focused on the racial classification of behaviors and individuals. However, institutions-including schools-may also be racially classified. Drawing on a comparative interview study, we examine the school contexts that prompt urban black students to classify schools in racial terms. Through Diversify, a busing program, one group of black students attended affluent suburban sc…
Josephs without Pharaohs
Jordan A. Conwell, Josephs without Pharaohs: The Du Boisian Framework for the Sociology of Education, The Journal of Negro Education, Vol. 85, No. 1, Special Focus: Research Methods, Cultural Narratives and Responsibilities in Education (Winter 2016), pp. 28-45
Race at Predominantly White Independent Schools
Maternal Education, Family Formation, and Child Development
Objective: Family formation patterns and their attendant benefits for children have diverged by maternal education in recent decades, but has there been racial variation in these trends? Background: Theories of intersectionality and structural racism suggest that relationships between women's educational attainment, family formation, and benefits for children may differ between Black, Hispanic, and White women who have completed the same amount o…
All Wealth Is Not Created Equal
Jordan A. Conwell a, Leafia Zi Ye b, All Wealth Is Not Created Equal: Race, Parental Net Worth, and Children’s Achievement, RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol. 7, No. 3, Wealth Inequality and Child Development: Implications for Policy and Practice (August 2021), pp. 101-121
Diverging Disparities
In recent decades, the black-white test score disparity has decreased, and the test score disparity between children of high- versus low-income parents has increased. This study focuses on a comparison that has, to date, fallen between the separate literatures on these diverging trends: black and white students whose parents have similarly low, middle, or high incomes (i.e., same income or race within income). To do so, I draw on three nationally…
Race, Gender, and Parental College Savings
This article assesses the relationships between race, gender, and parental college savings. Some prior studies have investigated race differences in parental college savings, yet none have taken an intersectional approach, and most of these studies were conducted with cohorts of students who predate key demographic changes among U.S. college goers (e.g., the reversal of the gender gap in college completion). Drawing on theories of parental invest…
Race, Gender, Higher Education, and Socioeconomic Attainment
This article investigates White, Black, and Hispanic men’s and women’s access and midlife labor market returns to college quality. To do so, we use data from the National Longitudinal Survey of Youth-1979 Cohort (NLSY-79), merged with college quality information from the Barron’s Admissions Competitiveness Index. Although prior research has investigated similar dynamics in access and returns to higher education, this work typically excludes Hispa…
Higher education and health at midlife
Using the longitudinal data from the National Longitudinal Survey of Youth-1979 linked with external data on college characteristics (N = 7056), this study illustrates an independent stratifying role of college quality in shaping health. College quality has significant and positive influences on physical health, and this positive association tends to strengthen across 40 and 50. By contrast, attending higher-quality colleges is not associated wit…
Principals in Urban Schools Under Pressure
We conducted an inductive analysis of 166 interviews from a longitudinal study of 26 Chicago Public School principals. Test-based accountability pressures played a visible role in principals’ views of and relations with parents. Some principals reported banning parents from classrooms based on the need to protect instructional time to raise test scores; others thought more parental involvement would help their school reach its academic goals. Vie…
The Economic Context of Higher Education Expansion
This article assesses how the economic context of higher education expansion since the mid-20th century has shaped families’ financial lives—in terms of income and wealth/debt—as well as how these trends have differed for Black and White women and men. We use data from the NLSY-79 (comprising trailing-edge Baby Boomers) and NLSY-97 (comprising early Millennials) to show how academically similar students in these two cohorts fared in terms of educ…
Quantitative Inquiry in the Early Sociology of W. E. B. Du Bois
A New Du Boisian Sociology has recently clarified, elevated, and synthesized Du Bois’s sociological contributions. We argue that more systematic and detailed study of Du Bois’s research methodologies, with an eye towards their contemporary applicability, can further strengthen this body of scholarship. Here we begin this effort with sustained attention to Du Bois’s use of quantitative data and methods during a productive and illustrative period a…
Sociology (11 obras) · Gender Studies (9 obras) · Psychology (8 obras) · Political science (7 obras) · Demographic economics (5 obras) · Demography (5 obras) · Economic growth (5 obras) · Economics (5 obras) · School Choice and Performance (5 obras) · Geography (4 obras)