Amy L Petts
Biographic Data
| ID | 135835 |
|---|---|
| NAME | Amy L Petts |
| GIVEN NAMES | Amy L |
| FAMILY NAME | Petts |
| SIGNATURE | PETTS A L |
| AFFILIATIONS | Purdue University West Lafayette |
| ORCID | 0000-0002-1068-1378 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 58 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Attitudes about Affirmative Action in Higher Education Admissions
Affirmative action is any policy or program that provides special consideration to historically excluded groups, like racial minorities. Affirmative action in higher education is largely understood as being synonymous with the explicit consideration of college applicants’ race. However, colleges can also give special consideration to racial minorities through the consideration of non-race explicit factors, such as first-generation status or remov…
Practicing Parental Involvement: Heterogeneity in Parent Involvement Structures in Charter and Traditional Public Schools
Purpose: This study examines differences in the mechanisms that charter schools and traditional public schools use to facilitate parental school involvement and the degree to which these differences account for the high levels of involvement among charter school parents. Data and Research Methods: We merge data from principals and teachers from the nationally representative Schools and Staffing Survey and National Teacher and Principal Survey wit…
Manipulating diversity: How diversity regimes at US universities can reinforce whiteness
As US universities attempt to accommodate a growing multicultural society, the task of racially diversifying entering cohorts and retaining a racially diverse student demographic has taken on a leading role in recruitment, college admissions, and campus programming. But, we ask, what definitions of racial diversity are fueling these changes and how have existing racial diversity regimes impacted racial/ethnic hierarchies? We analyze two widesprea…
Towards a global theory of colorblindness: Comparing colorblind racial ideology in France and the United States
In this article, we apply key tenants of colorblindness, as a racial ideology developed in the United States, to France. In France, colorblindness means more than not seeing how race structures opportunities and outcomes; it also means not acknowledging racial and ethnic categories. Colorblindness arose in a different historical context, for different reasons, and as a product of different mechanisms in France than it did in the United States. We…
Racially biased high-school support? The heterogeneous effects of support on bachelor-degree enrollment for first-generation immigrants
First-generation immigrants (FGIs) are eager to achieve the American dream and acquire the advantages a bachelor’s degree affords. FGIs compared to their second-generation, third-generation and native peers fare better educationally. But, this comparison obscures across racial variation within a single-nativity status. As such, it is important to understand what mechanisms might produce inequality in college access among FGIs. One mechanism may b…
It’s All in the Definition: Color‐Blind Interpretations of School Diversity
Color‐blind theory posits that ignoring race is a purposeful tool for protecting white privilege. Implicit in this theory is the idea that color blindness arises in times of racial threat because color‐blind attitudes provide individuals with a tool for justifying racialized practices. Schools provide an ideal context for testing these implicit assumptions of color‐blind theory. Public schools have shifted from using race conscious practices, suc…
We’re in This Together”: Bridging and Bonding Social Capital in Elementary School PTOs
Scholarship on the links between families and schools encompasses contradictory notions about social capital and its relation to inequality. One view holds that schools can narrow inequality by generating dense relationships among families, while others suggest that advantaged parents can use these networks to hoard opportunities. This multiple case study analyzes qualitative data from diverse North Carolina elementary schools to learn how parent…
Gender Matters: Racial Variation and Marital Stability Among Intraracial Couples
Studies assessing differences between intraracial and interracial marriages typically use race data from one time point. Yet because racial identification can vary across time, context, or perspective, whether a relationship is defined as intraracial or interracial can also differ. We use a sample of 2,845 respondents from the National Longitudinal Survey of Youth, 1997, whose marriages are intraracial (based on 2002 data) to examine whether mari…
Educational Inequality
Many assume that the US educational system is meritocratic, meaning that through hard work all individuals have an equal chance of acquiring the educational credentials needed to succeed. This entry explores how social inequality in the education system challenges this assumption and often leads to the reproduction, and not reduction, of social inequality. In particular, the entry focuses on how family and school processes generate inequalities i…
Mapping Racial Boundaries: For Whom Do Varying Racial Identities Decrease Happiness
Towards a global theory of colorblindness: Comparing colorblind racial ideology in France and the United States
In this article, we apply key tenants of colorblindness, as a racial ideology developed in the United States, to France. In France, colorblindness means more than not seeing how race structures opportunities and outcomes; it also means not acknowledging racial and ethnic categories. Colorblindness arose in a different historical context, for different reasons, and as a product of different mechanisms in France than it did in the United States. We…
We’re in This Together”: Bridging and Bonding Social Capital in Elementary School PTOs
Scholarship on the links between families and schools encompasses contradictory notions about social capital and its relation to inequality. One view holds that schools can narrow inequality by generating dense relationships among families, while others suggest that advantaged parents can use these networks to hoard opportunities. This multiple case study analyzes qualitative data from diverse North Carolina elementary schools to learn how parent…
It’s All in the Definition: Color‐Blind Interpretations of School Diversity
Color‐blind theory posits that ignoring race is a purposeful tool for protecting white privilege. Implicit in this theory is the idea that color blindness arises in times of racial threat because color‐blind attitudes provide individuals with a tool for justifying racialized practices. Schools provide an ideal context for testing these implicit assumptions of color‐blind theory. Public schools have shifted from using race conscious practices, suc…
Manipulating diversity: How diversity regimes at US universities can reinforce whiteness
As US universities attempt to accommodate a growing multicultural society, the task of racially diversifying entering cohorts and retaining a racially diverse student demographic has taken on a leading role in recruitment, college admissions, and campus programming. But, we ask, what definitions of racial diversity are fueling these changes and how have existing racial diversity regimes impacted racial/ethnic hierarchies? We analyze two widesprea…
Attitudes about Affirmative Action in Higher Education Admissions
Affirmative action is any policy or program that provides special consideration to historically excluded groups, like racial minorities. Affirmative action in higher education is largely understood as being synonymous with the explicit consideration of college applicants’ race. However, colleges can also give special consideration to racial minorities through the consideration of non-race explicit factors, such as first-generation status or remov…
Gender Matters: Racial Variation and Marital Stability Among Intraracial Couples
Studies assessing differences between intraracial and interracial marriages typically use race data from one time point. Yet because racial identification can vary across time, context, or perspective, whether a relationship is defined as intraracial or interracial can also differ. We use a sample of 2,845 respondents from the National Longitudinal Survey of Youth, 1997, whose marriages are intraracial (based on 2002 data) to examine whether mari…
Racially biased high-school support? The heterogeneous effects of support on bachelor-degree enrollment for first-generation immigrants
First-generation immigrants (FGIs) are eager to achieve the American dream and acquire the advantages a bachelor’s degree affords. FGIs compared to their second-generation, third-generation and native peers fare better educationally. But, this comparison obscures across racial variation within a single-nativity status. As such, it is important to understand what mechanisms might produce inequality in college access among FGIs. One mechanism may b…
Mapping Racial Boundaries: For Whom Do Varying Racial Identities Decrease Happiness
Gender Matters: Racial Variation and Marital Stability Among Intraracial Couples
Studies assessing differences between intraracial and interracial marriages typically use race data from one time point. Yet because racial identification can vary across time, context, or perspective, whether a relationship is defined as intraracial or interracial can also differ. We use a sample of 2,845 respondents from the National Longitudinal Survey of Youth, 1997, whose marriages are intraracial (based on 2002 data) to examine whether mari…
Educational Inequality
Many assume that the US educational system is meritocratic, meaning that through hard work all individuals have an equal chance of acquiring the educational credentials needed to succeed. This entry explores how social inequality in the education system challenges this assumption and often leads to the reproduction, and not reduction, of social inequality. In particular, the entry focuses on how family and school processes generate inequalities i…
Mapping Racial Boundaries: For Whom Do Varying Racial Identities Decrease Happiness
Towards a global theory of colorblindness: Comparing colorblind racial ideology in France and the United States
In this article, we apply key tenants of colorblindness, as a racial ideology developed in the United States, to France. In France, colorblindness means more than not seeing how race structures opportunities and outcomes; it also means not acknowledging racial and ethnic categories. Colorblindness arose in a different historical context, for different reasons, and as a product of different mechanisms in France than it did in the United States. We…
Racially biased high-school support? The heterogeneous effects of support on bachelor-degree enrollment for first-generation immigrants
First-generation immigrants (FGIs) are eager to achieve the American dream and acquire the advantages a bachelor’s degree affords. FGIs compared to their second-generation, third-generation and native peers fare better educationally. But, this comparison obscures across racial variation within a single-nativity status. As such, it is important to understand what mechanisms might produce inequality in college access among FGIs. One mechanism may b…
It’s All in the Definition: Color‐Blind Interpretations of School Diversity
Color‐blind theory posits that ignoring race is a purposeful tool for protecting white privilege. Implicit in this theory is the idea that color blindness arises in times of racial threat because color‐blind attitudes provide individuals with a tool for justifying racialized practices. Schools provide an ideal context for testing these implicit assumptions of color‐blind theory. Public schools have shifted from using race conscious practices, suc…
We’re in This Together”: Bridging and Bonding Social Capital in Elementary School PTOs
Scholarship on the links between families and schools encompasses contradictory notions about social capital and its relation to inequality. One view holds that schools can narrow inequality by generating dense relationships among families, while others suggest that advantaged parents can use these networks to hoard opportunities. This multiple case study analyzes qualitative data from diverse North Carolina elementary schools to learn how parent…
Practicing Parental Involvement: Heterogeneity in Parent Involvement Structures in Charter and Traditional Public Schools
Purpose: This study examines differences in the mechanisms that charter schools and traditional public schools use to facilitate parental school involvement and the degree to which these differences account for the high levels of involvement among charter school parents. Data and Research Methods: We merge data from principals and teachers from the nationally representative Schools and Staffing Survey and National Teacher and Principal Survey wit…
Manipulating diversity: How diversity regimes at US universities can reinforce whiteness
As US universities attempt to accommodate a growing multicultural society, the task of racially diversifying entering cohorts and retaining a racially diverse student demographic has taken on a leading role in recruitment, college admissions, and campus programming. But, we ask, what definitions of racial diversity are fueling these changes and how have existing racial diversity regimes impacted racial/ethnic hierarchies? We analyze two widesprea…
Attitudes about Affirmative Action in Higher Education Admissions
Affirmative action is any policy or program that provides special consideration to historically excluded groups, like racial minorities. Affirmative action in higher education is largely understood as being synonymous with the explicit consideration of college applicants’ race. However, colleges can also give special consideration to racial minorities through the consideration of non-race explicit factors, such as first-generation status or remov…
Sociology (9 works) · Psychology (7 works) · Gender Studies (6 works) · Political science (6 works) · Social Psychology (6 works) · Gender Studies (4 works) · Racial and Ethnic Identity Research (4 works) · School Choice and Performance (4 works) · Social Psychology (4 works) · Critical Race Theory in Education (3 works)