William Mangino
Biographic Data
| ID | 146402 |
|---|---|
| NAME | William Mangino |
| GIVEN NAMES | William |
| FAMILY NAME | Mangino |
| SIGNATURE | MANGINO W |
| AFFILIATIONS | Hofstra University |
| ORCID | 0000-0001-7728-3350 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 4 |
Income Returns in Early Career: Why Whites Have Less Need for Education
The disjuncture between raw scores and pass rates in New York State public schools: Turning success into failure
Social Closure and Educational Attainment
This article examines how network closure among parents affects adolescents’ educational attainment. First, we introduce a distinction between informal closure and school‐based closure. Second, we investigate whether and how the effect of informal and school‐based parental network closure varies across social contexts. Findings from the National Longitudinal Study of Adolescent Health (Add Health) and multilevel models show that parental network …
The Negative Effects of Privilege on Educational Attainment: Gender, Race, Class, and the Bachelor's Degree
Objective To show that in the contemporary United States, traditionally privileged categories of people—men, whites, and the super‐rich—complete four‐year college degrees at rates lower than their nonprivileged counterparts—women, nonwhites, and the “99 percent.” Methods Logistic regression and an educational transitions method are used on the National Longitudinal Study of Adolescent Health (Waves 1 and 4) to predict, given college entrance, who…
Why Do Whites and the Rich Have Less Need for Education
This article hypothesizes that privileged social classes relylesson education to reproduce the next generation's social status. Privileged individuals disproportionately turn away from academics because they have many "informal" opportunities. The "aspiring classes," conversely, are more reliant on education because they lack the advantages that come from nonacademic sources, like social networks, family relations, and other institutionalized mec…
Sound Communities and Healthy Schools: The Economic and Social Determinants of Educational Outcomes
This article elaborates a distinction between public school's obligation to provide high quality learning versus its capacity to meet that obligation. A school's capacity can be assessed by two concepts: obstacles to learning and community affluence. Obstacles inhibit academic performance, and include concentrated poverty, racial/ethnic segregation, and high rates of English-language learners. Affluence is the economic vitality of a school's larg…
Race to College: "The "Reverse Gap
The Downside of Social Closure: Brokerage, Parental Influence, and Delinquency Among African American Boys
Building on the literature that stresses the social capital advantages of open and diffuse social networks, this article shows that African American boys who are a social bridge across two or more large but cohesive peer groups are less delinquent than are their counterparts who are members of a single peer group. Statistical interaction terms reveal that this decrease in delinquency can be attributed to the increased influence of parents among s…
Race to College: "The "Reverse Gap
Social Closure and Educational Attainment
This article examines how network closure among parents affects adolescents’ educational attainment. First, we introduce a distinction between informal closure and school‐based closure. Second, we investigate whether and how the effect of informal and school‐based parental network closure varies across social contexts. Findings from the National Longitudinal Study of Adolescent Health (Add Health) and multilevel models show that parental network …
The Downside of Social Closure: Brokerage, Parental Influence, and Delinquency Among African American Boys
Building on the literature that stresses the social capital advantages of open and diffuse social networks, this article shows that African American boys who are a social bridge across two or more large but cohesive peer groups are less delinquent than are their counterparts who are members of a single peer group. Statistical interaction terms reveal that this decrease in delinquency can be attributed to the increased influence of parents among s…
Why Do Whites and the Rich Have Less Need for Education
This article hypothesizes that privileged social classes relylesson education to reproduce the next generation's social status. Privileged individuals disproportionately turn away from academics because they have many "informal" opportunities. The "aspiring classes," conversely, are more reliant on education because they lack the advantages that come from nonacademic sources, like social networks, family relations, and other institutionalized mec…
The Negative Effects of Privilege on Educational Attainment: Gender, Race, Class, and the Bachelor's Degree
Objective To show that in the contemporary United States, traditionally privileged categories of people—men, whites, and the super‐rich—complete four‐year college degrees at rates lower than their nonprivileged counterparts—women, nonwhites, and the “99 percent.” Methods Logistic regression and an educational transitions method are used on the National Longitudinal Study of Adolescent Health (Waves 1 and 4) to predict, given college entrance, who…
Income Returns in Early Career: Why Whites Have Less Need for Education
Sound Communities and Healthy Schools: The Economic and Social Determinants of Educational Outcomes
This article elaborates a distinction between public school's obligation to provide high quality learning versus its capacity to meet that obligation. A school's capacity can be assessed by two concepts: obstacles to learning and community affluence. Obstacles inhibit academic performance, and include concentrated poverty, racial/ethnic segregation, and high rates of English-language learners. Affluence is the economic vitality of a school's larg…
The Downside of Social Closure: Brokerage, Parental Influence, and Delinquency Among African American Boys
Building on the literature that stresses the social capital advantages of open and diffuse social networks, this article shows that African American boys who are a social bridge across two or more large but cohesive peer groups are less delinquent than are their counterparts who are members of a single peer group. Statistical interaction terms reveal that this decrease in delinquency can be attributed to the increased influence of parents among s…
Sound Communities and Healthy Schools: The Economic and Social Determinants of Educational Outcomes
This article elaborates a distinction between public school's obligation to provide high quality learning versus its capacity to meet that obligation. A school's capacity can be assessed by two concepts: obstacles to learning and community affluence. Obstacles inhibit academic performance, and include concentrated poverty, racial/ethnic segregation, and high rates of English-language learners. Affluence is the economic vitality of a school's larg…
Race to College: "The "Reverse Gap
Why Do Whites and the Rich Have Less Need for Education
This article hypothesizes that privileged social classes relylesson education to reproduce the next generation's social status. Privileged individuals disproportionately turn away from academics because they have many "informal" opportunities. The "aspiring classes," conversely, are more reliant on education because they lack the advantages that come from nonacademic sources, like social networks, family relations, and other institutionalized mec…
Social Closure and Educational Attainment
This article examines how network closure among parents affects adolescents’ educational attainment. First, we introduce a distinction between informal closure and school‐based closure. Second, we investigate whether and how the effect of informal and school‐based parental network closure varies across social contexts. Findings from the National Longitudinal Study of Adolescent Health (Add Health) and multilevel models show that parental network …
The Negative Effects of Privilege on Educational Attainment: Gender, Race, Class, and the Bachelor's Degree
Objective To show that in the contemporary United States, traditionally privileged categories of people—men, whites, and the super‐rich—complete four‐year college degrees at rates lower than their nonprivileged counterparts—women, nonwhites, and the “99 percent.” Methods Logistic regression and an educational transitions method are used on the National Longitudinal Study of Adolescent Health (Waves 1 and 4) to predict, given college entrance, who…
The disjuncture between raw scores and pass rates in New York State public schools: Turning success into failure
Income Returns in Early Career: Why Whites Have Less Need for Education
Demographic economics (7 works) · Economic growth (7 works) · Economics (7 works) · Political science (7 works) · Sociology (7 works) · Urban, Neighborhood, and Segregation Studies (7 works) · Psychology (6 works) · Demography (4 works) · Poverty (4 works) · School Choice and Performance (4 works)