Ann L Mullen
Biographic Data
| ID | 265634 |
|---|---|
| NAME | Ann L Mullen |
| GIVEN NAMES | Ann L |
| FAMILY NAME | Mullen |
| SIGNATURE | MULLEN A L |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0002-3798-1952 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 164 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Belonging beyond borders
Does alma mater matter? An audit study of labour market outcomes of Canadian Bachelor's Degree recipients
In many parts of the world, the rewards attached to a university degree vary significantly according to the name of the institution one attends, particularly in countries with highly stratified postsecondary systems. Because the Canadian higher education system is relatively homogenous and non-hierarchical, it has been generally accepted that Canadian graduates enter the labour market on equal footing regardless of where they matriculate. We test…
Aiming high
Less privileged students disproportionately aim low with their university applications and often fail to apply to the institutions that match their academic qualifications. Little attention, however, has been directed toward the converse phenomenon, that of aiming high. These kinds of applications are commonly called ‘reaches,’ meaning an applicant’s credentials fall slightly below the institution’s range for the average first-year student. Using…
Gender Gaps in Undergraduate Fields of Study
Despite gender parity in earned bachelor's degrees, large gender gaps persist across fields of study. The dominant explanatory framework in this area of research assesses how gender differences in individual-level attributes predict gaps in major choice. The authors argue that individualistic accounts cannot provide a complete explanation because they fail to consider the powerful effects of the gendered institutional environments that inform and…
Gender, Social Background, and the Choice of College Major in a Liberal Arts Context
Enduring disparities in choice of college major constitute one of the most significant forms of gender inequality among undergraduate students. The existing literature generally equates major choice with career choice and overlooks possible variation across student populations. This is a significant limitation because gender differences in major choice among liberal arts students, who attend college less for specific career training and more for …
Elite destinations
As higher education expands and becomes more differentiated, patterns of class stratification remain deeply entrenched, in part due to class‐based differences in college choice. A qualitative study of 50 Yale students shows the effects of social class, high schools and peers on students’ pathways to college. For students from wealthy and highly educated families, the choice of an Ivy League institution becomes normalized through the inculcated ex…
Who Studies the Arts and Sciences? Social Background and the Choice and Consequences of Undergraduate Field of Study
Curricula in U.S. colleges and universities have historically evolved around two ideal types: arts and science fields (A&S), and vocational fields. Using the National Educational Longitudinal Study, 1992–1994, we find that high socioeconomic status (SES) students are more likely to choose A&S fields than are low-SES students. The Baccalaureate and Beyond Longitudinal Study, 1993–1997, shows that vocational majors are employed at higher paying job…
Who Goes to Graduate School? Social and Academic Correlates of Educational Continuation after College
Although sociologists have found direct links between parents' education and the high school and college educational attainments of their offspring, researchers have been surprised to find no parental effects on educational enrollments beyond college. Postgraduate matriculation appears to result from academic success in college, divorced from parents' educational capital. Using new data from the Baccalaureate and Beyond Longitudinal Study, the au…
Enacting community in progressive America
Who Goes to Graduate School? Social and Academic Correlates of Educational Continuation after College
Although sociologists have found direct links between parents' education and the high school and college educational attainments of their offspring, researchers have been surprised to find no parental effects on educational enrollments beyond college. Postgraduate matriculation appears to result from academic success in college, divorced from parents' educational capital. Using new data from the Baccalaureate and Beyond Longitudinal Study, the au…
Who Studies the Arts and Sciences? Social Background and the Choice and Consequences of Undergraduate Field of Study
Curricula in U.S. colleges and universities have historically evolved around two ideal types: arts and science fields (A&S), and vocational fields. Using the National Educational Longitudinal Study, 1992–1994, we find that high socioeconomic status (SES) students are more likely to choose A&S fields than are low-SES students. The Baccalaureate and Beyond Longitudinal Study, 1993–1997, shows that vocational majors are employed at higher paying job…
Gender, Social Background, and the Choice of College Major in a Liberal Arts Context
Enduring disparities in choice of college major constitute one of the most significant forms of gender inequality among undergraduate students. The existing literature generally equates major choice with career choice and overlooks possible variation across student populations. This is a significant limitation because gender differences in major choice among liberal arts students, who attend college less for specific career training and more for …
Elite destinations
As higher education expands and becomes more differentiated, patterns of class stratification remain deeply entrenched, in part due to class‐based differences in college choice. A qualitative study of 50 Yale students shows the effects of social class, high schools and peers on students’ pathways to college. For students from wealthy and highly educated families, the choice of an Ivy League institution becomes normalized through the inculcated ex…
Enacting community in progressive America
Aiming high
Less privileged students disproportionately aim low with their university applications and often fail to apply to the institutions that match their academic qualifications. Little attention, however, has been directed toward the converse phenomenon, that of aiming high. These kinds of applications are commonly called ‘reaches,’ meaning an applicant’s credentials fall slightly below the institution’s range for the average first-year student. Using…
Does alma mater matter? An audit study of labour market outcomes of Canadian Bachelor's Degree recipients
In many parts of the world, the rewards attached to a university degree vary significantly according to the name of the institution one attends, particularly in countries with highly stratified postsecondary systems. Because the Canadian higher education system is relatively homogenous and non-hierarchical, it has been generally accepted that Canadian graduates enter the labour market on equal footing regardless of where they matriculate. We test…
Gender Gaps in Undergraduate Fields of Study
Despite gender parity in earned bachelor's degrees, large gender gaps persist across fields of study. The dominant explanatory framework in this area of research assesses how gender differences in individual-level attributes predict gaps in major choice. The authors argue that individualistic accounts cannot provide a complete explanation because they fail to consider the powerful effects of the gendered institutional environments that inform and…
Enacting community in progressive America
Who Goes to Graduate School? Social and Academic Correlates of Educational Continuation after College
Although sociologists have found direct links between parents' education and the high school and college educational attainments of their offspring, researchers have been surprised to find no parental effects on educational enrollments beyond college. Postgraduate matriculation appears to result from academic success in college, divorced from parents' educational capital. Using new data from the Baccalaureate and Beyond Longitudinal Study, the au…
Who Studies the Arts and Sciences? Social Background and the Choice and Consequences of Undergraduate Field of Study
Curricula in U.S. colleges and universities have historically evolved around two ideal types: arts and science fields (A&S), and vocational fields. Using the National Educational Longitudinal Study, 1992–1994, we find that high socioeconomic status (SES) students are more likely to choose A&S fields than are low-SES students. The Baccalaureate and Beyond Longitudinal Study, 1993–1997, shows that vocational majors are employed at higher paying job…
Elite destinations
As higher education expands and becomes more differentiated, patterns of class stratification remain deeply entrenched, in part due to class‐based differences in college choice. A qualitative study of 50 Yale students shows the effects of social class, high schools and peers on students’ pathways to college. For students from wealthy and highly educated families, the choice of an Ivy League institution becomes normalized through the inculcated ex…
Gender, Social Background, and the Choice of College Major in a Liberal Arts Context
Enduring disparities in choice of college major constitute one of the most significant forms of gender inequality among undergraduate students. The existing literature generally equates major choice with career choice and overlooks possible variation across student populations. This is a significant limitation because gender differences in major choice among liberal arts students, who attend college less for specific career training and more for …
Gender Gaps in Undergraduate Fields of Study
Despite gender parity in earned bachelor's degrees, large gender gaps persist across fields of study. The dominant explanatory framework in this area of research assesses how gender differences in individual-level attributes predict gaps in major choice. The authors argue that individualistic accounts cannot provide a complete explanation because they fail to consider the powerful effects of the gendered institutional environments that inform and…
Aiming high
Less privileged students disproportionately aim low with their university applications and often fail to apply to the institutions that match their academic qualifications. Little attention, however, has been directed toward the converse phenomenon, that of aiming high. These kinds of applications are commonly called ‘reaches,’ meaning an applicant’s credentials fall slightly below the institution’s range for the average first-year student. Using…
Does alma mater matter? An audit study of labour market outcomes of Canadian Bachelor's Degree recipients
In many parts of the world, the rewards attached to a university degree vary significantly according to the name of the institution one attends, particularly in countries with highly stratified postsecondary systems. Because the Canadian higher education system is relatively homogenous and non-hierarchical, it has been generally accepted that Canadian graduates enter the labour market on equal footing regardless of where they matriculate. We test…
Belonging beyond borders
Political science (9 works) · Sociology (9 works) · Higher Education Research Studies (7 works) · Psychology (7 works) · Higher education (6 works) · Pedagogy (4 works) · Social Psychology (4 works) · Demographic economics (3 works) · Economic growth (3 works) · Economics (3 works)