D Gelbgiser
Biographic Data
| ID | 33785 |
|---|---|
| NAME | D Gelbgiser |
| GIVEN NAMES | D |
| FAMILY NAME | Gelbgiser |
| SIGNATURE | GELBGISER D |
| AFFILIATIONS | Cornell University |
| ORCID | 0000-0001-6557-3895 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 122 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
The gendered division of paid labour among families of children with disabilities: A comparative approach
Having a child with a disability intensifies work–family conflict due to the additional caregiving demands. Research suggests that this conflict reinforces more traditional patterns of labour division in families of children with disabilities (FOCD), contributing to a well-documented ‘disability penalty’, where mothers’ relative contribution to paid labour is lower in FOCD than in other families. Yet, it remains unclear whether and how the disabi…
Segregation, Choices, and Inequality in Educational Outcomes: Evidence From Revealed Choice Data
Disparities in educational trajectories and outcomes of segregated social groups concern population scientists and policymakers worldwide. This study examines the role of decision-making processes in generating educational disparities across groups in a segregated society. We argue that the unequal opportunity structure associated with segregation yields systematic disparities in decision-making that underlie choices, resulting in suboptimal outc…
The gendered value of education in the ‘college-for-all’ era and the role of literacy and numeracy skills
Diverging pathways: First-year college courses and the gender gap in STEM degree attainment
Gender differences in occupational plans in high school are an important predictor of the low representation of women among degree recipients in science, technology, engineering, and math (STEM) fields. Yet even among STEM-aspiring students, women are substantially less likely than men to obtain a STEM degree. Building on the educational literature on "curricular momentum" and recent evidence of the social and academic contexts of STEM introducto…
Match Pathways and College Graduation: A Longitudinal and Multidimensional Framework for Academic Mismatch
Academic mismatch, the incompatibility between applicants'/students' aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal and multidimensional framework that classifies…
The gendered division of cognitive household labor, mental load, and family–work conflict in European countries
The unequal division of cognitive labor within households, and its potential association with mental load and stress, has gained substantial interest in recent public and scholarly discussions. We aim to deepen this debate theoretically and empirically. First, going beyond the question of whether the division of cognitive labor is gendered, we connect cognitive household labor with existing stress theories and ask whether men and women typically …
Socioeconomic Segregation, Campus Social Context, and Disparities in Bachelor's Degree Attainment
It is well established that students from different socioeconomic backgrounds attend different colleges, net of their academic preparation. An unintended consequence of these disparities is that in the aggregate, they enhance socioeconomic segregation across institutions of higher education, cultivating separate and distinct social environments that can influence students' outcomes. Using information on the academic careers of a nationally repres…
Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion
In the United States, women are more likely than men to enter and complete college, but they remain underrepresented among baccalaureates in science-related majors. We show that in a cohort of college entrants who graduated from high school in 2004, men were more than twice as likely as women to complete baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields, including premed fields, and more likely to persist in…
College for All, Degrees for Few: For-Profit Colleges and Socioeconomic Differences in Degree Attainment
T he recent expansion of for-profit colleges in US higher education has ignited much debate over the potential contributions, and limitations, of profit-maximizing educational businesses to socioeconomic inequality. For-profit colleges have a strong economic incentive to retain students, and can offer innovative services in order to compete with more established institutions. But for-profit colleges may also seek to increase revenues in ways that…
Degrees of Difference: Gender Segregation of U.S. Doctorates by Field and Program Prestige
Women earn nearly half of doctoral degrees in research fields, yet doctoral education in the United States remains deeply segregated by gender. We argue that in addition to the oft-noted segregation of men and women by field of study, men and women may also be segregated across programs that differ in their prestige. Using data on all doctorates awarded in the United States from 2003 to 2014, field-specific program rankings, and field-level measu…
Green for All? Gender Segregation and Green Fields of Study in American Higher Education
Using the example of green fields of study in higher education, which emerged largely in response to the growing prominence of the environmental movement over recent decades, this article posits that new and emerging fields of study can be an important source of change in gender segregation across fields of study. We suggest that new and emerging fields of study, when framed outside of existing gender divisions, may transcend established gender d…
Math-oriented fields of study and the race gap in graduation likelihoods at elite colleges
Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States
After introducing alternative perspectives on assimilation and acculturation, we use the 2002-2012 waves of the Education Longitudinal Study to model differences in educational attainment for students sampled as high school sophomores in 2002. We focus on patterns observed for the growing Mexican immigrant population, analyzing separately the trajectories of 1 st , 1.5 th , 2 nd , and 3 rd + generation Mexican immigrant students, in comparison to…
Feeding the pipeline: Gender, occupational plans, and college major selection
The female advantage in college academic achievements and horizontal sex segregation
Feeding the pipeline: Gender, occupational plans, and college major selection
Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion
In the United States, women are more likely than men to enter and complete college, but they remain underrepresented among baccalaureates in science-related majors. We show that in a cohort of college entrants who graduated from high school in 2004, men were more than twice as likely as women to complete baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields, including premed fields, and more likely to persist in…
Degrees of Difference: Gender Segregation of U.S. Doctorates by Field and Program Prestige
Women earn nearly half of doctoral degrees in research fields, yet doctoral education in the United States remains deeply segregated by gender. We argue that in addition to the oft-noted segregation of men and women by field of study, men and women may also be segregated across programs that differ in their prestige. Using data on all doctorates awarded in the United States from 2003 to 2014, field-specific program rankings, and field-level measu…
The female advantage in college academic achievements and horizontal sex segregation
The gendered division of cognitive household labor, mental load, and family–work conflict in European countries
The unequal division of cognitive labor within households, and its potential association with mental load and stress, has gained substantial interest in recent public and scholarly discussions. We aim to deepen this debate theoretically and empirically. First, going beyond the question of whether the division of cognitive labor is gendered, we connect cognitive household labor with existing stress theories and ask whether men and women typically …
Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States
After introducing alternative perspectives on assimilation and acculturation, we use the 2002-2012 waves of the Education Longitudinal Study to model differences in educational attainment for students sampled as high school sophomores in 2002. We focus on patterns observed for the growing Mexican immigrant population, analyzing separately the trajectories of 1 st , 1.5 th , 2 nd , and 3 rd + generation Mexican immigrant students, in comparison to…
Math-oriented fields of study and the race gap in graduation likelihoods at elite colleges
Match Pathways and College Graduation: A Longitudinal and Multidimensional Framework for Academic Mismatch
Academic mismatch, the incompatibility between applicants'/students' aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal and multidimensional framework that classifies…
Socioeconomic Segregation, Campus Social Context, and Disparities in Bachelor's Degree Attainment
It is well established that students from different socioeconomic backgrounds attend different colleges, net of their academic preparation. An unintended consequence of these disparities is that in the aggregate, they enhance socioeconomic segregation across institutions of higher education, cultivating separate and distinct social environments that can influence students' outcomes. Using information on the academic careers of a nationally repres…
The female advantage in college academic achievements and horizontal sex segregation
Feeding the pipeline: Gender, occupational plans, and college major selection
Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States
After introducing alternative perspectives on assimilation and acculturation, we use the 2002-2012 waves of the Education Longitudinal Study to model differences in educational attainment for students sampled as high school sophomores in 2002. We focus on patterns observed for the growing Mexican immigrant population, analyzing separately the trajectories of 1 st , 1.5 th , 2 nd , and 3 rd + generation Mexican immigrant students, in comparison to…
Math-oriented fields of study and the race gap in graduation likelihoods at elite colleges
Degrees of Difference: Gender Segregation of U.S. Doctorates by Field and Program Prestige
Women earn nearly half of doctoral degrees in research fields, yet doctoral education in the United States remains deeply segregated by gender. We argue that in addition to the oft-noted segregation of men and women by field of study, men and women may also be segregated across programs that differ in their prestige. Using data on all doctorates awarded in the United States from 2003 to 2014, field-specific program rankings, and field-level measu…
Green for All? Gender Segregation and Green Fields of Study in American Higher Education
Using the example of green fields of study in higher education, which emerged largely in response to the growing prominence of the environmental movement over recent decades, this article posits that new and emerging fields of study can be an important source of change in gender segregation across fields of study. We suggest that new and emerging fields of study, when framed outside of existing gender divisions, may transcend established gender d…
College for All, Degrees for Few: For-Profit Colleges and Socioeconomic Differences in Degree Attainment
T he recent expansion of for-profit colleges in US higher education has ignited much debate over the potential contributions, and limitations, of profit-maximizing educational businesses to socioeconomic inequality. For-profit colleges have a strong economic incentive to retain students, and can offer innovative services in order to compete with more established institutions. But for-profit colleges may also seek to increase revenues in ways that…
Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion
In the United States, women are more likely than men to enter and complete college, but they remain underrepresented among baccalaureates in science-related majors. We show that in a cohort of college entrants who graduated from high school in 2004, men were more than twice as likely as women to complete baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields, including premed fields, and more likely to persist in…
Socioeconomic Segregation, Campus Social Context, and Disparities in Bachelor's Degree Attainment
It is well established that students from different socioeconomic backgrounds attend different colleges, net of their academic preparation. An unintended consequence of these disparities is that in the aggregate, they enhance socioeconomic segregation across institutions of higher education, cultivating separate and distinct social environments that can influence students' outcomes. Using information on the academic careers of a nationally repres…
The gendered division of cognitive household labor, mental load, and family–work conflict in European countries
The unequal division of cognitive labor within households, and its potential association with mental load and stress, has gained substantial interest in recent public and scholarly discussions. We aim to deepen this debate theoretically and empirically. First, going beyond the question of whether the division of cognitive labor is gendered, we connect cognitive household labor with existing stress theories and ask whether men and women typically …
Match Pathways and College Graduation: A Longitudinal and Multidimensional Framework for Academic Mismatch
Academic mismatch, the incompatibility between applicants'/students' aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal and multidimensional framework that classifies…
The gendered division of paid labour among families of children with disabilities: A comparative approach
Having a child with a disability intensifies work–family conflict due to the additional caregiving demands. Research suggests that this conflict reinforces more traditional patterns of labour division in families of children with disabilities (FOCD), contributing to a well-documented ‘disability penalty’, where mothers’ relative contribution to paid labour is lower in FOCD than in other families. Yet, it remains unclear whether and how the disabi…
Segregation, Choices, and Inequality in Educational Outcomes: Evidence From Revealed Choice Data
Disparities in educational trajectories and outcomes of segregated social groups concern population scientists and policymakers worldwide. This study examines the role of decision-making processes in generating educational disparities across groups in a segregated society. We argue that the unequal opportunity structure associated with segregation yields systematic disparities in decision-making that underlie choices, resulting in suboptimal outc…
The gendered value of education in the ‘college-for-all’ era and the role of literacy and numeracy skills
Diverging pathways: First-year college courses and the gender gap in STEM degree attainment
Gender differences in occupational plans in high school are an important predictor of the low representation of women among degree recipients in science, technology, engineering, and math (STEM) fields. Yet even among STEM-aspiring students, women are substantially less likely than men to obtain a STEM degree. Building on the educational literature on "curricular momentum" and recent evidence of the social and academic contexts of STEM introducto…
Psychology (12 works) · Sociology (11 works) · Demographic economics (10 works) · Economics (9 works) · Higher Education Research Studies (8 works) · Political science (8 works) · School Choice and Performance (7 works) · Mathematics (6 works) · Career Development and Diversity (5 works) · Demography (5 works)