David M Quinn
Biographic Data
| ID | 3596872 |
|---|---|
| NAME | David M Quinn |
| GIVEN NAMES | David M |
| FAMILY NAME | Quinn |
| SIGNATURE | QUINN D M |
| AFFILIATIONS | University of Southern California, Los Angeles, CA |
| ORCID | 0000-0003-3367-1452 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 438 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 10 |
When Civil Rights Frames Fail: Public Opinion About Racial Equity and Education Policy Responses
Experimental Effects of 'Opportunity Gap' and 'Achievement Gap' Frames
Racial equity in education is often framed around 'closing the achievement gap,' but many scholars argue this frame perpetuates deficit mindsets. The 'opportunity gap' (OG) frame has been offered as an alternative to focus attention on structural injustices. In a preregistered survey experiment, I estimate the effects of framing racial equity in education around 'achievement gaps' (AGs) versus OGs. I find U.S. adult respondents on MTurk gave high…
Introducing ICBe: An Event Extraction Dataset From Narratives About International Crises
How do international crises unfold? We conceptualize international relations as a strategic chess game between adversaries and develop a systematic way to measure pieces, moves, and gambits accurately and consistently over a hundred years of history. We introduce a new ontology and dataset of international events called ICBe based on a very high-quality corpus of narratives from the International Crisis Behavior (ICB) Project. We demonstrate that…
Escalation Management in Gray Zone Crises: The Proxy Factor
This study addresses the dynamics of how states employ proxies to achieve their strategic goals in the so-called gray zone between normal competition and armed conflict. The basic question is whether the use of proxies by the challenger in a crisis decreases the probability that the defender state will respond with violence. We start by examining a broad set of crises where the initial triggering act is either nonviolent or violent, to assess whe…
Replicating and Extending Effects of “Achievement Gap” Discourse
Scholars argue that the “racial achievement gap” frame perpetuates deficit mindsets. Previously, we found that teachers gave lower priority to racial equity when disparities were framed as “achievement gaps” (AGs) versus “inequality in educational outcomes.” In this brief, we analyze data from two survey experiments using a teacher sample and an Amazon MTurk sample. We find that (a) the effect of AG language on equity prioritization is moderated …
Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes
Theory suggests that teachers’ implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers’ implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers’ implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race. Teachers’ adjusted bias levels are lower in counties with larger shares of Black students. In the agg…
Experimental Effects of “Achievement Gap” News Reporting on Viewers’ Racial Stereotypes, Inequality Explanations, and Inequality Prioritization
The “achievement gap” has long dominated mainstream conversations about race and education. Some scholars warn that the discourse around racial gaps perpetuates stereotypes and promotes the adoption of deficit-based explanations that fail to appreciate the role of structural inequities. I investigate through three randomized experiments. Results indicate that a TV news story about racial achievement gaps (vs. a control or counterstereotypical vid…
Achievement Gap” Language Affects Teachers’ Issue Prioritization
The term “achievement gap” is regularly used to describe between-group differences in educational outcomes. However, critics of the term argue that it implies the problem is merely one of student performance and may depress support for policies aimed at structural solutions. We hypothesized that the phrase “racial achievement gap” would elicit lower levels of issue prioritization than the phrase “racial inequality in educational outcomes” due to …
The Distribution of School Quality: Do Schools Serving Mostly White and High-SES Children Produce the Most Learning
What is schools' role in the stratification system? One view is that schools are an important mechanism for perpetuating inequality because children from advantaged backgrounds (white and high socioeconomic) enjoy better school learning environments than their disadvantaged peers. But it is difficult to know this with confidence because children's development is a product of both school and nonschool factors, making it a challenge to isolate scho…
Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program
The authors conducted a cluster‐randomized trial to examine the effectiveness of structured teacher adaptations to the implementation of an evidence‐based summer literacy program that provided students with (a) books matched to their reading level and interests and (b) teacher scaffolding for summer reading in the form of end‐of‐year comprehension lessons and materials sent to students’ homes in the summer months. In this study, 27 high‐poverty e…
Racial Attitudes of PreK–12 and Postsecondary Educators: Descriptive Evidence From Nationally Representative Data
PreK–12 and postsecondary educators’ racial attitudes have important consequences for students’ learning and development, yet we know little about educators’ racial attitudes overall, how their attitudes might differ from those of noneducators, or how attitudes might be changing over time. I investigate these questions using the nationally representative General Social Survey. Some educators hold worrisome racial attitudes, yet compared to nonedu…
Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention
In a common approach for scaling up effective educational practice, schools adopt evidence-based programs to be implemented with fidelity. An alternative approach assumes that programs should be adapted to local contexts. In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations…
Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity: Updating and Extending Past Research With New National Data
Early studies examining seasonal variation in academic achievement inequality generally concluded that socioeconomic test score gaps grew more over the summer than the school year, suggesting schools served as “equalizers.” In this study, we analyze seasonal trends in socioeconomic status (SES) and racial/ethnic test score gaps using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-…
Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School: Trends and Predictors
Research on science achievement disparities by gender and race/ethnicity often neglects the beginning of the pipeline in the early grades. We address this limitation using nationally representative data following students from Grades 3 to 8. We find that the Black–White science test score gap (–1.07 SD in Grade 3) remains stable over these years, the Hispanic–White gap narrows (–.85 to –.65 SD), and the Asian–White Grade 3 gap (–.31 SD) closes by…
Kindergarten Black-White Test Score Gaps: Re-examining the Roles of Socioeconomic Status and School Quality with New Data
Black-white test score gaps form in early childhood and widen over elementary school. Sociologists have debated the roles that socioeconomic status (SES) and school quality play in explaining these patterns. In this study, I replicate and extend past research using new nationally representative data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011. I find black-white test score gaps at kindergarten entry in 2010 in read…
The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions
This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom- and home-based summer reading interventions involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving child-initiated book r…
Crisis managers but not conflict resolvers: Mediating ethnic intrastate conflict in Africa
Instability and conflict within African countries are on the rise. What are the best means for third parties to promote short-term crisis management and long-term conflict resolution in these situations? Often, these two tasks are at odds with one another, and certain approaches to intervention may be more or less effective. This study grapples with these issues by focusing on one particularly difficult set of cases—violent crises that are rooted…
Mediating International Crises
This new book shows how international crises are dangerous episodes that can be destabilizing not only to the actors directly involved but also to the entire international system. Recognizing the primacy of crises as defining moments in international relations, scholars and policy makers alike are increasingly concerned with identifying mechanisms for crisis prevention, management and resolution. Mediating International Crises is the first compre…
Power Play: Mediation in Symmetric and Asymmetric International Crises
International relations scholars have long focused on power relations among nations as an explanatory factor for a wide variety of state behaviors, including alliance formation, strategic interactions, and negotiation strategies. Power transition theorists have argued that war is most likely when power is equally distributed among nations or, more precisely, when the power of the challenger approaches—or begins to exceed—that of its opponent (Org…
Mediation Style and Crisis Outcomes
This study focuses on the varying effectiveness of three mediation styles—facilitation, formulation, and manipulation—on international crises. Effectiveness is assessed in terms of three outcome variables: formal agreement, post-crisis tension reduction, and contribution to crisis abatement. The authors analyze new data on the mediation process from the International Crisis Behavior project (1918-2001). Manipulation has the strongest effect on th…
Mediating International Crises: Cross-National and Experimental Perspectives
This study focuses on mediation as a means for mitigating or at least minimizing the potentially turbulent and violent consequences of international crises. Two main research questions are explored: (1) Does mediation in general affect the dynamics and outcomes of crisis negotiations? and (2) Does the impact of mediation vary in accordance with mediator style? Data are drawn from the International Crisis Behavior data set and from ongoing experim…
Mediation Style and Crisis Outcomes
This study focuses on the varying effectiveness of three mediation styles—facilitation, formulation, and manipulation—on international crises. Effectiveness is assessed in terms of three outcome variables: formal agreement, post-crisis tension reduction, and contribution to crisis abatement. The authors analyze new data on the mediation process from the International Crisis Behavior project (1918-2001). Manipulation has the strongest effect on th…
Mediating International Crises
This new book shows how international crises are dangerous episodes that can be destabilizing not only to the actors directly involved but also to the entire international system. Recognizing the primacy of crises as defining moments in international relations, scholars and policy makers alike are increasingly concerned with identifying mechanisms for crisis prevention, management and resolution. Mediating International Crises is the first compre…
Mediating International Crises: Cross-National and Experimental Perspectives
This study focuses on mediation as a means for mitigating or at least minimizing the potentially turbulent and violent consequences of international crises. Two main research questions are explored: (1) Does mediation in general affect the dynamics and outcomes of crisis negotiations? and (2) Does the impact of mediation vary in accordance with mediator style? Data are drawn from the International Crisis Behavior data set and from ongoing experim…
Power Play: Mediation in Symmetric and Asymmetric International Crises
International relations scholars have long focused on power relations among nations as an explanatory factor for a wide variety of state behaviors, including alliance formation, strategic interactions, and negotiation strategies. Power transition theorists have argued that war is most likely when power is equally distributed among nations or, more precisely, when the power of the challenger approaches—or begins to exceed—that of its opponent (Org…
Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes
Theory suggests that teachers’ implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers’ implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers’ implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race. Teachers’ adjusted bias levels are lower in counties with larger shares of Black students. In the agg…
Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity: Updating and Extending Past Research With New National Data
Early studies examining seasonal variation in academic achievement inequality generally concluded that socioeconomic test score gaps grew more over the summer than the school year, suggesting schools served as “equalizers.” In this study, we analyze seasonal trends in socioeconomic status (SES) and racial/ethnic test score gaps using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-…
Kindergarten Black-White Test Score Gaps: Re-examining the Roles of Socioeconomic Status and School Quality with New Data
Black-white test score gaps form in early childhood and widen over elementary school. Sociologists have debated the roles that socioeconomic status (SES) and school quality play in explaining these patterns. In this study, I replicate and extend past research using new nationally representative data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011. I find black-white test score gaps at kindergarten entry in 2010 in read…
Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School: Trends and Predictors
Research on science achievement disparities by gender and race/ethnicity often neglects the beginning of the pipeline in the early grades. We address this limitation using nationally representative data following students from Grades 3 to 8. We find that the Black–White science test score gap (–1.07 SD in Grade 3) remains stable over these years, the Hispanic–White gap narrows (–.85 to –.65 SD), and the Asian–White Grade 3 gap (–.31 SD) closes by…
Crisis managers but not conflict resolvers: Mediating ethnic intrastate conflict in Africa
Instability and conflict within African countries are on the rise. What are the best means for third parties to promote short-term crisis management and long-term conflict resolution in these situations? Often, these two tasks are at odds with one another, and certain approaches to intervention may be more or less effective. This study grapples with these issues by focusing on one particularly difficult set of cases—violent crises that are rooted…
Racial Attitudes of PreK–12 and Postsecondary Educators: Descriptive Evidence From Nationally Representative Data
PreK–12 and postsecondary educators’ racial attitudes have important consequences for students’ learning and development, yet we know little about educators’ racial attitudes overall, how their attitudes might differ from those of noneducators, or how attitudes might be changing over time. I investigate these questions using the nationally representative General Social Survey. Some educators hold worrisome racial attitudes, yet compared to nonedu…
Experimental Effects of “Achievement Gap” News Reporting on Viewers’ Racial Stereotypes, Inequality Explanations, and Inequality Prioritization
The “achievement gap” has long dominated mainstream conversations about race and education. Some scholars warn that the discourse around racial gaps perpetuates stereotypes and promotes the adoption of deficit-based explanations that fail to appreciate the role of structural inequities. I investigate through three randomized experiments. Results indicate that a TV news story about racial achievement gaps (vs. a control or counterstereotypical vid…
Achievement Gap” Language Affects Teachers’ Issue Prioritization
The term “achievement gap” is regularly used to describe between-group differences in educational outcomes. However, critics of the term argue that it implies the problem is merely one of student performance and may depress support for policies aimed at structural solutions. We hypothesized that the phrase “racial achievement gap” would elicit lower levels of issue prioritization than the phrase “racial inequality in educational outcomes” due to …
The Distribution of School Quality: Do Schools Serving Mostly White and High-SES Children Produce the Most Learning
What is schools' role in the stratification system? One view is that schools are an important mechanism for perpetuating inequality because children from advantaged backgrounds (white and high socioeconomic) enjoy better school learning environments than their disadvantaged peers. But it is difficult to know this with confidence because children's development is a product of both school and nonschool factors, making it a challenge to isolate scho…
Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program
The authors conducted a cluster‐randomized trial to examine the effectiveness of structured teacher adaptations to the implementation of an evidence‐based summer literacy program that provided students with (a) books matched to their reading level and interests and (b) teacher scaffolding for summer reading in the form of end‐of‐year comprehension lessons and materials sent to students’ homes in the summer months. In this study, 27 high‐poverty e…
Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention
In a common approach for scaling up effective educational practice, schools adopt evidence-based programs to be implemented with fidelity. An alternative approach assumes that programs should be adapted to local contexts. In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations…
Replicating and Extending Effects of “Achievement Gap” Discourse
Scholars argue that the “racial achievement gap” frame perpetuates deficit mindsets. Previously, we found that teachers gave lower priority to racial equity when disparities were framed as “achievement gaps” (AGs) versus “inequality in educational outcomes.” In this brief, we analyze data from two survey experiments using a teacher sample and an Amazon MTurk sample. We find that (a) the effect of AG language on equity prioritization is moderated …
Experimental Effects of 'Opportunity Gap' and 'Achievement Gap' Frames
Racial equity in education is often framed around 'closing the achievement gap,' but many scholars argue this frame perpetuates deficit mindsets. The 'opportunity gap' (OG) frame has been offered as an alternative to focus attention on structural injustices. In a preregistered survey experiment, I estimate the effects of framing racial equity in education around 'achievement gaps' (AGs) versus OGs. I find U.S. adult respondents on MTurk gave high…
Escalation Management in Gray Zone Crises: The Proxy Factor
This study addresses the dynamics of how states employ proxies to achieve their strategic goals in the so-called gray zone between normal competition and armed conflict. The basic question is whether the use of proxies by the challenger in a crisis decreases the probability that the defender state will respond with violence. We start by examining a broad set of crises where the initial triggering act is either nonviolent or violent, to assess whe…
Mediating International Crises: Cross-National and Experimental Perspectives
This study focuses on mediation as a means for mitigating or at least minimizing the potentially turbulent and violent consequences of international crises. Two main research questions are explored: (1) Does mediation in general affect the dynamics and outcomes of crisis negotiations? and (2) Does the impact of mediation vary in accordance with mediator style? Data are drawn from the International Crisis Behavior data set and from ongoing experim…
Power Play: Mediation in Symmetric and Asymmetric International Crises
International relations scholars have long focused on power relations among nations as an explanatory factor for a wide variety of state behaviors, including alliance formation, strategic interactions, and negotiation strategies. Power transition theorists have argued that war is most likely when power is equally distributed among nations or, more precisely, when the power of the challenger approaches—or begins to exceed—that of its opponent (Org…
Mediation Style and Crisis Outcomes
This study focuses on the varying effectiveness of three mediation styles—facilitation, formulation, and manipulation—on international crises. Effectiveness is assessed in terms of three outcome variables: formal agreement, post-crisis tension reduction, and contribution to crisis abatement. The authors analyze new data on the mediation process from the International Crisis Behavior project (1918-2001). Manipulation has the strongest effect on th…
Mediating International Crises
This new book shows how international crises are dangerous episodes that can be destabilizing not only to the actors directly involved but also to the entire international system. Recognizing the primacy of crises as defining moments in international relations, scholars and policy makers alike are increasingly concerned with identifying mechanisms for crisis prevention, management and resolution. Mediating International Crises is the first compre…
The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions
This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom- and home-based summer reading interventions involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving child-initiated book r…
Crisis managers but not conflict resolvers: Mediating ethnic intrastate conflict in Africa
Instability and conflict within African countries are on the rise. What are the best means for third parties to promote short-term crisis management and long-term conflict resolution in these situations? Often, these two tasks are at odds with one another, and certain approaches to intervention may be more or less effective. This study grapples with these issues by focusing on one particularly difficult set of cases—violent crises that are rooted…
Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School: Trends and Predictors
Research on science achievement disparities by gender and race/ethnicity often neglects the beginning of the pipeline in the early grades. We address this limitation using nationally representative data following students from Grades 3 to 8. We find that the Black–White science test score gap (–1.07 SD in Grade 3) remains stable over these years, the Hispanic–White gap narrows (–.85 to –.65 SD), and the Asian–White Grade 3 gap (–.31 SD) closes by…
Kindergarten Black-White Test Score Gaps: Re-examining the Roles of Socioeconomic Status and School Quality with New Data
Black-white test score gaps form in early childhood and widen over elementary school. Sociologists have debated the roles that socioeconomic status (SES) and school quality play in explaining these patterns. In this study, I replicate and extend past research using new nationally representative data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011. I find black-white test score gaps at kindergarten entry in 2010 in read…
Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity: Updating and Extending Past Research With New National Data
Early studies examining seasonal variation in academic achievement inequality generally concluded that socioeconomic test score gaps grew more over the summer than the school year, suggesting schools served as “equalizers.” In this study, we analyze seasonal trends in socioeconomic status (SES) and racial/ethnic test score gaps using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-…
Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program
The authors conducted a cluster‐randomized trial to examine the effectiveness of structured teacher adaptations to the implementation of an evidence‐based summer literacy program that provided students with (a) books matched to their reading level and interests and (b) teacher scaffolding for summer reading in the form of end‐of‐year comprehension lessons and materials sent to students’ homes in the summer months. In this study, 27 high‐poverty e…
Racial Attitudes of PreK–12 and Postsecondary Educators: Descriptive Evidence From Nationally Representative Data
PreK–12 and postsecondary educators’ racial attitudes have important consequences for students’ learning and development, yet we know little about educators’ racial attitudes overall, how their attitudes might differ from those of noneducators, or how attitudes might be changing over time. I investigate these questions using the nationally representative General Social Survey. Some educators hold worrisome racial attitudes, yet compared to nonedu…
Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention
In a common approach for scaling up effective educational practice, schools adopt evidence-based programs to be implemented with fidelity. An alternative approach assumes that programs should be adapted to local contexts. In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations…
Achievement Gap” Language Affects Teachers’ Issue Prioritization
The term “achievement gap” is regularly used to describe between-group differences in educational outcomes. However, critics of the term argue that it implies the problem is merely one of student performance and may depress support for policies aimed at structural solutions. We hypothesized that the phrase “racial achievement gap” would elicit lower levels of issue prioritization than the phrase “racial inequality in educational outcomes” due to …
The Distribution of School Quality: Do Schools Serving Mostly White and High-SES Children Produce the Most Learning
What is schools' role in the stratification system? One view is that schools are an important mechanism for perpetuating inequality because children from advantaged backgrounds (white and high socioeconomic) enjoy better school learning environments than their disadvantaged peers. But it is difficult to know this with confidence because children's development is a product of both school and nonschool factors, making it a challenge to isolate scho…
Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes
Theory suggests that teachers’ implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers’ implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers’ implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race. Teachers’ adjusted bias levels are lower in counties with larger shares of Black students. In the agg…
Experimental Effects of “Achievement Gap” News Reporting on Viewers’ Racial Stereotypes, Inequality Explanations, and Inequality Prioritization
The “achievement gap” has long dominated mainstream conversations about race and education. Some scholars warn that the discourse around racial gaps perpetuates stereotypes and promotes the adoption of deficit-based explanations that fail to appreciate the role of structural inequities. I investigate through three randomized experiments. Results indicate that a TV news story about racial achievement gaps (vs. a control or counterstereotypical vid…
Escalation Management in Gray Zone Crises: The Proxy Factor
This study addresses the dynamics of how states employ proxies to achieve their strategic goals in the so-called gray zone between normal competition and armed conflict. The basic question is whether the use of proxies by the challenger in a crisis decreases the probability that the defender state will respond with violence. We start by examining a broad set of crises where the initial triggering act is either nonviolent or violent, to assess whe…
Replicating and Extending Effects of “Achievement Gap” Discourse
Scholars argue that the “racial achievement gap” frame perpetuates deficit mindsets. Previously, we found that teachers gave lower priority to racial equity when disparities were framed as “achievement gaps” (AGs) versus “inequality in educational outcomes.” In this brief, we analyze data from two survey experiments using a teacher sample and an Amazon MTurk sample. We find that (a) the effect of AG language on equity prioritization is moderated …
Introducing ICBe: An Event Extraction Dataset From Narratives About International Crises
How do international crises unfold? We conceptualize international relations as a strategic chess game between adversaries and develop a systematic way to measure pieces, moves, and gambits accurately and consistently over a hundred years of history. We introduce a new ontology and dataset of international events called ICBe based on a very high-quality corpus of narratives from the International Crisis Behavior (ICB) Project. We demonstrate that…
Experimental Effects of 'Opportunity Gap' and 'Achievement Gap' Frames
Racial equity in education is often framed around 'closing the achievement gap,' but many scholars argue this frame perpetuates deficit mindsets. The 'opportunity gap' (OG) frame has been offered as an alternative to focus attention on structural injustices. In a preregistered survey experiment, I estimate the effects of framing racial equity in education around 'achievement gaps' (AGs) versus OGs. I find U.S. adult respondents on MTurk gave high…
When Civil Rights Frames Fail: Public Opinion About Racial Equity and Education Policy Responses
Political science (16 works) · Psychology (16 works) · School Choice and Performance (12 works) · Sociology (11 works) · Social Psychology (9 works) · Economics (8 works) · Social Psychology (8 works) · Critical Race Theory in Education (7 works) · Mathematics education (7 works) · Computer Science (6 works)