Irenee R Beattie
Biographic Data
| ID | 3604302 |
|---|---|
| NAME | Irenee R Beattie |
| GIVEN NAMES | Irenee R |
| FAMILY NAME | Beattie |
| SIGNATURE | BEATTIE I R |
| AFFILIATIONS | University of California, Merced |
| ORCID | 0000-0002-3860-2192 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 127 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Differential Racialization of Filipino College Students
Filipino college students report more negative experiences on their campuses than other Asian groups in qualitative studies, but such variation is obscured in quantitative research combining all Asian students together. Little is known about Filipino American racialization in higher education. Theories of racial liminality and racial hierarchies suggest that Filipino student's interpersonal racialized experiences will differ from those of White a…
What do we know about LGBQ+ college student academic experiences and outcomes
In spite of recognition that lesbian, gay, bisexual, and queer+ (LGBQ+) young adults face challenges associated with their sexual identities, research on inequality in education has only recently begun examining their academic experiences and outcomes in college. Prior work has mainly focused on social and extracurricular experiences during college or academic outcomes among LGBQ+ students in K‐12 settings. In this article, we review the growing …
Coming Out (or not) on College Applications: Institutional and Interpersonal Dimensions of Disclosing LGBQ+ Identities
Many college campuses recently began asking undergraduate applicants about their sexual identities on their college applications. How do applicants who are lesbian, gay, bisexual, and otherwise on the queer spectrum (LGBQ+) experience this question, and what factors influence how they respond? The authors use focus group and interview data with 60 LGBQ+ undergraduate students attending two college campuses to explore these questions. Although man…
Tracking Women's Transitions to Adulthood: Race, Curricular Tracking, and Young Adult Outcomes
Theories suggest curricular tracking is linked to racial/ethnic inequality. However, prior studies largely examine cognitive outcomes like standardized test scores and neglect behavioral outcomes. They also overlook potential racial/ethnic differences within curricular tracks. This study asks the following questions: (a) Is curricular tracking associated with young women's social and behavioral outcomes during the transition to adulthood (droppin…
Connecting in Class? College Class Size and Inequality in Academic Social Capital
College students who interact with professors and peers about academic matters have better college outcomes. Although institutional factors influence engagement, prior scholarship has not systematically examined whether class sizes affect students' academic interactions, nor whether race or first-generation status moderate such effects. We conceptualized academic interactions as forms of social capital that are sensitive to institutional characte…
Mismatched Educational Expectations and Achievement and Adolescent Women's Risk of Unprotected First Sex
Many scholars highlight the benefits of high educational expectations. The study of adolescent women's sexual risk-taking focuses on college expectations and high achievement for buffering young women from negative outcomes. But one's expectations and level of college preparation could be mismatched, which may have negative effects. Congruent expectations and achievement are likely to be most beneficial, while inflated expectations (high expectat…
High School and Women's Life Course: Curriculum Tracking, Race/Ethnicity, and Welfare Receipt
Life course scholarship considers how institutional contexts, such as schools, influence adolescent development. Likewise, educational scholars examine how high school experiences influence nonacademic life course outcomes. This study connects these disparate research areas to determine how high school curricular tracks relate to racial/ethnic differences in welfare dynamics. Using National Longitudinal Survey of Youth (1979) data, the author fin…
Racial Mismatch and School Type: Teacher Satisfaction and Retention in Charter and Traditional Public Schools
Studies of teacher satisfaction suggest that satisfaction is related to both the racial composition and the organizational structure of the schools in which teachers work. In this article, the authors draw from theories of race and organizations to examine simultaneously the effects of school type (traditional public vs. charter) and racial mismatch on teacher satisfaction and subsequent turnover. In doing so, they examine the organizational diff…
Special Reviewers
Are All 'Adolescent Econometricians' Created Equal? Racial, Class, and Gender Differences in College Enrollment
To explain whether high school graduates enroll in college, human capital theory suggests that youths act as adolescent econometricians, assessing the added value of education in terms of their expected income returns to schooling. Although there is some truth to this explanation, the application of the theory is often limited because researchers have ignored important racial, class, and gender differences in economic and educational arenas. This…
The Structure of Schooling: Readings in the Sociology of Education
This comprehensive reader in the sociology of education examines important topics and exposes students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, the editors have chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling on individuals and society
High School Experience and the Risk of Adult Incarceration
This study assesses the effects of high school educational experiences on the risk of incarceration for young men aged 19–36 using event history analysis and National Longitudinal Survey of Youth data. High school education serves as a defining moment in an individual's life course. Young men who enroll in secondary occupational course work significantly reduce their likelihood of incarceration both overall and net of differences in the adult lab…
Are All 'Adolescent Econometricians' Created Equal? Racial, Class, and Gender Differences in College Enrollment
To explain whether high school graduates enroll in college, human capital theory suggests that youths act as adolescent econometricians, assessing the added value of education in terms of their expected income returns to schooling. Although there is some truth to this explanation, the application of the theory is often limited because researchers have ignored important racial, class, and gender differences in economic and educational arenas. This…
High School Experience and the Risk of Adult Incarceration
This study assesses the effects of high school educational experiences on the risk of incarceration for young men aged 19–36 using event history analysis and National Longitudinal Survey of Youth data. High school education serves as a defining moment in an individual's life course. Young men who enroll in secondary occupational course work significantly reduce their likelihood of incarceration both overall and net of differences in the adult lab…
Racial Mismatch and School Type: Teacher Satisfaction and Retention in Charter and Traditional Public Schools
Studies of teacher satisfaction suggest that satisfaction is related to both the racial composition and the organizational structure of the schools in which teachers work. In this article, the authors draw from theories of race and organizations to examine simultaneously the effects of school type (traditional public vs. charter) and racial mismatch on teacher satisfaction and subsequent turnover. In doing so, they examine the organizational diff…
What do we know about LGBQ+ college student academic experiences and outcomes
In spite of recognition that lesbian, gay, bisexual, and queer+ (LGBQ+) young adults face challenges associated with their sexual identities, research on inequality in education has only recently begun examining their academic experiences and outcomes in college. Prior work has mainly focused on social and extracurricular experiences during college or academic outcomes among LGBQ+ students in K‐12 settings. In this article, we review the growing …
Connecting in Class? College Class Size and Inequality in Academic Social Capital
College students who interact with professors and peers about academic matters have better college outcomes. Although institutional factors influence engagement, prior scholarship has not systematically examined whether class sizes affect students' academic interactions, nor whether race or first-generation status moderate such effects. We conceptualized academic interactions as forms of social capital that are sensitive to institutional characte…
Coming Out (or not) on College Applications: Institutional and Interpersonal Dimensions of Disclosing LGBQ+ Identities
Many college campuses recently began asking undergraduate applicants about their sexual identities on their college applications. How do applicants who are lesbian, gay, bisexual, and otherwise on the queer spectrum (LGBQ+) experience this question, and what factors influence how they respond? The authors use focus group and interview data with 60 LGBQ+ undergraduate students attending two college campuses to explore these questions. Although man…
Tracking Women's Transitions to Adulthood: Race, Curricular Tracking, and Young Adult Outcomes
Theories suggest curricular tracking is linked to racial/ethnic inequality. However, prior studies largely examine cognitive outcomes like standardized test scores and neglect behavioral outcomes. They also overlook potential racial/ethnic differences within curricular tracks. This study asks the following questions: (a) Is curricular tracking associated with young women's social and behavioral outcomes during the transition to adulthood (droppin…
High School and Women's Life Course: Curriculum Tracking, Race/Ethnicity, and Welfare Receipt
Life course scholarship considers how institutional contexts, such as schools, influence adolescent development. Likewise, educational scholars examine how high school experiences influence nonacademic life course outcomes. This study connects these disparate research areas to determine how high school curricular tracks relate to racial/ethnic differences in welfare dynamics. Using National Longitudinal Survey of Youth (1979) data, the author fin…
High School Experience and the Risk of Adult Incarceration
This study assesses the effects of high school educational experiences on the risk of incarceration for young men aged 19–36 using event history analysis and National Longitudinal Survey of Youth data. High school education serves as a defining moment in an individual's life course. Young men who enroll in secondary occupational course work significantly reduce their likelihood of incarceration both overall and net of differences in the adult lab…
The Structure of Schooling: Readings in the Sociology of Education
This comprehensive reader in the sociology of education examines important topics and exposes students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, the editors have chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling on individuals and society
Are All 'Adolescent Econometricians' Created Equal? Racial, Class, and Gender Differences in College Enrollment
To explain whether high school graduates enroll in college, human capital theory suggests that youths act as adolescent econometricians, assessing the added value of education in terms of their expected income returns to schooling. Although there is some truth to this explanation, the application of the theory is often limited because researchers have ignored important racial, class, and gender differences in economic and educational arenas. This…
Special Reviewers
High School and Women's Life Course: Curriculum Tracking, Race/Ethnicity, and Welfare Receipt
Life course scholarship considers how institutional contexts, such as schools, influence adolescent development. Likewise, educational scholars examine how high school experiences influence nonacademic life course outcomes. This study connects these disparate research areas to determine how high school curricular tracks relate to racial/ethnic differences in welfare dynamics. Using National Longitudinal Survey of Youth (1979) data, the author fin…
Racial Mismatch and School Type: Teacher Satisfaction and Retention in Charter and Traditional Public Schools
Studies of teacher satisfaction suggest that satisfaction is related to both the racial composition and the organizational structure of the schools in which teachers work. In this article, the authors draw from theories of race and organizations to examine simultaneously the effects of school type (traditional public vs. charter) and racial mismatch on teacher satisfaction and subsequent turnover. In doing so, they examine the organizational diff…
Mismatched Educational Expectations and Achievement and Adolescent Women's Risk of Unprotected First Sex
Many scholars highlight the benefits of high educational expectations. The study of adolescent women's sexual risk-taking focuses on college expectations and high achievement for buffering young women from negative outcomes. But one's expectations and level of college preparation could be mismatched, which may have negative effects. Congruent expectations and achievement are likely to be most beneficial, while inflated expectations (high expectat…
Connecting in Class? College Class Size and Inequality in Academic Social Capital
College students who interact with professors and peers about academic matters have better college outcomes. Although institutional factors influence engagement, prior scholarship has not systematically examined whether class sizes affect students' academic interactions, nor whether race or first-generation status moderate such effects. We conceptualized academic interactions as forms of social capital that are sensitive to institutional characte…
Tracking Women's Transitions to Adulthood: Race, Curricular Tracking, and Young Adult Outcomes
Theories suggest curricular tracking is linked to racial/ethnic inequality. However, prior studies largely examine cognitive outcomes like standardized test scores and neglect behavioral outcomes. They also overlook potential racial/ethnic differences within curricular tracks. This study asks the following questions: (a) Is curricular tracking associated with young women's social and behavioral outcomes during the transition to adulthood (droppin…
What do we know about LGBQ+ college student academic experiences and outcomes
In spite of recognition that lesbian, gay, bisexual, and queer+ (LGBQ+) young adults face challenges associated with their sexual identities, research on inequality in education has only recently begun examining their academic experiences and outcomes in college. Prior work has mainly focused on social and extracurricular experiences during college or academic outcomes among LGBQ+ students in K‐12 settings. In this article, we review the growing …
Coming Out (or not) on College Applications: Institutional and Interpersonal Dimensions of Disclosing LGBQ+ Identities
Many college campuses recently began asking undergraduate applicants about their sexual identities on their college applications. How do applicants who are lesbian, gay, bisexual, and otherwise on the queer spectrum (LGBQ+) experience this question, and what factors influence how they respond? The authors use focus group and interview data with 60 LGBQ+ undergraduate students attending two college campuses to explore these questions. Although man…
Differential Racialization of Filipino College Students
Filipino college students report more negative experiences on their campuses than other Asian groups in qualitative studies, but such variation is obscured in quantitative research combining all Asian students together. Little is known about Filipino American racialization in higher education. Theories of racial liminality and racial hierarchies suggest that Filipino student's interpersonal racialized experiences will differ from those of White a…
Psychology (10 works) · Sociology (9 works) · Social Psychology (7 works) · Gender Studies (6 works) · Developmental psychology (5 works) · Gender Studies (4 works) · Medicine (4 works) · Political science (4 works) · School Choice and Performance (4 works) · Social science (4 works)