Katerina Bodovski
Biographic Data
| ID | 4085273 |
|---|---|
| NAME | Katerina Bodovski |
| GIVEN NAMES | Katerina |
| FAMILY NAME | Bodovski |
| SIGNATURE | BODOVSKI K |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0003-1997-5214 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 211 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Emotional capital, school climate, and educational attainment in the US
Using the data from the US Education Longitudinal Study (ELS: 2002), this paper links students’ emotional capital and perceived school climate when they were in 10th grade to their eventual educational attainment a decade later. Conceptualizing motivation, grit, and self-efficacy as emotional capital, we incorporate the emotional dimension into the sociological framework on educational inequality. Higher motivation and grit in 10th grade were ass…
The story of women immigrants from FSU and their integration into Israeli academia
The under-representation of minorities at senior levels in academia has received some research attention in recent years. However, the experience of immigrant women from the former Soviet Union (FSU) in Israeli academia has not been examined. These women are mostly from a generation known as the '1.5 generation' who immigrated to Israel as children. This study focuses on the intersection of immigration and gender that shape the lives and careers …
Another model minority? Immigrant scholars from the former Soviet Union in Israeli academia
Three decades have passed since the start of the largest immigration wave in Israeli history, comprised of around one million Russian-speaking Jews from the FSU. This study examines the professional and personal experiences of individuals from the “1.5 generation” – those who immigrated in childhood – now employed as senior faculty in Israeli academia. Recent studies have examined the integration of immigrants from this “1.5 generation” into Isra…
An active investment in cultural capital: Structured extracurricular activities and educational success in China
Using longitudinal data from the China Education Panel Survey (CEPS), this paper employed a set of techniques to investigate the mechanism through which participation in structured extracurricular activities affects students’ academic performance. The main findings are as follows: (1) high SES students were more likely to participate in extracurricular activities than low SES children. (2) Students’ social relationships in school, including suppo…
Emotional capital, student’s behavior and educational inequality
Using the data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), this paper proposes to theoretically redefine and empirically capture the concept of emotional capital as it applies to students, employing five components (engagement, school belonging, grit, peer social support, and life satisfaction). The study demonstrates the associations between students’ demographic characteristics and emotional capital…
Parenting, Social Class, and the College Admissions Scandal
In March of 2019, news of the college admissions scandal broke. Opinion pieces flooded the media on how and why such a thing could have happened. Here, the author argues that the scandal is more about parenting than the institution of higher education
The Effect of Family Background and Parental Expectations on Eighth Graders’ Academic Achievement in Rural and Urban China
Do human and cultural capital lenses contribute to our understanding of academic success in Russia
Using newly available data from the Trajectories in Education and Careers Study, the first longitudinal study on a representative sample of high school students in Russia, we examined the importance of investments in human and cultural capital on students’ mathematics and reading standardized examinations, as well as on the likelihood of matriculation into a selective institution of higher education. Studying mathematics and the Russian language …
Searching for the golden model of education: Cross-national analysis of math achievement
We utilized four waves of TIMSS data in addition to the information we have collected on countries' educational systems to examine whether different degrees of standardization, differentiation, proportion of students in private schools and governmental spending on education influence students' math achievement, its variation and socioeconomic status (SES) gaps in math achievement. Findings : A higher level of standardization of educational system…
Cultural capital and academic achievement in post-socialist Eastern Europe
Using the 2000 and 2009 waves of Program for International Student Assessment (PISA) data, we examined the relationships between family socio-economic status (SES), cultural capital, and reading achievement among students in five post-socialist Eastern European countries while comparing the findings with three Western bench-marking countries. Findings: In all studied countries, higher-SES students possessed higher levels of cultural capital and e…
School Climate and Dropping Out of School in the Era of Accountability
Using data from the High School Longitudinal Study of 2009 (HSLS:09)—a large nationally representative sample of US high school students—we employed multilevel structural equation modeling (SEM) to examine the relationship between school characteristics and the likelihood that a student will drop out of high school. We used a multifaceted framework on school climate to assess the degree to which school attachment, disciplinary order, disciplinary…
Great Expectations? Variation in Educational Plans of Students in Post-Socialist Eastern Europe
Using all available waves of the Trends in International Mathematics and Science Study (TIMSS) from 1995 to 2011, this study examines the factors influencing educational expectations of students in five Eastern European countries (Hungary, Lithuania, the Russian Federation, Romania, and Slovenia). We consistently find across countries and waves that parental completion of a college degree, better material well-being of the family, and being a fem…
Adolescents’ emerging habitus: The role of early parental expectations and practices
This study makes two contributions to the literature. First, it bridges the sociological discussion of social class habitus with psychological notions of adolescents' educational expectations, locus of control, and self-concepts. Second, it empirically examines the relationships between early employed parental practices and expectations and adolescents' dispositions using a recently available wave of data from a nationally representative sample o…
Universal patterns or the tale of two systems? Mathematics achievement and educational expectations in post-socialist Europe
Although communist ideology claimed to destroy former class stratification based on labor market capitalist relationships, de facto during socialism one social class hierarchy was substituted for another that was equally unequal. The economic transition during the 1990s increased stratification by wealth, which affected educational inequality. This study examines the relationships among parental education, gender, educational expectations, and ma…
School Climate and Students’ Early Mathematics Learning: Another Search for Contextual Effects
Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K)––a large, nationally representative sample of US elementary school students, we employed multilevel analysis to answer the following research questions: (a) Does students’ mathematics achievement growth in grades K–3 vary among schools? (b) To what extent does school academic and disciplinary climate explain variation in mathematics achievement growth among school…
The long term effects of early acquired skills and behaviors on young children’s achievement in literacy and mathematics
Using the recently available wave of a large nationally representative sample of American elementary school children (ECLS-K data), this study examined the relationship between 6-7 year old students’ behaviors exhibited in the 1st grade (approaches to learning, interpersonal skills, externalizing and internalizing behavior) and their reading and mathematics achievement at the end of the 5th grade (pupils aged 10 - 11 years), controlling for their…
Neighborhood characteristics, parental practices and children's math achievement in elementary school
Parental practices and educational achievement: Social class, race, and habitus
A large, nationally representative database of American elementary school students was used to quantitatively assess the complex ways in which race intersects with social class, affecting parenting strategies that in turn produce various educational outcomes among children. The determinants and consequences of parental practices associated with middle‐class families – what Lareau terms 'concerted cultivation' – among White and African American st…
Love, discipline and elementary school achievement: The role of family emotional climate
Concerted cultivation' and unequal achievement in elementary school
Mathematics Growth in Early Elementary School: The Roles of Beginning Knowledge, Student Engagement, and Instruction
We used the Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS‐K) data to examine how important mathematics readiness levels are to subsequent achievement growth and the efficacy of instruction and engagement in producing such growth. The ECLS‐K selected a nationally representative sample of kindergartners in fall 1998 and is following these children through the end of eighth grade. We employed the standardized mathematics assessments t…
Do Instructional Practices Contribute to Inequality in Achievement: The Case of Mathematics Instruction in Kindergarten
We use multilevel modeling of ECLS-K data (a nationally representative sample of American kindergarteners) to describe the process and content of kindergarten mathematics instruction, as well as the associations of such instruction with achievement gaps by social class and race/ethnicity. Where instructional effectiveness is concerned, time spent on two of the process characteristics — traditional math and group/interactive activities — was signi…
Concerted cultivation' and unequal achievement in elementary school
Parental practices and educational achievement: Social class, race, and habitus
A large, nationally representative database of American elementary school students was used to quantitatively assess the complex ways in which race intersects with social class, affecting parenting strategies that in turn produce various educational outcomes among children. The determinants and consequences of parental practices associated with middle‐class families – what Lareau terms 'concerted cultivation' – among White and African American st…
Neighborhood characteristics, parental practices and children's math achievement in elementary school
Cultural capital and academic achievement in post-socialist Eastern Europe
Using the 2000 and 2009 waves of Program for International Student Assessment (PISA) data, we examined the relationships between family socio-economic status (SES), cultural capital, and reading achievement among students in five post-socialist Eastern European countries while comparing the findings with three Western bench-marking countries. Findings: In all studied countries, higher-SES students possessed higher levels of cultural capital and e…
Do Instructional Practices Contribute to Inequality in Achievement: The Case of Mathematics Instruction in Kindergarten
We use multilevel modeling of ECLS-K data (a nationally representative sample of American kindergarteners) to describe the process and content of kindergarten mathematics instruction, as well as the associations of such instruction with achievement gaps by social class and race/ethnicity. Where instructional effectiveness is concerned, time spent on two of the process characteristics — traditional math and group/interactive activities — was signi…
The long term effects of early acquired skills and behaviors on young children’s achievement in literacy and mathematics
Using the recently available wave of a large nationally representative sample of American elementary school children (ECLS-K data), this study examined the relationship between 6-7 year old students’ behaviors exhibited in the 1st grade (approaches to learning, interpersonal skills, externalizing and internalizing behavior) and their reading and mathematics achievement at the end of the 5th grade (pupils aged 10 - 11 years), controlling for their…
Love, discipline and elementary school achievement: The role of family emotional climate
Adolescents’ emerging habitus: The role of early parental expectations and practices
This study makes two contributions to the literature. First, it bridges the sociological discussion of social class habitus with psychological notions of adolescents' educational expectations, locus of control, and self-concepts. Second, it empirically examines the relationships between early employed parental practices and expectations and adolescents' dispositions using a recently available wave of data from a nationally representative sample o…
School Climate and Students’ Early Mathematics Learning: Another Search for Contextual Effects
Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K)––a large, nationally representative sample of US elementary school students, we employed multilevel analysis to answer the following research questions: (a) Does students’ mathematics achievement growth in grades K–3 vary among schools? (b) To what extent does school academic and disciplinary climate explain variation in mathematics achievement growth among school…
Searching for the golden model of education: Cross-national analysis of math achievement
We utilized four waves of TIMSS data in addition to the information we have collected on countries' educational systems to examine whether different degrees of standardization, differentiation, proportion of students in private schools and governmental spending on education influence students' math achievement, its variation and socioeconomic status (SES) gaps in math achievement. Findings : A higher level of standardization of educational system…
School Climate and Dropping Out of School in the Era of Accountability
Using data from the High School Longitudinal Study of 2009 (HSLS:09)—a large nationally representative sample of US high school students—we employed multilevel structural equation modeling (SEM) to examine the relationship between school characteristics and the likelihood that a student will drop out of high school. We used a multifaceted framework on school climate to assess the degree to which school attachment, disciplinary order, disciplinary…
An active investment in cultural capital: Structured extracurricular activities and educational success in China
Using longitudinal data from the China Education Panel Survey (CEPS), this paper employed a set of techniques to investigate the mechanism through which participation in structured extracurricular activities affects students’ academic performance. The main findings are as follows: (1) high SES students were more likely to participate in extracurricular activities than low SES children. (2) Students’ social relationships in school, including suppo…
Do human and cultural capital lenses contribute to our understanding of academic success in Russia
Using newly available data from the Trajectories in Education and Careers Study, the first longitudinal study on a representative sample of high school students in Russia, we examined the importance of investments in human and cultural capital on students’ mathematics and reading standardized examinations, as well as on the likelihood of matriculation into a selective institution of higher education. Studying mathematics and the Russian language …
Another model minority? Immigrant scholars from the former Soviet Union in Israeli academia
Three decades have passed since the start of the largest immigration wave in Israeli history, comprised of around one million Russian-speaking Jews from the FSU. This study examines the professional and personal experiences of individuals from the “1.5 generation” – those who immigrated in childhood – now employed as senior faculty in Israeli academia. Recent studies have examined the integration of immigrants from this “1.5 generation” into Isra…
Emotional capital, student’s behavior and educational inequality
Using the data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), this paper proposes to theoretically redefine and empirically capture the concept of emotional capital as it applies to students, employing five components (engagement, school belonging, grit, peer social support, and life satisfaction). The study demonstrates the associations between students’ demographic characteristics and emotional capital…
Great Expectations? Variation in Educational Plans of Students in Post-Socialist Eastern Europe
Using all available waves of the Trends in International Mathematics and Science Study (TIMSS) from 1995 to 2011, this study examines the factors influencing educational expectations of students in five Eastern European countries (Hungary, Lithuania, the Russian Federation, Romania, and Slovenia). We consistently find across countries and waves that parental completion of a college degree, better material well-being of the family, and being a fem…
Universal patterns or the tale of two systems? Mathematics achievement and educational expectations in post-socialist Europe
Although communist ideology claimed to destroy former class stratification based on labor market capitalist relationships, de facto during socialism one social class hierarchy was substituted for another that was equally unequal. The economic transition during the 1990s increased stratification by wealth, which affected educational inequality. This study examines the relationships among parental education, gender, educational expectations, and ma…
The story of women immigrants from FSU and their integration into Israeli academia
The under-representation of minorities at senior levels in academia has received some research attention in recent years. However, the experience of immigrant women from the former Soviet Union (FSU) in Israeli academia has not been examined. These women are mostly from a generation known as the '1.5 generation' who immigrated to Israel as children. This study focuses on the intersection of immigration and gender that shape the lives and careers …
Mathematics Growth in Early Elementary School: The Roles of Beginning Knowledge, Student Engagement, and Instruction
We used the Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS‐K) data to examine how important mathematics readiness levels are to subsequent achievement growth and the efficacy of instruction and engagement in producing such growth. The ECLS‐K selected a nationally representative sample of kindergartners in fall 1998 and is following these children through the end of eighth grade. We employed the standardized mathematics assessments t…
Do Instructional Practices Contribute to Inequality in Achievement: The Case of Mathematics Instruction in Kindergarten
We use multilevel modeling of ECLS-K data (a nationally representative sample of American kindergarteners) to describe the process and content of kindergarten mathematics instruction, as well as the associations of such instruction with achievement gaps by social class and race/ethnicity. Where instructional effectiveness is concerned, time spent on two of the process characteristics — traditional math and group/interactive activities — was signi…
Concerted cultivation' and unequal achievement in elementary school
Parental practices and educational achievement: Social class, race, and habitus
A large, nationally representative database of American elementary school students was used to quantitatively assess the complex ways in which race intersects with social class, affecting parenting strategies that in turn produce various educational outcomes among children. The determinants and consequences of parental practices associated with middle‐class families – what Lareau terms 'concerted cultivation' – among White and African American st…
Love, discipline and elementary school achievement: The role of family emotional climate
The long term effects of early acquired skills and behaviors on young children’s achievement in literacy and mathematics
Using the recently available wave of a large nationally representative sample of American elementary school children (ECLS-K data), this study examined the relationship between 6-7 year old students’ behaviors exhibited in the 1st grade (approaches to learning, interpersonal skills, externalizing and internalizing behavior) and their reading and mathematics achievement at the end of the 5th grade (pupils aged 10 - 11 years), controlling for their…
Neighborhood characteristics, parental practices and children's math achievement in elementary school
Universal patterns or the tale of two systems? Mathematics achievement and educational expectations in post-socialist Europe
Although communist ideology claimed to destroy former class stratification based on labor market capitalist relationships, de facto during socialism one social class hierarchy was substituted for another that was equally unequal. The economic transition during the 1990s increased stratification by wealth, which affected educational inequality. This study examines the relationships among parental education, gender, educational expectations, and ma…
School Climate and Students’ Early Mathematics Learning: Another Search for Contextual Effects
Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K)––a large, nationally representative sample of US elementary school students, we employed multilevel analysis to answer the following research questions: (a) Does students’ mathematics achievement growth in grades K–3 vary among schools? (b) To what extent does school academic and disciplinary climate explain variation in mathematics achievement growth among school…
Adolescents’ emerging habitus: The role of early parental expectations and practices
This study makes two contributions to the literature. First, it bridges the sociological discussion of social class habitus with psychological notions of adolescents' educational expectations, locus of control, and self-concepts. Second, it empirically examines the relationships between early employed parental practices and expectations and adolescents' dispositions using a recently available wave of data from a nationally representative sample o…
School Climate and Dropping Out of School in the Era of Accountability
Using data from the High School Longitudinal Study of 2009 (HSLS:09)—a large nationally representative sample of US high school students—we employed multilevel structural equation modeling (SEM) to examine the relationship between school characteristics and the likelihood that a student will drop out of high school. We used a multifaceted framework on school climate to assess the degree to which school attachment, disciplinary order, disciplinary…
Great Expectations? Variation in Educational Plans of Students in Post-Socialist Eastern Europe
Using all available waves of the Trends in International Mathematics and Science Study (TIMSS) from 1995 to 2011, this study examines the factors influencing educational expectations of students in five Eastern European countries (Hungary, Lithuania, the Russian Federation, Romania, and Slovenia). We consistently find across countries and waves that parental completion of a college degree, better material well-being of the family, and being a fem…
Searching for the golden model of education: Cross-national analysis of math achievement
We utilized four waves of TIMSS data in addition to the information we have collected on countries' educational systems to examine whether different degrees of standardization, differentiation, proportion of students in private schools and governmental spending on education influence students' math achievement, its variation and socioeconomic status (SES) gaps in math achievement. Findings : A higher level of standardization of educational system…
Cultural capital and academic achievement in post-socialist Eastern Europe
Using the 2000 and 2009 waves of Program for International Student Assessment (PISA) data, we examined the relationships between family socio-economic status (SES), cultural capital, and reading achievement among students in five post-socialist Eastern European countries while comparing the findings with three Western bench-marking countries. Findings: In all studied countries, higher-SES students possessed higher levels of cultural capital and e…
Do human and cultural capital lenses contribute to our understanding of academic success in Russia
Using newly available data from the Trajectories in Education and Careers Study, the first longitudinal study on a representative sample of high school students in Russia, we examined the importance of investments in human and cultural capital on students’ mathematics and reading standardized examinations, as well as on the likelihood of matriculation into a selective institution of higher education. Studying mathematics and the Russian language …
Parenting, Social Class, and the College Admissions Scandal
In March of 2019, news of the college admissions scandal broke. Opinion pieces flooded the media on how and why such a thing could have happened. Here, the author argues that the scandal is more about parenting than the institution of higher education
The Effect of Family Background and Parental Expectations on Eighth Graders’ Academic Achievement in Rural and Urban China
An active investment in cultural capital: Structured extracurricular activities and educational success in China
Using longitudinal data from the China Education Panel Survey (CEPS), this paper employed a set of techniques to investigate the mechanism through which participation in structured extracurricular activities affects students’ academic performance. The main findings are as follows: (1) high SES students were more likely to participate in extracurricular activities than low SES children. (2) Students’ social relationships in school, including suppo…
Emotional capital, student’s behavior and educational inequality
Using the data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), this paper proposes to theoretically redefine and empirically capture the concept of emotional capital as it applies to students, employing five components (engagement, school belonging, grit, peer social support, and life satisfaction). The study demonstrates the associations between students’ demographic characteristics and emotional capital…
Another model minority? Immigrant scholars from the former Soviet Union in Israeli academia
Three decades have passed since the start of the largest immigration wave in Israeli history, comprised of around one million Russian-speaking Jews from the FSU. This study examines the professional and personal experiences of individuals from the “1.5 generation” – those who immigrated in childhood – now employed as senior faculty in Israeli academia. Recent studies have examined the integration of immigrants from this “1.5 generation” into Isra…
The story of women immigrants from FSU and their integration into Israeli academia
The under-representation of minorities at senior levels in academia has received some research attention in recent years. However, the experience of immigrant women from the former Soviet Union (FSU) in Israeli academia has not been examined. These women are mostly from a generation known as the '1.5 generation' who immigrated to Israel as children. This study focuses on the intersection of immigration and gender that shape the lives and careers …
Emotional capital, school climate, and educational attainment in the US
Using the data from the US Education Longitudinal Study (ELS: 2002), this paper links students’ emotional capital and perceived school climate when they were in 10th grade to their eventual educational attainment a decade later. Conceptualizing motivation, grit, and self-efficacy as emotional capital, we incorporate the emotional dimension into the sociological framework on educational inequality. Higher motivation and grit in 10th grade were ass…
Psychology (18 works) · Sociology (17 works) · Academic achievement (15 works) · Early Childhood Education and Development (12 works) · Mathematics education (11 works) · Political science (11 works) · Social science (10 works) · Developmental psychology (9 works) · Parental Involvement in Education (9 works) · School Choice and Performance (9 works)