J Pyne
Biographic Data
| ID | 55350 |
|---|---|
| NAME | J Pyne |
| GIVEN NAMES | J |
| FAMILY NAME | Pyne |
| SIGNATURE | PYNE J |
| AFFILIATIONS | Stanford University, Stanford, CA, USA |
| ORCID | 0000-0003-2570-5384 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
The Signaling Power of Unexcused Absence from School
State and national school accountability policies situate preventing chronic absenteeism on par with meeting state standardized test benchmarks. We question relying on school attendance as both a component of accountability policies and a means of enhancing equity in schools. Our research suggests out-of-school factors unrelated to missed instruction account for most of the associations between absences and test score achievement—with unexcused a…
A Gendered and Racialized Educational Hierarchy: Disparities in Elementary School Teachers’ Perceptions of Student Behavior
This paper uses an intersectional framework to account for the degree to which race, when intersecting gender, relates to teachers’ evaluations of US elementary school children over time. Drawing on longitudinal data from the 2011 Early Childhood Longitudinal Study-Kindergarten cohort, we employ growth curve modeling to study descriptive trends in teacher perceptions of student behavior from kindergarten through fifth grade. We find that educator…
Teacher Mindsets and Student Sense of Classroom Belonging
Teachers set the tone for their classrooms, but what teacher beliefs shape students’ sense of belonging? We investigate how teachers’ mindsets—or their beliefs about learning and school—relate to adolescents’ individual and collective reports of classroom belonging. Our pre-registered analyses include a multilevel design of how 1,200 US middle school students (ages 11–13; 50% female; 49% low income; 40% White, 30% Latinx, 13% Black, 9% Asian) and…
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as “troublemakers”—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and m…
Gender Test Score Gaps Under Equal Behavioral Engagement
Girls tend to do better than boys academically, in part because they are more engaged in school. What if they weren’t? Using nationally representative data, I examine how equal starting points and trajectories of behavioral engagement in elementary school could change gender test score gaps. I find that equal engagement patterns could entirely reverse girls’ average leads over boys in fifth-grade reading test score achievement and could more than…
Inequality and Opportunity in a Perfect Storm of Graduate Student Debt
Recent efforts to understand aggregate student loan debt have shifted the focus away from undergraduate borrowing and toward dramatically rising debt among graduate and professional students. We suggest educational debt plays a key role in social stratification by either deterring bachelor's degree holders from disadvantaged and underrepresented backgrounds from pursuing lucrative careers through advanced degree programs or imposing a high cost f…
Suspended Attitudes: Exclusion and Emotional Disengagement from School
We know far less about the unintended social-psychological consequences of out-of-school suspensions on students than we do of the academic, behavioral, and civic consequences. Drawing on theories of socialization and deviance, I explore how suspension events influence students' emotional engagement in school through changes in their attitudes. Using longitudinal middle school survey data connected to individual student administrative records, I …
What If Coleman Had Known About Stereotype Threat? How Social-Psychological Theory Can Help Mitigate Educational Inequality
RSF: The Russell Sage Foundation Journal of the Social Sciences - Volume 2, Number 5, September 2016
The Declaration of Independence: To What Extent Did It Have Meaning for African Americans
Journal Article The Declaration of Independence: To What Extent Did It Have Meaning for African Americans? Get access John Pyne, John Pyne Search for other works by this author on: Oxford Academic Google Scholar Gloria Sesso Gloria Sesso Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 9, Issue 3, Spring 1995, Pages 36–45, https://doi.org/10.1093/maghis/9.3.36 Published: 01 March 1995
Federal Indian Policy in the Gilded Age
Woodrow Wilson and the U.S. Ratification of the Treaty of Versailles
Journal Article Woodrow Wilson and the U.S. Ratification of the Treaty of Versailles Get access John Pyne, John Pyne Search for other works by this author on: Oxford Academic Google Scholar Gloria Sesso Gloria Sesso Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 9, Issue 3, Spring 1995, Pages 56–64, https://doi.org/10.1093/maghis/9.3.56 Published: 01 March 1995
Inequality and Opportunity in a Perfect Storm of Graduate Student Debt
Recent efforts to understand aggregate student loan debt have shifted the focus away from undergraduate borrowing and toward dramatically rising debt among graduate and professional students. We suggest educational debt plays a key role in social stratification by either deterring bachelor's degree holders from disadvantaged and underrepresented backgrounds from pursuing lucrative careers through advanced degree programs or imposing a high cost f…
Suspended Attitudes: Exclusion and Emotional Disengagement from School
We know far less about the unintended social-psychological consequences of out-of-school suspensions on students than we do of the academic, behavioral, and civic consequences. Drawing on theories of socialization and deviance, I explore how suspension events influence students' emotional engagement in school through changes in their attitudes. Using longitudinal middle school survey data connected to individual student administrative records, I …
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as “troublemakers”—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and m…
What If Coleman Had Known About Stereotype Threat? How Social-Psychological Theory Can Help Mitigate Educational Inequality
RSF: The Russell Sage Foundation Journal of the Social Sciences - Volume 2, Number 5, September 2016
The Declaration of Independence: To What Extent Did It Have Meaning for African Americans
Journal Article The Declaration of Independence: To What Extent Did It Have Meaning for African Americans? Get access John Pyne, John Pyne Search for other works by this author on: Oxford Academic Google Scholar Gloria Sesso Gloria Sesso Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 9, Issue 3, Spring 1995, Pages 36–45, https://doi.org/10.1093/maghis/9.3.36 Published: 01 March 1995
Federal Indian Policy in the Gilded Age
Woodrow Wilson and the U.S. Ratification of the Treaty of Versailles
Journal Article Woodrow Wilson and the U.S. Ratification of the Treaty of Versailles Get access John Pyne, John Pyne Search for other works by this author on: Oxford Academic Google Scholar Gloria Sesso Gloria Sesso Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 9, Issue 3, Spring 1995, Pages 56–64, https://doi.org/10.1093/maghis/9.3.56 Published: 01 March 1995
What If Coleman Had Known About Stereotype Threat? How Social-Psychological Theory Can Help Mitigate Educational Inequality
RSF: The Russell Sage Foundation Journal of the Social Sciences - Volume 2, Number 5, September 2016
Suspended Attitudes: Exclusion and Emotional Disengagement from School
We know far less about the unintended social-psychological consequences of out-of-school suspensions on students than we do of the academic, behavioral, and civic consequences. Drawing on theories of socialization and deviance, I explore how suspension events influence students' emotional engagement in school through changes in their attitudes. Using longitudinal middle school survey data connected to individual student administrative records, I …
Gender Test Score Gaps Under Equal Behavioral Engagement
Girls tend to do better than boys academically, in part because they are more engaged in school. What if they weren’t? Using nationally representative data, I examine how equal starting points and trajectories of behavioral engagement in elementary school could change gender test score gaps. I find that equal engagement patterns could entirely reverse girls’ average leads over boys in fifth-grade reading test score achievement and could more than…
Inequality and Opportunity in a Perfect Storm of Graduate Student Debt
Recent efforts to understand aggregate student loan debt have shifted the focus away from undergraduate borrowing and toward dramatically rising debt among graduate and professional students. We suggest educational debt plays a key role in social stratification by either deterring bachelor's degree holders from disadvantaged and underrepresented backgrounds from pursuing lucrative careers through advanced degree programs or imposing a high cost f…
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as “troublemakers”—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and m…
The Signaling Power of Unexcused Absence from School
State and national school accountability policies situate preventing chronic absenteeism on par with meeting state standardized test benchmarks. We question relying on school attendance as both a component of accountability policies and a means of enhancing equity in schools. Our research suggests out-of-school factors unrelated to missed instruction account for most of the associations between absences and test score achievement—with unexcused a…
A Gendered and Racialized Educational Hierarchy: Disparities in Elementary School Teachers’ Perceptions of Student Behavior
This paper uses an intersectional framework to account for the degree to which race, when intersecting gender, relates to teachers’ evaluations of US elementary school children over time. Drawing on longitudinal data from the 2011 Early Childhood Longitudinal Study-Kindergarten cohort, we employ growth curve modeling to study descriptive trends in teacher perceptions of student behavior from kindergarten through fifth grade. We find that educator…
Teacher Mindsets and Student Sense of Classroom Belonging
Teachers set the tone for their classrooms, but what teacher beliefs shape students’ sense of belonging? We investigate how teachers’ mindsets—or their beliefs about learning and school—relate to adolescents’ individual and collective reports of classroom belonging. Our pre-registered analyses include a multilevel design of how 1,200 US middle school students (ages 11–13; 50% female; 49% low income; 40% White, 30% Latinx, 13% Black, 9% Asian) and…
Psychology (8 works) · Political science (7 works) · Social Psychology (5 works) · Sociology (5 works) · Early Childhood Education and Development (4 works) · Social Psychology (4 works) · Academic achievement (3 works) · Critical Race Theory in Education (3 works) · Developmental psychology (3 works) · History (3 works)