Robert K Ream
Biographic Data
| ID | 80738 |
|---|---|
| NAME | Robert K Ream |
| GIVEN NAMES | Robert K |
| FAMILY NAME | Ream |
| SIGNATURE | REAM R K |
| AFFILIATIONS | University of California, Riverside |
| ORCID | 0000-0001-9658-6648 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 115 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
What Drives Nonstructural School Mobility? An Analysis of School Push and Pull Factors in California
Purpose: This study provides a comprehensive portrait of nonstructural student mobility in California, examining its overall incidence, how it varies across racial/ethnic and socioeconomic subgroups, and which school-level characteristics function as “push” and “pull” factors driving school changes. Research Methods/Approach: Using rich longitudinal administrative data from a sample of large, diverse California school districts, we employ a sendi…
Outliers for equity: Choosing (and not choosing) college preparation in California’s Riverside County
Some schools prepare more of their students to succeed in college than others. This case study in Riverside County seeks to identify high schools that are outliers in college outcomes and illuminate processes that might encourage or discourage college enrollment and persistence. Leveraging the theory of loose coupling and interviews of educators in outlier schools, findings suggest that schools frame college readiness differently, and constraints…
Adverse Childhood Experiences and the Process(es) of Frequent K–12 Student Mobility in Urban Contexts
As part of a larger project focused on the intersection of educational and health trajectories over the life course, we use in-depth interviews with 28 adults who experienced multiple non-promotional school changes during the course of their K-12 schooling in three U.S. urban centers to advance understanding of frequent student mobility. Prior research focuses predominantly on isolating the impact of student mobility while saying little about pro…
Educational Attainment Past the Traditional Age of Completion for Two Cohorts of US Adults: Inequalities by Gender and Race/Ethnicity
The vast majority of studies investigating participation in, persistence through, and consequences of postsecondary education focus on educational attainment status among the so-called traditional population of collegegoers between the ages of 18 and 24. This narrow focus leaves largely invisible the role that an expanding set of educational trajectories throughout adulthood plays in shaping social stratification. Using 35-plus and 20 years of fo…
Understanding the Benefits of Different Types and Timing of Education for Mental Health: A Sequence Analysis Approach
Both type and timing of educational credential predicted mental health. Black women's mental higher especially benefited from higher educational credentials
Household wealth and adolescents' social-emotional functioning in schools
This study attempts a two-part shift in educational research narrowly fixated on the socioeconomic determinants of student test-score performance. First, we focus on variations in how to measure wealth. Second, we move beyond achievement and focus on the wealth determinants of adolescents' social-emotional competencies. Using data from a nationally-representative sample of US eighth graders, we find that the correlation between wealth and social-…
Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment
Not beginning college at a four-year institution has been demonstrated as one key obstacle to equitable rates of bachelor’s degree attainment among Hispanic individuals in the United States. Drawing on nationally representative longitudinal data and social capital theory, this research investigates the process of four-year college enrollment among different immigrant generations of Hispanic adolescents. Of particular interest is how parents of Hi…
Autism Advocacy: A Network Striving for Equity
In this exploratory case study, we examine the rise of autism on the policy agenda and the new generation of autism advocacy. We focus especially on interconnections between the rhetoric about autism in the media and the emergence and political effectiveness of Autism Speaks, the nation's largest autism advocacy group. We portray how influential social actors frame the story of autism and how they have secured policy victories for youth with auti…
Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital
Emergent ethnographic research disentangles “social capital” from other components of social class (e.g., material and human capital) to show how class-stratified parental social networks exacerbate educational inequality among schoolchildren. The authors build upon this research by using survey data to reexamine whether certain forms of parental social capital create educational advantages for socioeconomically privileged students vis-à-vis thei…
Student Engagement, Peer Social Capital, and School Dropout Among Mexican American and Non-Latino White Students
Policy makers are especially concerned about persistently high dropout rates among U.S. Latinos, the largest minority population in the United States. This study used a national longitudinal database to show that the behavioral and social aspects of schooling are dynamically linked in the process of school completion and dropout among Mexican American and non-Latino white adolescents. In contrast to the tendency of academically disengaged student…
Toward Understanding How Social Capital Mediates the Impact of Mobility on Mexican American Achievement
This study links the social capital literature with research on student mobility to investigate low test score performance among Mexican origin youth. Specifically, it examines whether Mexican Americans learn less in school than non-Latino Whites, in part because they have limited social capital due to the fact that they are more mobile during their school careers. This study also considers whether different forms of peer social capital, like dif…
Student Engagement, Peer Social Capital, and School Dropout Among Mexican American and Non-Latino White Students
Policy makers are especially concerned about persistently high dropout rates among U.S. Latinos, the largest minority population in the United States. This study used a national longitudinal database to show that the behavioral and social aspects of schooling are dynamically linked in the process of school completion and dropout among Mexican American and non-Latino white adolescents. In contrast to the tendency of academically disengaged student…
Toward Understanding How Social Capital Mediates the Impact of Mobility on Mexican American Achievement
This study links the social capital literature with research on student mobility to investigate low test score performance among Mexican origin youth. Specifically, it examines whether Mexican Americans learn less in school than non-Latino Whites, in part because they have limited social capital due to the fact that they are more mobile during their school careers. This study also considers whether different forms of peer social capital, like dif…
Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital
Emergent ethnographic research disentangles “social capital” from other components of social class (e.g., material and human capital) to show how class-stratified parental social networks exacerbate educational inequality among schoolchildren. The authors build upon this research by using survey data to reexamine whether certain forms of parental social capital create educational advantages for socioeconomically privileged students vis-à-vis thei…
Household wealth and adolescents' social-emotional functioning in schools
This study attempts a two-part shift in educational research narrowly fixated on the socioeconomic determinants of student test-score performance. First, we focus on variations in how to measure wealth. Second, we move beyond achievement and focus on the wealth determinants of adolescents' social-emotional competencies. Using data from a nationally-representative sample of US eighth graders, we find that the correlation between wealth and social-…
Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment
Not beginning college at a four-year institution has been demonstrated as one key obstacle to equitable rates of bachelor’s degree attainment among Hispanic individuals in the United States. Drawing on nationally representative longitudinal data and social capital theory, this research investigates the process of four-year college enrollment among different immigrant generations of Hispanic adolescents. Of particular interest is how parents of Hi…
Adverse Childhood Experiences and the Process(es) of Frequent K–12 Student Mobility in Urban Contexts
As part of a larger project focused on the intersection of educational and health trajectories over the life course, we use in-depth interviews with 28 adults who experienced multiple non-promotional school changes during the course of their K-12 schooling in three U.S. urban centers to advance understanding of frequent student mobility. Prior research focuses predominantly on isolating the impact of student mobility while saying little about pro…
Toward Understanding How Social Capital Mediates the Impact of Mobility on Mexican American Achievement
This study links the social capital literature with research on student mobility to investigate low test score performance among Mexican origin youth. Specifically, it examines whether Mexican Americans learn less in school than non-Latino Whites, in part because they have limited social capital due to the fact that they are more mobile during their school careers. This study also considers whether different forms of peer social capital, like dif…
Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital
Emergent ethnographic research disentangles “social capital” from other components of social class (e.g., material and human capital) to show how class-stratified parental social networks exacerbate educational inequality among schoolchildren. The authors build upon this research by using survey data to reexamine whether certain forms of parental social capital create educational advantages for socioeconomically privileged students vis-à-vis thei…
Student Engagement, Peer Social Capital, and School Dropout Among Mexican American and Non-Latino White Students
Policy makers are especially concerned about persistently high dropout rates among U.S. Latinos, the largest minority population in the United States. This study used a national longitudinal database to show that the behavioral and social aspects of schooling are dynamically linked in the process of school completion and dropout among Mexican American and non-Latino white adolescents. In contrast to the tendency of academically disengaged student…
Autism Advocacy: A Network Striving for Equity
In this exploratory case study, we examine the rise of autism on the policy agenda and the new generation of autism advocacy. We focus especially on interconnections between the rhetoric about autism in the media and the emergence and political effectiveness of Autism Speaks, the nation's largest autism advocacy group. We portray how influential social actors frame the story of autism and how they have secured policy victories for youth with auti…
Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment
Not beginning college at a four-year institution has been demonstrated as one key obstacle to equitable rates of bachelor’s degree attainment among Hispanic individuals in the United States. Drawing on nationally representative longitudinal data and social capital theory, this research investigates the process of four-year college enrollment among different immigrant generations of Hispanic adolescents. Of particular interest is how parents of Hi…
Household wealth and adolescents' social-emotional functioning in schools
This study attempts a two-part shift in educational research narrowly fixated on the socioeconomic determinants of student test-score performance. First, we focus on variations in how to measure wealth. Second, we move beyond achievement and focus on the wealth determinants of adolescents' social-emotional competencies. Using data from a nationally-representative sample of US eighth graders, we find that the correlation between wealth and social-…
Understanding the Benefits of Different Types and Timing of Education for Mental Health: A Sequence Analysis Approach
Both type and timing of educational credential predicted mental health. Black women's mental higher especially benefited from higher educational credentials
Educational Attainment Past the Traditional Age of Completion for Two Cohorts of US Adults: Inequalities by Gender and Race/Ethnicity
The vast majority of studies investigating participation in, persistence through, and consequences of postsecondary education focus on educational attainment status among the so-called traditional population of collegegoers between the ages of 18 and 24. This narrow focus leaves largely invisible the role that an expanding set of educational trajectories throughout adulthood plays in shaping social stratification. Using 35-plus and 20 years of fo…
Adverse Childhood Experiences and the Process(es) of Frequent K–12 Student Mobility in Urban Contexts
As part of a larger project focused on the intersection of educational and health trajectories over the life course, we use in-depth interviews with 28 adults who experienced multiple non-promotional school changes during the course of their K-12 schooling in three U.S. urban centers to advance understanding of frequent student mobility. Prior research focuses predominantly on isolating the impact of student mobility while saying little about pro…
What Drives Nonstructural School Mobility? An Analysis of School Push and Pull Factors in California
Purpose: This study provides a comprehensive portrait of nonstructural student mobility in California, examining its overall incidence, how it varies across racial/ethnic and socioeconomic subgroups, and which school-level characteristics function as “push” and “pull” factors driving school changes. Research Methods/Approach: Using rich longitudinal administrative data from a sample of large, diverse California school districts, we employ a sendi…
Outliers for equity: Choosing (and not choosing) college preparation in California’s Riverside County
Some schools prepare more of their students to succeed in college than others. This case study in Riverside County seeks to identify high schools that are outliers in college outcomes and illuminate processes that might encourage or discourage college enrollment and persistence. Leveraging the theory of loose coupling and interviews of educators in outlier schools, findings suggest that schools frame college readiness differently, and constraints…
Psychology (9 works) · Sociology (7 works) · Developmental psychology (6 works) · School Choice and Performance (6 works) · Demographic economics (4 works) · Demography (4 works) · Economics (4 works) · Parental Involvement in Education (4 works) · Social capital (4 works) · Social mobility (4 works)