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ITP Seminar: Jordan Conwell
ITP Seminar: Jordan Conwell
November 1, 2024 12:00 pm - 1:30 pm
rm 259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA
Jordan Conwell, Assistant Professor, Sociology, University of Texas at Austin https://liberalarts.utexas.edu/sociology/faculty/jac24892
Title: Educational Attainment and Wealth Mobility in the Student Debt Cohort
Abstract: The paper to be presented assesses intergenerational wealth mobility by level of completed schooling (less than high school, high school, associate’s degree, bachelor’s degree, or master’s degree or higher) using data from the 1997 Cohort of the National Longitudinal Survey of Youth (NLSY-97), with the oldest cohort members now followed up to age 40. This provides a test of the hypothesis that education is a “Great Equalizer” of economic mobility outcomes that is novel in three ways: I consider the outcome of wealth mobility, at times in comparison to the literature’s more commonly studied outcome of income mobility; consider both parent-child wealth correlations and the direction of positional wealth mobility transitions of one decile or more; and estimate pooled results and then test for potential heterogeneity between Blacks, Hispanics, and those who are neither Black nor Hispanic. After presenting results, I will discuss implications for the understanding of education’s potential meritocratic power its debt financing era, with an emphasis on current debates about the value of bachelor’s and graduate level higher education for contemporary cohorts.
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ITP Seminar: Karl Vachuska
ITP Seminar: Karl Vachuska
November 8, 2024 12:00 pm - 1:30 pm
rm 259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA
Karl Vachuska, Graduate Student, Sociology, UW-Madison
Title: The effect of college attendance on mid-life cognitive outcomes: A causal decomposition approach using the High School and Beyond data
Abstact: This study investigates the potential role of baccalaureatecollege attendance in mitigating inequities in cognitive function in midlifethat are rooted in social origins. Using data from the High School and Beyondstudy, we apply Yu and Elwert’s (2023) framework to causally decomposecognitive outcomes between those who had at least one parent who obtained abaccalaureate degree and those who did not) into components attributable tosample members’ college attendance and components not attributable to theircollege attendance. Fundamentally, our analysis estimates how disparities inmidlife cognitive function would shift if college attendance was assignedindependent of social origin. We find that college attendance explainsapproximately 20% of the difference in average mid-life cognition of childrenwhose parents did and did not attend college—and almost entirely throughdifferential college attendance rates between the two groups rather than thedifference in the effects of attendance or the process of selection.
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ITP Seminar: Bill Carbonaro
ITP Seminar: Bill Carbonaro
November 15, 2024 12:00 pm - 1:30 pm
rm 259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA
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ITP Seminar: Elly Field
ITP Seminar: Elly Field
November 22, 2024 12:00 pm - 1:30 pm
rm 259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA
Elly Field, Postdoctoral Fellow, Brown University
Title: Understanding the ‘Package Deal’: Disentangling Parents’ Intertwined Preferences for Schools and Neighborhoods
Abstract: My research takes as a starting point the education policies that link schools and neighborhoods by assigning students to schools based on where they live. These policies, in effect, build segregated schools from segregated neighborhoods. Qualitative work has documented that parents often account for this link when deciding where to live, citing a desire to find the “package deal” of a good neighborhood with a good local school. Yet, in studying how race shapes parents’ preferences, past experimental research has only examined these contexts in isolation. Using an original stated-choice experiment, I propose and test two theoretical frameworks for how the package deal influences parents’ joint preferences for schools and neighborhoods. I find that the package deal means that parents’ preferences for neighborhoods are shaped by the characteristics of the local schools and that their preferences for schools are shaped by the surrounding neighborhood. Further, I find that White and Latino parents seek out racially isolated schools and neighborhoods together. For White families, this means that when considering a majority non-White neighborhood, the package deal remains unappealing even when the school is predominantly White. In contrast,Black parents prefer to avoid being a racial minority in both their schools and neighborhoods but are satisfied when just one context is majority Black. I discuss the implications of these intertwined, interactive preferences for research on racial segregation and inequality, in particular how individual preferences shape racial segregation and how the link between schools and neighborhoods affects segregation dynamics.
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ITP Seminar: No Seminar Meeting
ITP Seminar: No Seminar Meeting
November 29, 2024 12:00 pm - 1:30 pm
rm 259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA
No ITP seminar meeting for Thanksgiving recess
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