Conference 2012

Sociology of Education Association
2012 Conference

Asilomar Conference Center, Pacific Grove, California
February 24- 26

40 Years of Research: Sociology, Education and Equity 1972 – 2012

Friday, February 24th

4 – 6 p.m. Registration

6 – 7 p.m. Dinner

7 – 8:30 p.m. Welcome & Introduction to the Conference
Robert Ream, President, University of California, Riverside
Ann Mullen, Vice-President and Program Chair, University of Toronto

A Brief History of the Sociology of Education Association
Donald Fisher, University of British Columbia

Keynote Speaker:
Patricia McDonough, Professor of Education, University of California at Los Angeles
“Social Mobility Dreams: Equitable Access to College and Sociology’s Role”

Abstract: Sociology has always been foundational to the study of college access. From status attainment research, to rich qualitative analyses, and hierarchical linear models, sociology has promoted closing the gap between socioeconomic classes and racial/ethnic group disparities. Theoretically, sociology has advanced analytic frameworks from social reproduction to organizational and cultural analyses, as well as critical and critical race theories. This keynote will sketch a historical portrait of sociology’s contribution to research in college access and to equity in college access advocacy and professional practice. Using international and U.S. perspectives, this paper will suggest what sociology of education researchers are working on currently and what the theories, methods and agendas are likely to be in the foreseeable future.

Saturday, February 25th

7:30 – 8:30 Breakfast

8:30 – 10:10 Session 1: The Influence of Family Resources and Context

Emily K. Penner, University of California, Irvine
“Parenting and the Reduction of Inequality: How the Impact of Early Parenting on Achievement Varies Across Class Boundaries and Over Time”

Jayanti J. Owens, Princeton University
“The Rise of Non-Traditional Families and the Growth in Early Childhood Behavioral Skills: A New Perspective on the Gender Reversal in Educational Attainment”

Vicki Smith, University of California, Davis
“Maintaining a Level Playing Field: High School Counselors’ Strategies for Interacting with Parents in an Era of High-Stakes Education”

Sarah Margaret Ryan, University of California at Riverside
“(Mis)Aligned Ambitions? Parent Resources, Student Alignment, and Piecing Together the Puzzle of Latino Postsecondary Attainment”

Sarah M. Ovink, Virginia Polytechnic and State University
“Greater Responsibility, Greater Gains? Examining Gender Differences in Latino/a Postsecondary Pathways”

10:10 – 10:30 Coffee

10:30 – 12:00 Session 2: Segregation and Tracking Within and Across Schools

Anna K. Chmielewski, Stanford University, Hanna Dumont & Ulrich Trautwein
University of Tuebingen, Germany
“Tracking effects depend on tracking type: An international comparison of academic self-concept”

Kendra Bischoff, Stanford University
“Negotiating Disparate Social Contexts: Evidence from an Interdistrict School Desegregation Program”

Argun Saatcioglu & Tom Skrtic, University of Kansas
“Examining Racial Bias in High-Incidence Disability Categorization”

Sheree T. Sharpe and Walter G. Secada, University of Miami
“Examining the School-Level Characteristics that influence the Representation of Black as compared to non-Black High School Students in Curriculum Tracks”

Queenie Zhu, Harvard University
“Disentangling Race and Socioeconomic Status: Competing and Conflicting Effects of Peer Composition on Students’ Educational Outcomes”

12:00 – 1:00 Lunch

1:00 – 2:30 Session 3: In School and Out of School Influences on Student Identity and Achievement

Stephanie Smith, University of Florida
“Visible and Invisible Pedagogies in Preschool: Results From a Bernsteinian Analysis of Early Childhood Teaching Practice”

Paul T. von Hippel, Mina Kumar, & Caitlin Hamrock, University of Texas, Austin
“In-School, Out-of-School, and Before-School Sources of Inequality in Reading and Math Skills”

Maria Rendon, University of California, Irvine
“’Caught Up’: How Urban Violence and Peer Ties Contribute to School Non- Completion”

Lisa M. Nunn, University of San Diego
“Success Identity and College Equity”

Jennifer Nations & Kelly Nielsen, University of California, San Diego
“Work Goals and Academic Decision Making among Low-Income Women in Higher Education”

2:30 – 2:50 Break

2:50 – 4:20 Session 4: Gender Divides across Fields and Institutions

Jayne Baker, University of Toronto
“Reinforcing ‘Difference’: How Administrators Simultaneously Challenge and Reinforce Gender in Elite Single-Sex Private Schools”

Catherine Riegle-Crumb, University of Texas, Austin
“Mindsets Towards Math: Exploring Implications for Gender Equity”

Jill Bowdon, University of Wisconsin-Madison & Thomas A. DiPrete, Columbia University
“A Reexamination of the Gender Gap in Self-Assessment of Math Ability: Does It Exist and Does It Matter at Different Points in the Math Ability Distribution?”

Andrew M. Penner, University of California, Irvine & Robb Willer, University of California, Berkeley
“Bringing the Men Back In: Problematizing Men’s Mathematics Participation”

Rob Bielby, Julie Posselt, & Michael Bastedo, University of Michigan & Ozan Jaquette, University of Arizona
“Bias, Credentials, or Opting Out? Explanations for Institutional Stratification by Gender, 1972-2004”

4:30-5:15 Business meeting

6:00-7:00 Dinner

7 – 8:30 Keynote Speaker:
Karl Alexander, Chair and John Dewey Professor of Sociology,
Johns Hopkins University
“The Long Shadow: Family Background, Disadvantaged Urban Youth and the Transition to Adulthood” (with Doris Entwisle and Linda Olson)

Abstract: A study of intergenerational mobility focused on the experience of the Beginning School Study 25 year Baltimore panel, The Long Shadow reveals two mobility regimes. The first is the familiar status attainment process, in which success in school helps preserve middle class privilege across generations. However, hardly any disadvantaged urban youth in the BSS Youth Panel finish college (two-year or four-year) and so the second mobility regime is more relevant to their well-being in adulthood. It privileges working class white men through access to high wage employment in the remnants of Baltimore’s old industrial economy and then, derivatively, their wives and partners who pair off with them. Family social capital is a key resource for working class status attainment, but capital of a rather different kind than in studies of schooling: in the blue collar workforce, help “on the ground” in finding work is what counts.

8:30 Reception

Sunday, February 26th

7:30 – 8:30 Breakfast

8:30 – 10:10 Session 5: Transitions Into and Out of Postsecondary Education

Ann L. Mullen, University of Toronto, Kimberly A. Goyette, Temple University & Michael Holland, University of Toronto
“Why Private High School Graduates Attend Elite Universities”

Mariam Ashtiani & Cynthia Feliciano, University of California, Irvine
“Social Capital and the Postsecondary Educational Attainment of Low-Income Youth”

Kelly Iwanaga Becker & James E. Rosenbaum, Northwestern University
“Scholarships and Enrollment: Is Applying to Scholarships a Good Strategy for Improving Four-Year College Attendance?”

S. Michael Gaddis, University of North Carolina at Chapel Hill
“Discrimination in the Credential Society: An Audit Study of Race and College Selectivity in the Labor Market”

Karly Sarita Ford, New York University
“Educational Homogamy 1975-2005”

10:10 – 10:30 Coffee

10:30 – 12:00 Session 6: Equity, Selection and Evaluation in an Accountability Era

Stephanie Moller, Martha Bottia, Elizabeth Stearns, Roslyn Mickelson, University of North Carolina at Charlotte
“Collaborative Professional Teacher Communities, Reform Curriculum, and Mathematics Achievement in Elementary School”
Leslie A. Scott, American Institutes for Research
“The State of High School Counseling: A 40+ Year History of the Role of High School Counselors and the Equity of Counseling Over Time (1960 to 2009)”

Sean F. Reardon, Erica Greenberg, Demetra Kalogrides, Kenneth A. Shores, Rachel A. Valentino, Stanford University
“Trends in Academic Achievement Gaps in the Era of No Child Left Behind”

Jennifer L. Jennings, Jonathan Bearak, New York University, & Daniel Koretz, Harvard University
“Accountability and Equity in American Education”

Joseph A. Soares, Wake Forest University
“Standardized Tests as Social Selection Disguised as Academic Selectivity”

12:00 – 1:00 Lunch

Conclusion of Conference

Ongoing Events

Poster Sessions:
Jessica Bundy, York University
“Reinscribing Inequity: Race Discourse in Ontario Education Equity Policy”

Caitlin Hamrock, University of Texas at Austin
“Degrees of Relevance: Assessing the Impact of Field and Level of Education on Earnings”

Serena Hinz, Vanderbilt University
“Becoming Middle-Class: A Revised Model for Class Identity Reformation”

Joshua Saldana, University of California, Irvine
“The For-Profit Sector in Postsecondary Education: Selection and Outcomes”

Chenoa S. Woods, University of California, Irvine
“The Student-School Counselor Ratio and the High School-to-College Pipeline”

Informal Roundtables:
Every year SEA matches graduate students with SEA “mentor scholars” to share and discuss their work in an informal roundtable session. This year the following students will participate in these sessions:
Ursula Aldana
Caren Arbeit
Diana Barela
Corey Bunje Bower
Kri Burkander (Leah Beasley-Wojick will be unable to attend)
Joanne Golann
Andreas Reier Jensen
Jeongwoo Lee
Jill Smith
Catherine Voulgarides


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