Recent Research & Work-in-Progress
- Parental Intervention at School, Academic Pressure, and Childhood Diagnoses of ADHD [2021, Social Science & Medicine]
Childhood diagnoses of attention-deficit/hyperactivity disorder (ADHD) have increased dramatically in the U.S. in recent decades. Prior research has alluded to the possibility that high levels of parental intervention in school are associated with increased diagnoses of ADHD, but this relationship remains understudied. This study investigates: 1) whether the children of intervening parents are more likely to be diagnosed with ADHD, and; 2) whether parental intervention moderates the extent to which children’s pre-diagnosis behavioral problems and exposure to strict educational accountability policies predict ADHD diagnosis. Analyses of longitudinal, population-level data from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-99 (n=9,820) reveal that a standard deviation increase above the mean on parental intervention in school is associated with a 20% increase in the odds of ADHD diagnosis among elementary school children. This relationship is robust to differences in children’s pre-diagnosis behavioral problems, academic achievement, parental knowledge of/exposure to ADHD, and school selection, and can arise because parents who intervene in school on average exhibit heightened sensitivity to behavioral problems and academic pressure from accountability-based educational policies. In light of prior work establishing both social class and racial/ethnic differences in parental intervention in school, this positive relationship between parental intervention in school and children’s diagnoses of ADHD may carry important implications for the production of inequality in children’s mental health and educational opportunities.
- Glass Floors and Glass Ceilings: Interviewer-Applicant Sex Similarity in Job Interviews (with Lauren Rivera) [2021, Social Forces]
- Social Class, ADHD Diagnoses, and Child Well-Being [2020, Journal of Health and Social Behavior 61(2): 134-152 (Lead Article)]
ADHD is the most commonly-diagnosed disability among U.S. children. Diagnosis can bring positives, like proper treatment, extra testing time, and social support, but may also trigger negatives, like stigmatization. While rates of diagnosis are comparable across socioeconomic status (SES) groups, the balance of positive and negative consequences of diagnosis may differ by SES. In high-SES communities, mental health diagnoses are less stigmatized and parents have greater ability to connect a child to support resources early on, suggesting greater positive effects of diagnosis for high-SES children. Alternatively, the greater academic pressure present in high-SES communities may amplify the negative effects of mental health stigma, suggesting larger negative diagnostic effects. Using the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-99, I find that diagnosed and medicated high-SES but not low-SES children exhibit significantly poorer future self-competence and teacher-rated school behaviors than undiagnosed matches, suggesting that diagnostic effects may not always be net positive.
- Relationships Between an ADHD Diagnosis and Future School Behaviors among Children with Mild Behavioral Problems [2020, Sociology of Education 93(3): 191-214 (Lead Article)]
- Unpacking the Drivers of Racial Disparities in School Suspension and Expulsion (with Sara McLanahan) [2019[2020 in print], Social Forces 98(4): 1548-1577]
- Social Class, ADHD Diagnoses, and the Future Well-being of Children with Mild Pre-Diagnosis Behavioral Problems [2nd Revise & Resubmit, Society and Mental Health]
ADHD is today’s most commonly-diagnosed childhood mental health disorder. When it comes to children’s future school behaviors and perceived self-competence, it is widely assumed that the positives associated with diagnosis, like proper treatment, outweigh the negatives, like stigmatization. However, prior research using data from 1998-2003 finds net negative diagnostic effects, but only among socioeconomically advantaged children. Whether—and under what conditions—this negative marginal diagnostic effect persists today remains understudied. Increasing diagnoses in recent decades both among children with severe and mild behavioral problems may have eliminated negatives, like stigma. Using updated data from the Early Childhood Longitudinal Study-Kindergarten Cohort: 2010-11 (ECLS-K:2010-11), I uncover persistent negative diagnostic effects only among advantaged children, including those receiving medication. Effects are concentrated among advantaged children with only mild pre-diagnosis ADHD-related behaviors. These children do not experience greater diagnosis, but diagnosis has the greatest negative effects on them. Findings carry important implications for child well-being and the intergenerational transmission of privilege.
- Double Jeopardy: Teacher Biases, Racialized Organizations, and the Production of Racial Disparities in School Discipline [Revise & Resubmit, American Sociological Review]
Building on recent research that theorizes the presence of racialized organizations, this article uses empirical evidence to introduce the concept of “organizational bias” as another layer of discrimination in schools. Specifically, to understand the higher rates of school discipline that persist among Black and Latino boys net of differences in behavior, this study bridges the social psychology of individual bias with scholarship on racialized organizations. I combine an original video experiment involving 1,053 U.S. teachers with administrative data on school-level organizational context as measured by school racial and socioeconomic composition. Teachers view a randomly assigned video of a White, Black, or Latino boy committing identical, routine misbehavior and then are asked to report their impressions of and responses to the behavior. I find that, compared to White boys, Black and Latino boys face a double jeopardy. They experience (1) individual-level teacher bias, when a given Black or Latino boy is perceived as being more “blameworthy” than a White boy would be for identical misbehavior, and; (2) between-school organizational bias, in which biased perceptions of blameworthiness are greatest among teachers in poor minority schools versus advantaged White schools. Whereas most prior research examines bias at the individual teacher level, this study develops a more comprehensive understanding of the production of racial inequality in school discipline by identifying a dual process whereby teachers’ biased perceptions of the blameworthiness of Black and Latino boys operate at both the individual and organizational levels.
- Exclusionary Discipline: Race and Color Disparities in How Educators Evaluate and Punish Misbehavior [In Preparation]
School suspension and expulsion predict juvenile detention, educational attainment, earnings, incarceration, and recidivism. Suspension/expulsion impacts children’s development, contributing to cumulative disadvantages for students, families, and communities. Black students face more suspension/expulsion: 20% of Black boys are suspended, compared to 12% of Black girls, 9% of Hispanic boys, and 6% of White boys. Neither higher incidence of infraction nor lesser responsiveness to restorative discipline practices (like tutoring or counseling) fully accounts for Black boys’ higher suspension/expulsion rates. Implicit bias offers a possible explanation: certain teachers might sanction Black boys more readily, and punitively, than White boys for identical, routine misbehavior. This compelling hypothesis has received scant empirical investigation.
This project uses a video experiment fielded with a diverse sample of teachers to: 1) precisely estimate magnitudes of bias in evaluations of identical misbehavior and in recommended sanctions, and; 2) tests an intervention to reduce bias. We deploy a video vignette experiment that manipulates the race/ethnicity and gender of students committing identical misbehavior. Teachers are randomly assigned to student and punitive or restorative school discipline environment. Teachers then view and rate videotaped misbehavior and report recommended sanction. This project quantifies teachers’ implicit bias; the social psychological mechanisms underlying disproportionate suspension/expulsion; and factors magnifying bias. Results will inform three promising strategies for reducing disparities in discipline, namely through identification of key points in the decision-making process where bias is most pronounced, alteration of school disciplinary decision-making protocol, and teacher-student demographic matching.
- The Rise of Social Control and the Spatial Embedding of Racial Disparities in Child Behavior: The Intergenerational Effects of the Concentrated Rise in Arrests [In Preparation]
With the size of the incarcerated population having grown 500% since 1980 and with five times more Black than White men behind bars in 2015, researchers have documented the negative effects of paternal incarceration on the behavioral development of children, particularly sons. At the same time, another arm of scholars have documented the spatial concentration of disadvantage within particular communities of color and the implications of this concentration for barriers to social mobility. In this study, I bring together these two lines of research. Drawing on two cohorts of children across the U.S. born in the 1980s and 2000s, and followed from birth to school entry, merged with data on county-level arrest rates in these time periods, I show that the concentrated rise in arrests within poor communities carries implications for the rise in behavior problems among Black, but not White, boys, as early as school entry. As arrest rates rose overall during the ‘tough on crime’ era, Black boys who lived in counties with the greatest increases in arrest disproportionately suffered, experiencing significantly larger increases in self-regulation problems and social problems than White boys living in the same counties by the time they entered school. In light of research showing that differences in behavioral development of this magnitude are associated with markedly lower academic achievement and higher delinquency in later childhood and adolescence, this increase in behavior problems sheds light on another facet of the spatial embedding of disadvantage brought about by the rise of ‘tough on crime’ policies and a turn toward punitive social control. Given that poor communities of color are more likely to be policed and that males of color are more likely to be criminalized, this work shows how the spatial concentration of heightened monitoring and arrests lead to the intergenerational transmission of disadvantage.