Fair Game
What the Students for Fair Admissions Cases Reveal About Racial Preferences
Peter Arcidiacono, Josh Kinsler & Tyler Ransom
NBER Working Paper, April 2022
Abstract:
Using detailed admissions data made public in the SFFA v. Harvard and SFFA v. UNC cases, we examine how racial preferences for under-represented minorities (URMs) affect their admissions to Harvard and UNC-Chapel Hill. At Harvard, the admit rates for typical African American applicants are on average over four times larger than if they had been treated as white. For typical Hispanic applicants the increase is 2.4 times. At UNC, preferences vary substantially by whether the applicant is in-state or out-of-state. For in-state applicants, racial preferences result in an over 70% increase in the African American admit rate. For out-of-state applicants, the increase is more than tenfold. Both universities provide larger racial preferences to URMs from higher socioeconomic backgrounds.
A new angle on mental rotation ability in transgender men: Modulation by ovarian milieu
Diana Peragine et al.
Psychoneuroendocrinology, forthcoming
Abstract:
Organizational/activational theory posits that transgender individuals should perform in the direction of their gender, not their sex, on cognitive tasks that show sex differences — the largest of which are observed on visuospatial tasks. Yet, tests of this hypothesis have been mixed for transgender men (TM). One possible reason is that performance shifts associated with the hormonal milieu at testing have not been fully considered in TM. Although “activating” influences, like gender-affirming hormone therapy (GAHT), are well-characterized in this population, endogenous ones, like ovarian cycling, have gone unaddressed. To provide a more complete picture of hormonal activation, we explored an influence of ovarian milieu on visuospatial performance of TM, and its potential contributions toward effects of sex and GAHT. We administered two male-favoring mental rotation tests (MRTs), and a sex-neutral control task to 22 TM naïve to GAHT (TM-), 29 TM receiving GAHT (TM+), and cisgender men (CM; n = 24) and women (CW; n = 43), testing cycling men (TM-) and women (CW) in either early follicular (Follicular) or midluteal phase (Luteal). On MRTs, performance of TM- varied across the menstrual cycle, and matched that of menstrual phase-matched CW. Additionally, cycling individuals in Follicular performed as strongly as TM+ and CM, all of whom performed above individuals in Luteal. Effects did not extend to a verbal control task, on which TM+ performed below others. Rather than conforming to static categories that suggest sex- or gender-typical organization of cognitive circuits, our findings support dynamic shifts in visuospatial cognition of TM, and illustrate the need to consider activating effects of hormones beyond GAHT.
From Referrals to Suspensions: New Evidence on Racial Disparities in Exclusionary Discipline
Jing Liu, Michael Hayes & Seth Gershenson
Journal of Urban Economics, forthcoming
Abstract:
We use novel data on disciplinary referrals, including those that do not lead to suspensions, to better understand the origins of racial disparities in exclusionary discipline. We find significant differences between Black and white students in both referral rates and the rate at which referrals convert to suspensions. An infraction fixed-effects research design that compares the disciplinary outcomes of white and non-white students who were involved in the same multi-student incident identifies systematic racial biases in sentencing decisions. On both the intensive and extensive margins, Black and Hispanic students receive harsher sentences than their white co-conspirators. This result is driven by high school infractions and mainly applies to “more severe” infractions that involve fights or drugs. Reducing racial disparities in exclusionary discipline will require addressing underlying gaps in disciplinary referrals and the systematic biases that appear in the adjudication process.
Women Who Break the Glass Ceiling Get a “Paper Cut”: Gender, Fame, and Media Sentiment
Eran Shor, Arnout van de Rijt & Vivek Kulkarni
Social Problems, forthcoming
Abstract:
Past quantitative studies have shown that most media coverage is of men. Here we ask if the scarce coverage that women get is qualitatively different from that of men. We use computer-coded sentiment scores for 14 million person names covered in 1,323 newspapers to investigate the three-way relationship between gender, fame, and sentiment. Additional large-scale data on occupational categories allow us to compare women and men within the same profession and rank. We propose that as women’s fame increases their media coverage becomes negative more quickly when compared to men (a “paper cut”), because their violation of gender hierarchies and social expectations about typical feminine behavior evokes disproportionate scrutiny. We find that while overall media coverage is much more positive for women than for men, this difference disappears and even reverses at higher levels of fame. In encyclopedic sentiment data we find no biographic basis for women’s disproportionate decline in media coverage sentiment at high fame, consistent with the conjectured double standard in media discourse.
When Paid Work Gives in to Unpaid Care Work: Evidence from the Hedge Fund Industry Under COVID-19
Sara Ain Tommar, Olga Kolokolova & Roberto Mura
Management Science, forthcoming
Abstract:
We examine how childcare inequalities in the home affect the work productivity of female talent, using unique data on the family structures of hedge fund managers and the exogenous shock from school closures during the early COVID-19 pandemic response. We find that female managers’ ability to generate abnormal returns is curbed by 9% on average in the shock-month of school closures, providing a direct measure of the cost of unpaid care work. This effect is driven by mothers and especially mothers with young children. With increasing calls for more female representation in all layers of the economy and the efforts exerted toward that goal, there is reason for concern that these efforts might not factor in as the pandemic has uncovered how women in general and mothers in particular bear both the burden of unpaid care work and the subsequent cost to their paid work.
Is diversity enough? Cross-race and cross-class interactions in college occur less often than expected, but benefit members of lower status groups when they occur
Rebecca Carey et al.
Journal of Personality and Social Psychology, forthcoming
Abstract:
More than ever before, institutions of higher education are seeking to increase the racial and social class diversity of their student bodies. Given these efforts, the present research asks two broad questions. First, how frequently do intergroup interactions occur across the lines of race and social class, and to what extent do these interactions reflect the diversity of a setting? Second, when cross-race and cross-class interactions occur, how do individuals experience them and what consequences do they have for their outcomes in these settings? Leveraging a longitudinal design and daily diary methods, we conducted the first large study (Ninteractions = 11,460) which tracks the frequency, experience, and consequences of meaningful cross-race and cross-class interactions. We found that students reported far fewer cross-race and cross-class interactions than would occur at chance given the racial and social class diversity of their student bodies. Furthermore, students experienced less satisfaction and perspective-taking in cross-race and cross-class interactions compared to same-race and same-class interactions, respectively. Nevertheless, these cross-group interactions predicted better academic performance for underrepresented racial minority students and students from working and lower class backgrounds. They did so, in part, by increasing students’ feelings of inclusion (i.e., increased belonging and reduced social identity threat). Together, these findings suggest that the mere presence of diversity is not enough to foster meaningful intergroup interactions. Furthermore, fostering intergroup interactions may be one important pathway toward reducing racial and social class disparities.
A shame of inches: Are teams with black head coaches more heavily penalized in Division 1 college football?
Andrew Davis, Tom Leppard & Alexander Kinney
Social Science Quarterly, March 2022, Pages 259-273
Methods:
Using data from a merged unique data set and a two-step approach comprising two statistical procedures, we explore this question empirically. We first examine the mean levels of penalties at the game level using a comparison of means, followed by a panel analysis of penalties at the yearly-school level.
Results:
In our comparison of means across all games played between white and black coaches in the 2019/2020 college football season, we find that black coaches are more heavily penalized than white coaches in terms of both penalties per game as well as penalty yardage. Findings of our longitudinal analysis covering all Division 1 college football teams from the college football playoff era (2014/2015 season until the 2019/2020 season) reveal that teams coached by black coaches receive more penalties per game than do teams coached by non-black coaches.
Gender in the Markets for Expertise
Mathijs de Vaan & Toby Stuart
American Sociological Review, forthcoming
Abstract:
Stratification in professional careers arises in part from interpersonal dynamics in client-expert dyads. To reduce perceived uncertainty in judgments of the quality of experts, clients may rely on ascriptive characteristics of experts and on pairwise, relational factors to assess the advice they receive. Two such characteristics, expert gender and client-expert gender concordance, may lead to differences in clients’ trust in expert advice. To explore these issues, we investigate the incidence of patient-initiated second opinions (SOs) in medicine. In an examination of millions of medical claims in Massachusetts, we find that male patients are much more likely than female patients to obtain an SO if the first specialist they consult is female. Moreover, when the first specialist a patient consults is gender non-concordant and the patient seeks an SO, male patients are substantially more likely to switch to a same-gender specialist in the SO visit. Because patients who lack confidence in the advice of the first-seen specialist infrequently return to this specialist for medical services, female specialists generate lower billings. Analyses of medical spending in follow-up visits suggest that gendered patterns in questioning the advice of medical experts have the potential to contribute substantially to the gender pay gap in medicine.
The LGBTQ+ Gap: Recent Estimates for Young Adults in the United States
Marc Folch
University of Chicago Working Paper, April 2022
Abstract:
This article provides recent estimates of earnings and mental health for sexual and gender minority young adults in the United States. Using data from a nationally representative sample of bachelor’s degree recipients, I find a significant earnings and mental health gap between self-identified LGBTQ+ and comparable heterosexual cisgender graduates. On average, sexual and gender minorities experience 22% lower earnings ten years after graduation. About half of this gap can be attributed to LGBTQ+ graduates being less likely to complete a high-paying major and work in a high-paying occupation (e.g., STEM and business). In addition, LGBTQ+ graduates are more than twice more likely to report having a mental illness. I then analyze the role of sexual orientation concealment and find a more pronounced earnings and mental health gap for closeted graduates.
Psychological and Sociological Profile of Women Who Have Completed Elite Military Combat Training
William Tharion et al.
Armed Forces & Society, forthcoming
Abstract:
More than 75 women have successfully graduated from the U.S. Army Ranger Course since the integration of women into elite military combat training. This study sought to identify the psychological characteristics and sociological variables that contributed to their motivation and success. A guided interview and demographic and psychological questionnaires were used to assess characteristics of 13 women who successfully completed elite military combat training. Collectively, these women were college graduates and had well educated fathers, possessed high levels of grit and resiliency, and described themselves as self-competitive challenge seekers. These women all had a strong male influence in their lives. The characteristics of these pioneer women may be unique from subsequent cohorts as female participation in elite military combat training becomes the norm and as attitudes and experiences change for graduates of female combat training over time.
Ally endorsement: Exploring allyship cues to promote perceptions of allyship and positive STEM beliefs among White female students
India Johnson & Evava Pietri
Group Processes & Intergroup Relations, forthcoming
Abstract:
Many science, technology, engineering, and math (STEM) domains are White-male-dominated; yet, investigations exploring how White men scientists can counter women’s underrepresentation are lacking. We examined whether exposure to a White male scientist endorsed as an ally by a gender ingroup member (i.e., an allyship cue) encouraged identity-safety and positive STEM beliefs among White female students. Relative to a White male scientist without an allyship cue, participants that viewed an endorsed scientist reported greater perceptions of allyship, identity-safety (Experiment 1–3), interest, and self-efficacy in computer science (Experiments 2 and 3). In Experiment 3, we recruited White women in STEM and found that ally endorsement from a White or Black female, but not a White male, promoted identity-safety. Moreover, the endorsed scientist encouraged perceptions that they possessed a shared reality with participants and recognized the bias that women in STEM face. Allyship cues may help White men attract White female students to STEM.
Timing and Frequency Matter: Same Race/Ethnicity Teacher and Student Achievement by School Level and Classroom Organization
NaYoung Hwang, Patrick Graff & Mark Berends
Educational Policy, forthcoming
Abstract:
Existing research examines whether studying with teachers of the same race/ethnicity affects student achievement, but little is known about whether those effects vary by timing and frequency. We use 7 years of administrative data from third through eighth graders in Indiana to estimate the heterogenous links between same race/ethnicity teachers and achievement by school level (i.e., elementary vs. middle schools) and self-contained classroom (i.e., self-contained vs. departmentalized classrooms). We find that the positive links between same race/ethnicity teachers and improved achievement are stronger for elementary school students and students in self-contained classrooms, particularly for Black students. Our findings highlight the importance of timing and frequent exposure to same race/ethnicity teachers in academic trajectories.