Sociology
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Item Trends in the Educational Differences in U.S. Mothers’ Paid Work and Child Care Time-Use and Implications for Mothers’ Well-Being(2024) Gao, Ge; Cohen, Philip N; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation explores U.S. mothers’ time allocation to employment and child care post-2000 and its implications for their well-being, addressing three empirical questions: (1) How have educational disparities in mothers’ developmentally adaptive child care time evolved in recent decades? (2) How have paid work-child care time divisions shifted differently for less-educated versus more-educated mothers? (3) What are the trends in educational disparities in mothers’ well-being, and to what extent do mothers’ time-use patterns contribute to these changes? This dissertation found that there has been a significant historical decline in educational disparities in mothers’ developmentally adaptive child care time investment over the past two decades. Second, mothers with different educational attainments have gradually adopted divergent paid work-child care time coordination strategies: while high school and less educated mothers saw an increased tendency to spend high volumes of time on child care without employment, college-educated mothers became more likely to invest moderate time on child care while maintaining full-time professional jobs. Finally, college-educated mothers, who were initially at a disadvantage, have experienced significant improvements in the quantity and quality of downtime over the past two decades. Some evidence suggests that the shifting distribution of paid work-child care time coordination patterns contribute to the enhancements in leisure quality for college-educated mothers. This dissertation offers an updated understanding of how US mothers with varying educational backgrounds balance work and family, the potential trade-offs between mothers’ well-being and children’s development, with suggestive impacts on the intergenerational transmission of advantage.Item Income Inequality and Caste in India: Evidence from India Human Development Surveys(2021) Joshi, Omkar; Vanneman, Reeve D; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The problem of income inequality has become a defining problem in today’s world yet, the implications of overall income inequality for different social groups remain understudied. The sociological literature on stratification has treated these two important facets of inequality, namely overall income inequality and group income gaps, separately. I study these two problems together in this dissertation by examining overall income inequality and caste and religious groups in the context of Indian society. Using the nationally representative data from India Human Development Surveys, I first examine in detail, overall income and consumption changes and inequality from 2004-05 to 2011-12. Then, I look at changes in income and consumption for different caste and religious groups and study inequality changes between these groups. In the end, I evaluate the role played by educational expansion and returns to education in explaining changes in overall income inequality as well as group income gaps using OLS and Quintile regression models.I find that income inequality based on both income as well as consumption measures has increased in India between 2004-05 and 2011-12. But contrary to the global pattern of increasing income inequality, income inequality in India was driven not just because of high growth for households at the top, but more so due to low growth of incomes for households at the bottom of the income distribution. Despite this rise in overall income inequality, income gaps and inequality between the forward caste and disadvantaged caste groups are getting closed. Though caste disadvantage is operational at all parts of income distribution, it becomes less oppressive over time. I find that while education helps explain the declining between-caste income inequality, it does not satisfactorily answer why overall income inequality is growing. I also find that socially disadvantaged groups as well as low educational households who are concentrated disproportionately at lower incomes did better in terms of their income growth over time. Yet, the low-income households as a whole somehow did not grow much over time. These opposite trends among lower income households, is a puzzling result.Item Who Cares? Student-Faculty Interaction at a Research University(2015) Smith, Margaret Austin; Collins, Patricia H; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)High quality interaction with faculty is central to undergraduate student success (Kuh et al. 2010). A wealth of existing research uses students' ratings of quality of interaction with faculty to analyze undergraduates' engagement in educationally purposive activities. But how do students actually make meaning of the interactions that inform their ratings? What do undergraduates at a public research institution in the early 21st century United States count as high quality interaction with faculty? For Becker and colleagues (1968), a "GPA perspective" provided the lens through which all undergraduates made meaning of interaction with faculty. But do such generalizations adequately explain how students make meaning of quality of interaction with faculty now? The answer is: it's complicated. Specifically, I find that from students' perspectives, high quality interaction happens when faculty care. Caring, in the view of undergraduates participating in this study, means supporting students in embodying or coming to embody perceived institutional ideals. But students' perceptions of institutional ideals are not uniform. In an ethnographic study involving 35 voluntary undergraduate participants for three years in in-depth interviews and participant observation, as well as a content analysis of an instructor-reviewing web site, I analyze students' perceptions of institutional ideals, how they see themselves in relation to those ideals, and these understandings shape their approaches to with faculty. Specifically, I find two evaluative stories for what counts as care in interaction with faculty, with social class strongly shaping - but not determining - meanings made and interactions elicited. In the first, care entails "remaking the grading." In the second, care both produces and is produced by educationally purposive practices. I find that the institution, in spite of its stated ideals and stated commitment to student engagement, tends to reward the former understanding of care much more directly than the latter.Item The Effect of Age Structure on US Income Inequality, 1976 to 2007(2008) Albrecht, Scott; Iceland, John; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This paper examines the relationship between age structure and income inequality. As a cohort ages, incomes become more unequally distributed within it. Consequently, as the age structure of a population evolves, it may have real effects on the aggregate distribution of incomes in that population. Using March CPS data from 1976 to 2007, I decompose inequality change by age and education. Changes in the age structure have had a net negative impact on inequality since 1976. The aging of the large baby boom cohort has been offset by the aging of the relatively small birth dearth cohort and by trends in mean income by age. I also find some evidence that inequality patterns by education are influenced by the age structure of education groups.