... Sex roles: Sex inequality and sex role development. Post a Comment. CONTRIBUTORS: Author: Sto... more ... Sex roles: Sex inequality and sex role development. Post a Comment. CONTRIBUTORS: Author: Stockard, Jean. Author: Johnson, Miriam M. PUBLISHER: Prentice-Hall (Englewood Cliffs, NJ). SERIES TITLE: YEAR: 1980. PUB TYPE: Book (ISBN 0138075603 ). VOLUME/EDITION ...
This paper uses survey data to explore the extent to which greater contact with women school admi... more This paper uses survey data to explore the extent to which greater contact with women school administrators and changing generations can influence public prejudice toward women administrators and override the impact of regional and educational differences on these attitudes. Little support is found for these possibilities. Specifications of cognitive dissonance and consistency theories, specifically involving the problems of generalizing from one situation to another and the need for sufficient stimuli to create dissonance, are used to explain these findings. If affirmative action programs result in more women being hired for line administrative positions, however, it is suggested that sufficient dissonance or cognitive inconsistency may be created to produce attitude change.
The What Works Clearinghouse (WWC) is a federally funded program established in 2002 that evaluat... more The What Works Clearinghouse (WWC) is a federally funded program established in 2002 that evaluates educational interventions on the basis of the "rigor of research evidence" and provides summary ratings on its website. To date the Clearinghouse has produced seven reports on Direct Instruction (DI) curricular programs. 2 Scholarly literature reviews and metaanalyses are unanimous in concluding that a large research base indicates that DI programs are highly effective. In contrast, the WWC has found very few studies that meet its criteria for review and has concluded that there is little evidence to support the programs' efficacy. Given these sharply contrasting conclusions and the broad publicity given to the WWC's reports, it is important, from both a scholarly and a policy perspective, to understand more about why these discrepancies have occurred. This report includes five sections. The first presents reflections on why the WWC procedures produce erroneous conclusions and why six of these procedures may have an especially severe impact on reviews of DI programs. The second section describes the 10 individual research studies of DI programs that the WWC concluded met their criteria for review. Serious errors in these decisions are described for a substantial proportion of these studies. The third section focuses on the WWC review of Reading Mastery (RM) and students with learning disabilities (LD), which was released in July 2012 and discusses the WWC's decisions regarding each of the 17 studies that were examined. 3 The fourth section analyzes 21 studies that could have potentially been included in the review of RM and students with
PART ONE. DOING SOCIOLOGY. 1. What is Sociology? The Sociological Imagination. A Passionate Scien... more PART ONE. DOING SOCIOLOGY. 1. What is Sociology? The Sociological Imagination. A Passionate Science: How Sociology Developed. Discovering Sociology: Three Key Themes. 2. Methodology and Social Research. Asking Questions: The Logic of Social Research. Gathering Data: Observing Social Structure and Social Action. Answering Questions: Data Analysis and Theory Revisions. Ethical Issues in Research. PART TWO. INDIVIDUALS IN SOCIETY. 3. Culture and Ethnicity. Cultural Universals and Variability. Culture at the Microlevel: Cultural Identity. Featured Research Study: Creating Ethnic Identities. 4. Socialization and the Life Course. Becoming Part of the Social World. Developing a Notion of the Self. Featured Research Study: Developing Gender Schemas: The Influence of Peer Groups. Socialization through the Life Course. 5. Social Interaction and Social Relationships. Linking Social Actors: Social Networks. Creating Social Structure through Interactions: Three Perspectives. Producing Social Structure through Interactions: Nonverbal and Verbal Communication. Interactions in Groups: The Influence of Status Characteristics. Featured Research Study: Overcoming Status Generalizations. Status Attainment: Social Networks, Social Interaction, and Life Chances. 6. Deviance and Social Control. Defining Deviance. Patterns of Deviance: Crime in the United States. The Inevitability of Deviance: The Classical Theorists. Explaining Deviant Actions: Contemporary Middle-Range Theories. Featured Research Study: Deviance and Crime over the Life Course. Testing Control Theory. 7. Social Stratification. Social Stratification in the United States. Why Does Stratification Exist? Four Theoretical Perspectives. The American Dream: Mobility, Poverty, Wealth, and Power. 8. Racial-Ethnic Stratification. Racial-Ethnic Groups and Stratification in the United States. Social Structure and Racial-Ethnic Stratification. Individual Discrimination: Social Actions and Racial-Ethnic Stratification. Prejudice and "Group Threat": Linking Macro- and Microlevels of Analysis to Diminish Prejudice. Featured Research Study Group Threat and Racial-Ethnic Prejudice: The Work of Lincoln Quillian. 9. Gender Stratification. Comparing Gender, Racial-Ethnic, and Social Stratification. Gender Segregation and Stratification. Explaining Gender Segregation and Stratification. Featured Research Study: Testing Psychoanalytic Theory. 10. The Family. Defining Social Institutions. Sociological Study of the Family. Variations in Family Forms: A Macrolevel View. The Family as a Social Group: A Mesolevel View. The Family and Individuals: A Microlevel View. Featured Research Study Taking a Dispassionate Approach to the Issue of Single-Parent Families. 11. Formal Organizations. Bureaucracies as an Ideal Type: Weber's Classical View. Organizations: A Mesolevel Analysis. Organizational Environments: A Macrolevel View. Organizations and Individuals: A Microlevel Perspective. Featured Research Study: Building Successful Organizations: The Importance of Structure, Environment, and Leadership. 12. Religion. The Sociological Study of Religion. Religious Beliefs and Economies: A Macrolevel View. Individuals' Beliefs and Religious Choices: A Microlevel View. Featured Research Study: Lapsed Presbyterians. 13. The Political World. Power, Public Goods, and the Political World. Individual Influence: A Microlevel View. Pluralist or Elitist: Two Macrolevel Views of the Power Structure. Interactions between Organizations: A Mesolevel View of the Political World. Featured Research Study: The Political Power of Business. 14. The Economy. Sociological Study of the Economy. The Economy: A Macrolevel View. Industries and Organizations: A Mesolevel View. Featured Research Study: Work and Careers as Social Relationships: A Microlevel View. 15. Education. The Development of Mass Schooling: A Macrolevel View. Promoting School Achievement: Microlevel Analyses. Increasing the Effectiveness of Schools: Mesolevel Analyses. Featured Research Study: Effective Schools: Multiple Approaches. 16. Health and Society. The Health of Individuals: A Microlevel Perspective. The Organization of Health Care: Mesolevel Analyses. Health and Global Stratification: A Macrolevel Perspective. Featured Research Study: Inequality and the Health of Nations - The Work of Richard G. Wilkinson. 17. Population. Looking at Populations: Demographic Data. Population Growth: Balancing Fertility and Mortality. The Effect of Population Changes. Featured Research Study: Social Action and Population Change. 18. Communities and Urbanization. Urbanization and Changes in Communities. Sustaining Communities in Modern Cities. Urban Structures and Opportunities and Constraints. Featured Research Study: Urban Segregation. 19. Technology and Social Change. Technology, The Environment, and Social Institutions. Changing Societies: A Long-Range View. Featured Research Study: The Telephone, Social Action, and Social Change - The Work of Claude Fischer.…
In a recent book, Anthony Biglan describes how strong social research can be used to build a comp... more In a recent book, Anthony Biglan describes how strong social research can be used to build a compassionate and more caring society that promotes the well-being of all. This article asserts that a strong educational system needs to be part of this transformation and that widespread use of Direct Instruction (DI) could be key in the process. Analysis of the underlying theory, development, and use of DI describes the way it is based on careful developmental research. It promotes effective and efficient learning while embodying respect for students and teachers. The results of a recent large metaanalysis of research on DI's effectiveness show it is more effective than other educational approaches, with effect sizes that surpass the effect associated with the difference in achievement of students from lower income and other homes. Alternative approaches to educational change are reviewed and it is suggested that DI is a more effective and efficient method of improving student success. Powerful actors within the educational establishment have expressed opposition to DI and have worked to hide evidence of its effectiveness. This paper identifies other social actors who could work together to counter the resistance to DI and build an educational system that promotes the well-being of all. Keywords Direct Instruction. educational equality. achievement. meta-analysis In a recent book, the behavioral psychologist Anthony Biglan calls for researchers, policy makers, businesses, and the general public to work together, guided by research findings, to build a caring, compassionate, and nurturing society-a society that promotes the well-being of all individuals as well as the nation as a whole (Biglan, 2020). He examines a wide range of issues such as health, criminal justice, and the political world, showing how strong research findings, coupled with collective action,
Proceedings of the National Academy of Sciences of the United States of America, Jan 11, 2021
Recent events prompted scientists in the United States and throughout the world to consider how s... more Recent events prompted scientists in the United States and throughout the world to consider how systematic racism affects the scientific enterprise. This paper provides evidence of inequities related to race-ethnicity and gender in graduate school experiences and career plans of PhD students in the top 100 ranked departments in one science, technology, engineering, and math (STEM) discipline, chemistry. Mixed-model regression analyses were used to examine factors that might moderate these differences. The results show that graduate students who identified as a member of a racial/ethnic group traditionally underrepresented in chemistry (underrepresented minorities, URM) were significantly less likely than other students to report that their financial support was sufficient to meet their needs. They were also less likely to report having supportive relationships with peers and postdocs. Women, and especially URM women, were significantly less likely to report supportive relationships with advisors. Despite their more negative experiences in graduate school, students who identified as URM expressed greater commitment to finishing their degree and staying in the field. When there was at least one faculty member within their departments who also identified as URM they were also more likely than other students to aspire to a university professorship with an emphasis on research. Men were significantly more likely than women to express strong commitment to finishing the PhD and remaining in chemistry, but this difference was stronger in top-ranked departments. Men were also more likely than women to aspire to a professorship with an emphasis on research, and this difference remained when individual and departmental-level variables were controlled.
We develop a model of fertility and marriage that implies a magnified effect of marriage rates on... more We develop a model of fertility and marriage that implies a magnified effect of marriage rates on the share of births to unmarried women. For U.S. data, plots and regression estimates support the prediction that the share of unmarried births is driven primarily by the square of the share of unmarried women. Our findings suggest that some of the emphasis on changes in fertility behavior in explaining the rising share of births to unmarried women might be productively redirected toward exploring the role and determinants of changes in marriage behavior. Moreover, previous studies of fertility behavior, to the extent that marital status is taken as given, may confound fertility and marriage behavior.
We employ newly developed methods to disentangle age, period and cohort effects on nonmarital fer... more We employ newly developed methods to disentangle age, period and cohort effects on nonmarital fertility ratios (NFRs) from 1972 to 2002 for black and white women aged 20-44 in the United States. We focus on three cohort factors: family structure, school enrollment, and the sex ratio. For both blacks and whites, cohorts with less traditional family structures have higher NFRs. Other results differ by race. The impact of school enrollment on NFRs is significantly negative for whites, but significantly positive for blacks. The impact of sex ratio is significantly negative for blacks, but insignificant for whites. If black women and white women had cohort characteristics typical of the other group, age-specific NFRs for black women would decline markedly, while those for whites would increase markedly.
To address the low levels of underrepresented minority (URM) faculty in top-ranked chemistry depa... more To address the low levels of underrepresented minority (URM) faculty in top-ranked chemistry departments, the National Science Foundation, the U.S. Department of Energy, and the National Institutes of Health jointly sponsored a workshop for academic chemistry leaders in September 2007. The goal of the two-and-a-half-day workshop was to create an informed and committed community of chemistry leaders who will develop and promote programs and strategies to advance racial and ethnic equity in both the faculty and student body with the goal of increasing the number of U.S. citizens who are URM scientists. This paper reports the impact of this workshop on the attitudes of the department chair faculty members who attended the workshop. On the basis of surveys of the department chair faculty perceptions before and after the workshop, the results indicate that participants in the carefully planned intervention workshop changed their attitudes regarding reasons underlying the underrepresentation and barriers that minority faculty face in the field. These department chair faculty members also increasingly viewed the solution to diversifying chemistry departments as one in which they, their departments, and universities could play a role.
... Sex roles: Sex inequality and sex role development. Post a Comment. CONTRIBUTORS: Author: Sto... more ... Sex roles: Sex inequality and sex role development. Post a Comment. CONTRIBUTORS: Author: Stockard, Jean. Author: Johnson, Miriam M. PUBLISHER: Prentice-Hall (Englewood Cliffs, NJ). SERIES TITLE: YEAR: 1980. PUB TYPE: Book (ISBN 0138075603 ). VOLUME/EDITION ...
This paper uses survey data to explore the extent to which greater contact with women school admi... more This paper uses survey data to explore the extent to which greater contact with women school administrators and changing generations can influence public prejudice toward women administrators and override the impact of regional and educational differences on these attitudes. Little support is found for these possibilities. Specifications of cognitive dissonance and consistency theories, specifically involving the problems of generalizing from one situation to another and the need for sufficient stimuli to create dissonance, are used to explain these findings. If affirmative action programs result in more women being hired for line administrative positions, however, it is suggested that sufficient dissonance or cognitive inconsistency may be created to produce attitude change.
The What Works Clearinghouse (WWC) is a federally funded program established in 2002 that evaluat... more The What Works Clearinghouse (WWC) is a federally funded program established in 2002 that evaluates educational interventions on the basis of the "rigor of research evidence" and provides summary ratings on its website. To date the Clearinghouse has produced seven reports on Direct Instruction (DI) curricular programs. 2 Scholarly literature reviews and metaanalyses are unanimous in concluding that a large research base indicates that DI programs are highly effective. In contrast, the WWC has found very few studies that meet its criteria for review and has concluded that there is little evidence to support the programs' efficacy. Given these sharply contrasting conclusions and the broad publicity given to the WWC's reports, it is important, from both a scholarly and a policy perspective, to understand more about why these discrepancies have occurred. This report includes five sections. The first presents reflections on why the WWC procedures produce erroneous conclusions and why six of these procedures may have an especially severe impact on reviews of DI programs. The second section describes the 10 individual research studies of DI programs that the WWC concluded met their criteria for review. Serious errors in these decisions are described for a substantial proportion of these studies. The third section focuses on the WWC review of Reading Mastery (RM) and students with learning disabilities (LD), which was released in July 2012 and discusses the WWC's decisions regarding each of the 17 studies that were examined. 3 The fourth section analyzes 21 studies that could have potentially been included in the review of RM and students with
PART ONE. DOING SOCIOLOGY. 1. What is Sociology? The Sociological Imagination. A Passionate Scien... more PART ONE. DOING SOCIOLOGY. 1. What is Sociology? The Sociological Imagination. A Passionate Science: How Sociology Developed. Discovering Sociology: Three Key Themes. 2. Methodology and Social Research. Asking Questions: The Logic of Social Research. Gathering Data: Observing Social Structure and Social Action. Answering Questions: Data Analysis and Theory Revisions. Ethical Issues in Research. PART TWO. INDIVIDUALS IN SOCIETY. 3. Culture and Ethnicity. Cultural Universals and Variability. Culture at the Microlevel: Cultural Identity. Featured Research Study: Creating Ethnic Identities. 4. Socialization and the Life Course. Becoming Part of the Social World. Developing a Notion of the Self. Featured Research Study: Developing Gender Schemas: The Influence of Peer Groups. Socialization through the Life Course. 5. Social Interaction and Social Relationships. Linking Social Actors: Social Networks. Creating Social Structure through Interactions: Three Perspectives. Producing Social Structure through Interactions: Nonverbal and Verbal Communication. Interactions in Groups: The Influence of Status Characteristics. Featured Research Study: Overcoming Status Generalizations. Status Attainment: Social Networks, Social Interaction, and Life Chances. 6. Deviance and Social Control. Defining Deviance. Patterns of Deviance: Crime in the United States. The Inevitability of Deviance: The Classical Theorists. Explaining Deviant Actions: Contemporary Middle-Range Theories. Featured Research Study: Deviance and Crime over the Life Course. Testing Control Theory. 7. Social Stratification. Social Stratification in the United States. Why Does Stratification Exist? Four Theoretical Perspectives. The American Dream: Mobility, Poverty, Wealth, and Power. 8. Racial-Ethnic Stratification. Racial-Ethnic Groups and Stratification in the United States. Social Structure and Racial-Ethnic Stratification. Individual Discrimination: Social Actions and Racial-Ethnic Stratification. Prejudice and "Group Threat": Linking Macro- and Microlevels of Analysis to Diminish Prejudice. Featured Research Study Group Threat and Racial-Ethnic Prejudice: The Work of Lincoln Quillian. 9. Gender Stratification. Comparing Gender, Racial-Ethnic, and Social Stratification. Gender Segregation and Stratification. Explaining Gender Segregation and Stratification. Featured Research Study: Testing Psychoanalytic Theory. 10. The Family. Defining Social Institutions. Sociological Study of the Family. Variations in Family Forms: A Macrolevel View. The Family as a Social Group: A Mesolevel View. The Family and Individuals: A Microlevel View. Featured Research Study Taking a Dispassionate Approach to the Issue of Single-Parent Families. 11. Formal Organizations. Bureaucracies as an Ideal Type: Weber's Classical View. Organizations: A Mesolevel Analysis. Organizational Environments: A Macrolevel View. Organizations and Individuals: A Microlevel Perspective. Featured Research Study: Building Successful Organizations: The Importance of Structure, Environment, and Leadership. 12. Religion. The Sociological Study of Religion. Religious Beliefs and Economies: A Macrolevel View. Individuals' Beliefs and Religious Choices: A Microlevel View. Featured Research Study: Lapsed Presbyterians. 13. The Political World. Power, Public Goods, and the Political World. Individual Influence: A Microlevel View. Pluralist or Elitist: Two Macrolevel Views of the Power Structure. Interactions between Organizations: A Mesolevel View of the Political World. Featured Research Study: The Political Power of Business. 14. The Economy. Sociological Study of the Economy. The Economy: A Macrolevel View. Industries and Organizations: A Mesolevel View. Featured Research Study: Work and Careers as Social Relationships: A Microlevel View. 15. Education. The Development of Mass Schooling: A Macrolevel View. Promoting School Achievement: Microlevel Analyses. Increasing the Effectiveness of Schools: Mesolevel Analyses. Featured Research Study: Effective Schools: Multiple Approaches. 16. Health and Society. The Health of Individuals: A Microlevel Perspective. The Organization of Health Care: Mesolevel Analyses. Health and Global Stratification: A Macrolevel Perspective. Featured Research Study: Inequality and the Health of Nations - The Work of Richard G. Wilkinson. 17. Population. Looking at Populations: Demographic Data. Population Growth: Balancing Fertility and Mortality. The Effect of Population Changes. Featured Research Study: Social Action and Population Change. 18. Communities and Urbanization. Urbanization and Changes in Communities. Sustaining Communities in Modern Cities. Urban Structures and Opportunities and Constraints. Featured Research Study: Urban Segregation. 19. Technology and Social Change. Technology, The Environment, and Social Institutions. Changing Societies: A Long-Range View. Featured Research Study: The Telephone, Social Action, and Social Change - The Work of Claude Fischer.…
In a recent book, Anthony Biglan describes how strong social research can be used to build a comp... more In a recent book, Anthony Biglan describes how strong social research can be used to build a compassionate and more caring society that promotes the well-being of all. This article asserts that a strong educational system needs to be part of this transformation and that widespread use of Direct Instruction (DI) could be key in the process. Analysis of the underlying theory, development, and use of DI describes the way it is based on careful developmental research. It promotes effective and efficient learning while embodying respect for students and teachers. The results of a recent large metaanalysis of research on DI's effectiveness show it is more effective than other educational approaches, with effect sizes that surpass the effect associated with the difference in achievement of students from lower income and other homes. Alternative approaches to educational change are reviewed and it is suggested that DI is a more effective and efficient method of improving student success. Powerful actors within the educational establishment have expressed opposition to DI and have worked to hide evidence of its effectiveness. This paper identifies other social actors who could work together to counter the resistance to DI and build an educational system that promotes the well-being of all. Keywords Direct Instruction. educational equality. achievement. meta-analysis In a recent book, the behavioral psychologist Anthony Biglan calls for researchers, policy makers, businesses, and the general public to work together, guided by research findings, to build a caring, compassionate, and nurturing society-a society that promotes the well-being of all individuals as well as the nation as a whole (Biglan, 2020). He examines a wide range of issues such as health, criminal justice, and the political world, showing how strong research findings, coupled with collective action,
Proceedings of the National Academy of Sciences of the United States of America, Jan 11, 2021
Recent events prompted scientists in the United States and throughout the world to consider how s... more Recent events prompted scientists in the United States and throughout the world to consider how systematic racism affects the scientific enterprise. This paper provides evidence of inequities related to race-ethnicity and gender in graduate school experiences and career plans of PhD students in the top 100 ranked departments in one science, technology, engineering, and math (STEM) discipline, chemistry. Mixed-model regression analyses were used to examine factors that might moderate these differences. The results show that graduate students who identified as a member of a racial/ethnic group traditionally underrepresented in chemistry (underrepresented minorities, URM) were significantly less likely than other students to report that their financial support was sufficient to meet their needs. They were also less likely to report having supportive relationships with peers and postdocs. Women, and especially URM women, were significantly less likely to report supportive relationships with advisors. Despite their more negative experiences in graduate school, students who identified as URM expressed greater commitment to finishing their degree and staying in the field. When there was at least one faculty member within their departments who also identified as URM they were also more likely than other students to aspire to a university professorship with an emphasis on research. Men were significantly more likely than women to express strong commitment to finishing the PhD and remaining in chemistry, but this difference was stronger in top-ranked departments. Men were also more likely than women to aspire to a professorship with an emphasis on research, and this difference remained when individual and departmental-level variables were controlled.
We develop a model of fertility and marriage that implies a magnified effect of marriage rates on... more We develop a model of fertility and marriage that implies a magnified effect of marriage rates on the share of births to unmarried women. For U.S. data, plots and regression estimates support the prediction that the share of unmarried births is driven primarily by the square of the share of unmarried women. Our findings suggest that some of the emphasis on changes in fertility behavior in explaining the rising share of births to unmarried women might be productively redirected toward exploring the role and determinants of changes in marriage behavior. Moreover, previous studies of fertility behavior, to the extent that marital status is taken as given, may confound fertility and marriage behavior.
We employ newly developed methods to disentangle age, period and cohort effects on nonmarital fer... more We employ newly developed methods to disentangle age, period and cohort effects on nonmarital fertility ratios (NFRs) from 1972 to 2002 for black and white women aged 20-44 in the United States. We focus on three cohort factors: family structure, school enrollment, and the sex ratio. For both blacks and whites, cohorts with less traditional family structures have higher NFRs. Other results differ by race. The impact of school enrollment on NFRs is significantly negative for whites, but significantly positive for blacks. The impact of sex ratio is significantly negative for blacks, but insignificant for whites. If black women and white women had cohort characteristics typical of the other group, age-specific NFRs for black women would decline markedly, while those for whites would increase markedly.
To address the low levels of underrepresented minority (URM) faculty in top-ranked chemistry depa... more To address the low levels of underrepresented minority (URM) faculty in top-ranked chemistry departments, the National Science Foundation, the U.S. Department of Energy, and the National Institutes of Health jointly sponsored a workshop for academic chemistry leaders in September 2007. The goal of the two-and-a-half-day workshop was to create an informed and committed community of chemistry leaders who will develop and promote programs and strategies to advance racial and ethnic equity in both the faculty and student body with the goal of increasing the number of U.S. citizens who are URM scientists. This paper reports the impact of this workshop on the attitudes of the department chair faculty members who attended the workshop. On the basis of surveys of the department chair faculty perceptions before and after the workshop, the results indicate that participants in the carefully planned intervention workshop changed their attitudes regarding reasons underlying the underrepresentation and barriers that minority faculty face in the field. These department chair faculty members also increasingly viewed the solution to diversifying chemistry departments as one in which they, their departments, and universities could play a role.
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Papers by Jean Stockard