The author’s use event history models based on dependent and independent variables to understand influences of race and ethnicity.
Conclusion: The authors found that children born to cohabiting versus married parents have over five times the risk of experiencing their parents’ separation. The difference in union stability is highest for White children, as compared with Black or Mexican American children. For White children, other factors such as differences in parents’ education levels, paternal substance abuse, and prior marriage or children report higher instability than by those born to cohabiting parents, while differences in union stability are not fully rationalized among Black and Mexican American children. The results of study are important for public policies intended to promote family stability and reducing inequality.
The authors study the racial differences in educational outcomes such as college attendance as a result of the differences found in family structures and socioeconomic status across an array of racial and ethnic groups. The authors ponder upon the question of how racial background matters in an educational context. Charlesa, C. Z., Roscignob, V. J., & Torresa, K. C. (2007). Racial inequality and college attendance: The mediating role of parental investments.
The authors study the racial differences in educational outcomes such as college attendance as a result of the differences found in family structures and socioeconomic status across an array of racial and ethnic groups. The authors ponder upon the question of how racial background matters in an educational context. Research Methodology: Upon literature review of prior research on family stratification, parental investments, racial disparities in wealth concentration, the authors set a hypothesis that group differences in college attendance emanate largely from economic stratification at family level. After setting the hypothesis, the authors draw analysis from four waves data of National Educational Longitudinal Survey (NELS) to understand how parents make economic, social and cultural investments during early and later high school experience. The longitudinal data of 13,699 adolescents is analyzed, by first examining the racial differences in family background and the extent to which they pattern gaps in potentially influential parental investments and then by creating investment models. Conclusion: The results of their analysis proves author’s hypothesis that racial inequalities in class background shape disparities in cultural, monetary, and parental interactional investments. Background inequalities, and their implications for early and later family investments and achievement/attainment, explain why minority-group parents are less likely to discuss college plans or be more involved in planning their child’s future. Also, most investment differences are driven by family’s socioeconomic status and structure. Published Article #3: Fomby, P., & Cherlin, A. J. (2007). Family Instability and Child Well-Being . American Sociological Review , 72 (2), 181-204. Purpose of Research: The authors aim to study children’s behavioral and cognitive development in the context of family history such as multiple transitions in family structure and