Browsing by Author "Harris, Angel Luis"

This dissertation explores the interrelated dynamics of economic and political inequality, economic insecurity, and psychological well-being through three connected empirical studies. The first study adjudicates between conflicting findings in the unequal policy responsiveness literature. Many studies of the relative influence of income groups on U.S. policy have focused on issues over which affluent and average Americans disagree. However, scholars have posited different ways of both defining policy disagreement and measuring policy responsiveness. I assess the impact of 22 definitions of policy disagreement and two methods of measuring policy influence—based on win rates and policy change rates—on analyses of unequal responsiveness. The results of this analysis consistently indicate that U.S. policymaking institutions respond to the preferences of the affluent, but not those of average Americans. The second study examines gendered effects of unemployment on the subjective well-being of different-sex U.S. couples using recent data from the Panel Study of Income Dynamics (PSID). I eliminate the confounding influence of time-invariant person-specific characteristics that could impact both unemployment transitions and well-being through fixed effects analysis. While husbands’ unemployment is negatively associated with wives’ well-being, I find no evidence that wives’ unemployment spills over to impact husbands’ cognitive or affective well-being. The final study looks at the relationship between income change and psychological health and investigates possible asymmetry in this relationship. Analyzing data from the PSID with a combination of first-difference estimation and spline regression, I find support for the hypothesis that income losses have a larger impact than income gains on subjective well-being among partnered adults. The relationships between income changes and well-being are insignificant for single adults. Together, these studies offer new insights into the ways economic power and vulnerability shape the subjective and material realities of life for individuals and families in the United States.

Examining how structural and cultural factors shape postsecondary educational outcomes is at the heart of sociological research in education. However, although there has been a rich history in exploring these sociological concepts in education, many fundamental questions remain unanswered. Using data from the Education Longitudinal Study of 2002 (ELS), this study extends existing research in the sociology of education by addressing two research questions that relate to how social structure and culture predict youths’ future postsecondary educational outcomes.

Pertaining to structural explanations of educational outcomes, I examine the first research question: do black youth benefit less from increases in their parents’ social class status on their college enrollment and educational attainment. Classic and contemporary studies show greater social class status is associated with higher levels of education for youth. However, racialized processes might constrain the benefits blacks receive from increases in parents’ social class. Therefore, I analyze whether race moderates the relationship between youths’ social class status during high school and two measures of postsecondary educational outcomes: (1) college enrollment two years post-high school and (2) educational attainment eight years post-high school. Results suggest black youth receive lower benefits from social class than whites for both outcomes, and parents’ gender plays a role in the racial differences in the link between social class and both outcomes.

Pertaining to cultural explanations of educational outcomes, I examine the second research question: does within-school variation in school culture during high school predict future college enrollment. Although many studies examine the role school culture—measured as the within-school average in schooling behaviors or beliefs—plays in shaping high school students’ decisions to attend college, few studies investigate how within-school variation in culture predicts college enrollment. Therefore, I analyze whether an association exists between college enrollment two years post-high school and within-school variation in school culture. Results suggest that students in public and private schools are less likely to enroll in college after attending a high school with greater within-school variation in culture. Results from this research question combined with the results of the first research question have implications for the study of structural and cultural factors in education research.

My dissertation comprises three studies on topics in selective migration and economic assimilation of new immigrants. The first study examines the influence of selective migration on Asian Americans’ academic success. Conventional explanations attribute their academic advantage to a distinctive academic culture and their socioeconomic status (SES), but ignore the importance of the relative attainment of parents formed in the pre-immigration context (i.e., the high relative educational attainment of parents compared to their non-immigrant counterparts in sending countries) in explaining Asian Americans’ academic success. Using data from the National Education Longitudinal Study and the Barro-Lee dataset, this chapter shows that Asian parents’ relative attainment predicts their children’s advantage in college enrollment over whites. Part of the advantage from parents’ relative attainment is through youths’ academic culture (e.g., parental educational expectations and youths’ effort, school behaviors, and attitudes). The findings in this chapter suggest the cultural explanation for Asian Americans’ academic advantage could be overstated.

The second study investigates the emigration intentions of Chinese adolescents from a supply-side perspective. Most existing studies employing data in destination countries provide an incomplete image of the selected features of immigrants. Values and norms often attributed to immigrants, such as high educational expectations, may be shaped by experiences during pre-emigration, rather than originating from distinct cultural values or the immigration experience itself. With data from Chinese Education Panel Study, this study finds parents whose children intend to emigrate employ different parenting strategies (via family norms and parental involvement) than children with no intention to emigrate. Adolescents with emigration intentions are also positively selected based on familial income, parental education, and mother’s occupational status, but negatively selected on father’s occupational status. These findings help establish a more comprehensive image of selective migration among Chinese adolescents who potentially emigrate and suggest that distinctive norms and values of emigrants could be shaped by parenting strategies during the early planning stages of emigration.

The third study examines how new immigrants utilize potential resources from religious organizations to help their entrepreneurial businesses in the United States (U.S.). Although a number of qualitative studies have previously identified the resource attainment through ethnic churches among immigrant entrepreneurs, such evidence is limited in quantitative analysis and the role of co-ethnicity is unclear. With the data from the New Immigrant Survey, this study shows that regardless of ethnic backgrounds and religious congregations, immigrant entrepreneurs with limited familial resources have a higher level of church involvement, and higher co-ethnicity in churches also increases church involvement of immigrant entrepreneurs. These findings suggest that immigrant entrepreneurs may actively seek resources in ethnic churches. From a policy perspective, religious organizations that target immigrants in ethnic communities can potentially benefit immigrant entrepreneurs by providing co-ethnic resources and help them overcome initial barriers during economic assimilation.

As a whole, my dissertation concerns about socioeconomic mobility of new immigrants. It contributes to the research on Asian Americans’ academic advantage by integrating the pre-immigration contexts and provides a supply-side explanation on how distinctive cultural elements of potential Chinese emigrations could be selected in the pre-immigration childrearing process. Moreover, it also contributes to the research on immigrant entrepreneurship by providing quantitative evidence that religious organizations could supply resources to start-up businesses of new immigrants and help their economic assimilation in the U.S. context.