Since 2001, the Foundation’s Social Inequality program has examined the social and political consequences of rising economic inequality. The program has investigated a variety of areas of social life, from education and health care to intergenerational mobility, to determine whether the increasing financial gap between the rich and poor has also exacerbated social inequalities of the kind that amplify and entrench economic differences. Recently, the program has turned to in-depth examinations of two key institutions the United States relies on to counteract market-driven inequality: public education and the democratic electoral system.
Co-funded with the Lyle M. Spencer Foundation, an interdisciplinary team of more than twenty researchers have focused both on the educational performance of disadvantaged students, as well as on the differences in outcomes between rich and poor students.
Thirty-eight researchers in ten countries conducted studies on how family resources are correlated with the development of mobility-relevant skills and how those relationships have differed between countries and over the life course.
Inequality in income, earnings, and wealth has risen dramatically in the United States over the past three decades. Most research into this issue has focused on the causes—global trade, new technology, and economic policy—rather than the consequences of inequality. In Social Inequality, a group of the nation’s leading social scientists opens a wide-ranging inquiry into the social implications of rising economic inequality.
This November 2011 fact sheet, Does America Promote Mobility As Well As Other Nations?, previewed selected key findings from a multi-country study of economic mobility led by the Russell Sage Foundation with additional funding from the Pew Charitable Trusts and the Sutton Trust. [...]
The question of whether neighborhood environment contributes directly to the development of obesity and diabetes remains unresolved. [...]
We describe changes over time in inequality in postsecondary education using nearly seventy years of data from the U.S. Census and the 1979 and 1997 National Longitudinal Surveys of Youth. We find growing gaps between children from high- and low-income families in college entry, persistence, and graduation. [...]