Second Generation Trajectories, a project funded under the Foundation’s past Immigration program, focused on the long-term prospects of second generation immigrants—or children of post-1965 immigrants who were born in the United States or were brought from abroad at an early age. Sociologists Roger Waldinger (UCLA) and Renee Reichl Luthra (University of Essex) studied ethnicity, politics, and socio-economic mobility among the contemporary immigrant second generation, drawing on data from three large original data-collection projects funded by the Russell Sage Foundation: the Children of Immigrants Longitudinal Study (CILS), the Immigration and Intergenerational Mobility in Metropolitan Los Angeles (IIMMLA) study, and the Immigrant Second Generation in Metropolitan New York (ISGMNY) study. The investigators examined the data in concert to analyze the variation in second generation outcomes and assess whether immigrant offspring moved beyond, moved ahead, or simply reproduced their parents’ socioeconomic status.

Luthra’s most recent report, published in the latest issue of Demography, examines the intergenerational transmission of educational attainment between parents and children. The abstract states:

One in five U.S. residents under the age of 18 has at least one foreign-born parent. Given the large proportion of immigrants with very low levels of schooling, the strength of the intergenerational transmission of education between immigrant parent and child has important repercussions for the future of social stratification in the United States. We find that the educational transmission process between parent and child is much weaker in immigrant families than in native families and, among immigrants, differs significantly across national origins. We demonstrate how this variation causes a substantial overestimation of the importance of parental education in immigrant families in studies that use aggregate data. We also show that the common practice of "controlling" for family human capital using parental years of schooling is problematic when comparing families from different origin countries and especially when comparing native and immigrant families. We link these findings to analytical and empirical distinctions between group- and individual-level processes in intergenerational transmission.

Russell Sage Foundation president Sheldon Danziger will deliver remarks at the Catholic-Evangelical Leadership Summit on Overcoming Poverty at Georgetown University on May 12, 2015. He will join Bradford Wilcox (University of Virginia) and moderator Lisa Hamilton (Annie E. Casey Foundation) on a panel titled “Poverty Research and Realities: Economic and Family Factors.” With Martha J. Bailey, Danziger is co-editor of the 2013 RSF book Legacies of the War on Poverty, which evaluates the successes of the anti-poverty programs established during President Lyndon Johnson’s administration, many of which still form the basis of the social safety net in the U.S. today.

Also scheduled to appear at the summit is President Barack Obama, who will discuss the topic of poverty and opportunity. Other speakers include Harvard public policy professor Robert Putnam, American Enterprise Institute president Arthur Brooks, and journalist E.J. Dionne. Conference participants will address key questions related to the moral, human and economic costs of poverty in the United States.

The journal Social Science Research recently published a new paper co-authored by RSF grantee Chandra Muller (University of Texas, Austin) and Sarah Blanchard. In her 2006 RSF project, Muller explored how schools facilitated the integration of immigrant youth into civic society through exposure to civics related curricula. She also examined how the retention or loss of a native language affected young immigrants’ integration into civic society, and whether having peers who spoke the same native language affected their integration.

In her most recent paper, Muller draws from this research to look specifically at how teachers' perceptions of their immigrant, language-minority students affects those students' academic achievement. The abstract of the paper states:

High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the student's hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college.

The death of 25-year-old Baltimore resident Freddie Gray in police custody has drawn renewed scrutiny to the ongoing problem of the excessive use of force by police in African American communities across the U.S. Gray’s death from spinal damage—likely caused in the back of the police van in which he was detained—led to days of protests in Baltimore, with repeated clashes between demonstrators and the police. Recently, Baltimore lead prosecutor Marilyn J. Mosby announced that the city would be pursuing homicide charges against the officers who had unlawfully arrested Gray.

Tensions between community members and the police have simmered for decades in West Baltimore, where Gray was stopped. An area with high rates of poverty, low life expectancies, and limited educational opportunities, West Baltimore was the site of a 25-year study on the persistence of racial and socioeconomic inequality conducted by Karl Alexander, Doris Entwisle, and Linda Olson. Their findings, presented in the RSF book The Long Shadow: Family Background, Disadvantaged Urban Youth, and the Transition to Adulthood (2014), offer a detailed examination of the complex connections between socioeconomic origins and socioeconomic destinations of city residents. In their study, the authors traced the outcomes of almost 800 predominantly low-income Baltimore school children, and monitored the children’s transitions to young adulthood with special attention to how opportunities available to them as early as first grade shaped their socioeconomic status as adults.