A survey by the Department of Surveys and Exhibits, Russell Sage Foundation, examining the correctional system of Springfield, Illinois, including adult offenders, juvenile delinquents, and the organization of the police department.
ZENAS L. POTTER, Department of Surveys and Exhibits, Russell Sage Foundation
Proceedings of a conference on the prospective work of Carson College for Girls and Charles E. Ellis College, called by the Department of Child-Helping of the Russell Sage Foundation, held at Philadelphia, October 13–14, 1915, on invitation of the Trustees of Carson College and Ellis College.
Foreword by Hastings H. Hart, president of the conference.
Reprinted from Proceedings of the Third Annual Playground Congress, Pittsburgh, Pa., May 10-14, 1909, for the Playground Association of America.
Jennie Bradley Roessing, vice-president, Pittsburgh Playground Association
Elizabeth Burchenal, inspector of athletics, girls’ branch, Public Schools Athletic League, New York City
President's address at the Fifty-Second Annual Congress of the American Prison Association, Detroit, Michigan, October 12, 1922.
HASTINGS H. HART was director of the Department of Child-Helping at the Russell Sage Foundation.
Winner of the 2020 Robert E. Park Award for Best Book from the Community and Urban Sociology Section of the American Sociological Association
Winner of the 2020 Distinguished Contribution to Research Award from the Latino/a Section of the American Sociological Association
Honorable Mention for the 2020 Thomas and Znaniecki Award from the International Migration Section of the American Sociological Association
“María Rendón’s longitudinal study of second-generation Mexicans in two poor Los Angeles neighborhoods is a tour de force. Featuring data from repeated intensive interviews with young Latino men and their immigrant parents, Stagnant Dreamers reveals how strong kin-based support and ties to community programs or organizations can mitigate the powerful effects of inner-city violence and social isolation. Rendón’s illuminating analysis is a must-read.”
—WILLIAM JULIUS WILSON, Lewis P. and Linda L. Geyser University Professor Emeritus, Harvard University
“In this powerful book María Rendón explores the transition to adulthood of young men whose parents immigrated from Mexico. Years of careful ethnographic work following them from their late teens until their early thirties demonstrates that they are fully American, and that the young men and their parents believe in the American dream, work hard, and strive for upward mobility. Combining perspectives from immigration and urban studies, Stagnant Dreamers shows how these hopes and dreams are sometimes realized and sometimes dashed, but most often show slow and limited progress. These young adults overcome violent neighborhoods and inadequate schools to build a life for themselves and their children. The reader comes away with a deep understanding of the realities of growing up in a poor immigrant community, understanding better the choices the young men make and the consequences they face. This beautifully written, deeply empathetic book should be required reading for experts and students alike.”
—MARY C. WATERS, John Loeb Professor of Sociology, Harvard University
A quarter of young adults in the U.S. today are the children of immigrants, and Latinos are the largest minority group. In Stagnant Dreamers, sociologist and social policy expert María Rendón follows 42 young men from two high-poverty Los Angeles neighborhoods as they transition into adulthood. Based on in-depth interviews and ethnographic observations with them and their immigrant parents, Stagnant Dreamers describes the challenges they face coming of age in the inner city and accessing higher education and good jobs and demonstrates how family-based social ties and community institutions can serve as buffers against neighborhood violence, chronic poverty, incarceration, and other negative outcomes.
Neighborhoods in East and South Central Los Angeles were sites of acute gang violence that peaked in the 1990s, shattering any romantic notions of American life held by the immigrant parents. Yet, Rendón finds that their children are generally optimistic about their life chances and determined to make good on their parents’ sacrifices. Most are strongly oriented towards work. But despite high rates of employment, most earn modest wages and rely on kinship networks for labor market connections. Those who made social connections outside of their family and neighborhood contexts more often found higher quality jobs. However, a middle-class lifestyle remains elusive for most, even for college graduates.
Rendón debunks fears of downward assimilation among second generation Latinos, noting that most of her subjects were employed and many had gone on to college. She questions the ability of institutions of higher education to fully integrate low-income students of color. She shares the story of one Ivy League college graduate who finds himself working in the same low-wage jobs as his parents and peers who did not attend college. Ironically, students who leave their neighborhoods to pursue higher education are often the most exposed to racism, discrimination, and classism.
Rendón demonstrates the importance of social supports in helping second-generation immigrant youth succeed. To further the integration of second-generation Latinos, she suggests investing in community organizations, combatting criminalization of Latino youth, and fully integrating them into higher education institutions. Stagnant Dreamers presents a realistic yet hopeful account of how the Latino second generation is attempting to realize its vision of the American dream.
MARÍA G. RENDÓN is assistant professor in the Department of Urban Planning and Public Policy at the University of California, Irvine.
A Volume in the American Sociological Association’s Rose Series in Sociology
“In this groundbreaking study, the authors explore the extent of interracial friendships and romantic relationships for young people from their early teens through their late twenties. Across the racial and ethnic groups of whites, blacks, Hispanics, and Asians, the authors find complex patterns of racial boundary maintenance and crossing. The complexity of race in twenty-first century America is evident in this clearly written and rigorously researched book. The main finding that race still keeps so many young people apart is tempered with the hopeful finding that kids who attend diverse schools are much more likely to have close friendships and romantic relationships that cross these barriers. The Company We Keep has so much to teach both experts and students about race in America.”
—MARY C. WATERS, John Loeb Professor of Sociology, Harvard University
“This landmark study revises theories of changing ethno-racial boundaries over the life course by examining romantic pairings at two pivotal life course periods and demonstrating unequivocally that intergroup contact and romantic relationships during adolescence carry over to adult relationships. Grace Kao, Kara Joyner, and Kelly Stamper Balistreri clarify the national project of integration by documenting which groups redraw which color lines and under what circumstances. The authors deftly synthesize a vast empirical literature, supplement research gaps with original analyses, and render a complex story about shifting intergroup relations eminently accessible to a broad audience. The Company We Keep will be the touchstone for understanding social integration, race relations, and partnering behavior against the backdrop of increasing population diversification.”
—MARTA TIENDA, Maurice P. During ’22 Professor of Demographic Studies and Professor of Sociology and Public Affairs, Princeton University
“A pathbreaking longitudinal study of interracial friendships and romantic relationships, The Company We Keep confirms the centrality and continuing significance of race in shaping intergroup relations among youth. By centering intersectionality at the core of the empirical analyses, the authors reveal the intricate interactions of race, gender, and class in forming interracial friendship and romantic ties from adolescence to young adulthood. Moreover, the authors document the relative fluidity and permeability of the American color line as young adults simultaneously transgress and transform the multiplicity of racial boundaries. In tracing the positive impacts of contact with other races in adolescence on the likelihood of interracial ties and romantic partners in adulthood, the book also points to one specific pathway toward the future of a more racially integrated American society. The Company We Keep is a must-read for scholars of race and ethnicity, immigration, and intergroup contact and relations.”
—VAN C. TRAN, Associate Professor of Sociology and Deputy Director, Center for Urban Research at the Graduate Center, CUNY
With hate crimes on the rise and social movements like Black Lives Matter bringing increased attention to the issue of police brutality, the American public continues to be divided by issues of race. How do adolescents and young adults form friendships and romantic relationships that bridge the racial divide? In The Company We Keep, sociologists Grace Kao, Kara Joyner, and Kelly Stamper Balistreri examine how race, gender, socioeconomic status, and other factors affect the formation of interracial friendships and romantic relationships among youth. They highlight two factors that increase the likelihood of interracial romantic relationships in young adulthood: attending a diverse school and having an interracial friendship or romance in adolescence.
While research on interracial social ties has often focused on whites and blacks, Hispanics are the largest minority group and Asian Americans are the fastest growing racial group in the United States. The Company We Keep examines friendships and romantic relationships among blacks, whites, Hispanics, and Asian Americans to better understand the full spectrum of contemporary race relations. Using data from the National Longitudinal Study of Adolescent to Adult Health, the authors explore the social ties of more than 15,000 individuals from their first survey responses as middle and high school students in the mid-1990s through young adulthood nearly fifteen years later. They find that while approval for interracial marriages has increased and is nearly universal among young people, interracial friendships and romantic relationships remain relatively rare, especially for whites and blacks. Black women are particularly disadvantaged in forming interracial romantic relationships, while Asian men are disadvantaged in the formation of any romantic relationships, both as adolescents and as young adults. They also find that people in same-sex romantic relationships are more likely to have partners from a different racial group than are people in different-sex relationships. The authors pay close attention to how the formation of interracial friendships and romantic relationships depends on opportunities for interracial contact. They find that the number of students choosing different race friends and romantic partners is greater in schools that are more racially diverse, indicating that school segregation has a profound impact on young people’s social ties.
Kao, Joyner, and Balistreri analyze the ways school diversity and adolescent interracial contact intersect to lay the groundwork for interracial relationships in young adulthood. The Company We Keep provides compelling insights and hope for the future of living and loving across racial divides.
GRACE KAO is IBM Professor of Sociology at Yale University.
KARA JOYNER is professor of sociology at Bowling Green State University.
KELLY STAMPER BALISTRERI is associate professor of sociology at Bowling Green State University.
“Status is an important book, both as a statement of the author’s accumulated insights about status in general and as an explanation of our current predicaments. Cecilia Ridgeway is a major figure in the hot area of interpersonal and small group enactment of status, power, and hierarchy. Ridgeway was one who came early to this topic, and she has guided many subsequent efforts. The book represents her life’s work, to a great extent. Because she is so central, the book will be required reading for anyone serious about this domain. This lays out the Ridgeway theory and research program, all in one place and from the source herself, in her prime. Status is the work of a pro: readable, authoritative, written at the right level, with the audience in mind. Readers will benefit from the logical argument and the collected citations.”
—SUSAN T. FISKE, Eugene Higgins Professor and professor of psychology and public affairs, Princeton University
“By integrating cultural schemas into an influential theoretical framework, Cecilia Ridgeway’s book marks the culminating point of the status expectation theory tradition which has had a considerable influence in American social psychology. Status represents a significant broadening of the analytical toolkit we will draw on to make sense of this aspect of inequality and captures Ridgeway’s most lasting contributions.”
—MICHÈLE LAMONT, professor of sociology and of African and African American studies and the Robert I. Goldman Professor of European Studies, Harvard University
“Cecilia Ridgeway’s treatment, Status, is essential reading for anyone who seriously wants to understand why resources are allocated on the basis of social status. The insight that status hierarchies necessarily emerge from social coordination is crucial, as are Ridgeway’s novel ideas about how status embeds itself in our culture as a grammar.”
—EZRA ZUCKERMAN SIVAN, deputy dean and Alvin J. Siteman (1948) Professor of Strategy and Entrepreneurship, MIT Sloan School of Management
Status is ubiquitous in modern life, yet our understanding of its role as a driver of inequality is limited. In Status, sociologist and social psychologist Cecilia Ridgeway examines how this ancient and universal form of inequality influences today’s ostensibly meritocratic institutions and why it matters. Ridgeway illuminates the complex ways in which status affects human interactions as we work together towards common goals, such as in classroom discussions, family decisions, or workplace deliberations.
Ridgeway’s research on status has important implications for our understanding of social inequality. Distinct from power or wealth, status is prized because it provides affirmation from others and affords access to valuable resources. Ridgeway demonstrates how the conferral of status inevitably contributes to differing life outcomes for individuals, with impacts on pay, wealth creation, and health and well-being. Status beliefs are widely held views about who is better in society than others in terms of esteem, wealth, or competence. These beliefs confer advantages that can exacerbate social inequality. Ridgeway notes that status advantages based on race, gender, and class—such as the belief that white men are more competent than others—are the most likely to increase inequality by facilitating greater social and economic opportunities.
Ridgeway argues that status beliefs greatly enhance higher status groups’ ability to maintain their advantages in resources and access to positions of power and make lower status groups less likely to challenge the status quo. Many lower status people will accept their lower status when given a baseline level of dignity and respect—being seen, for example, as poor but hardworking. She also shows that people remain willfully blind to status beliefs and their effects because recognizing them can lead to emotional discomfort. Acknowledging the insidious role of status in our lives would require many higher-status individuals to accept that they may not have succeeded based on their own merit; many lower-status individuals would have to acknowledge that they may have been discriminated against.
Ridgeway suggests that inequality need not be an inevitable consequence of our status beliefs. She shows how status beliefs can be subverted—as when we reject the idea that all racial and gender traits are fixed at birth, thus refuting the idea that women and people of color are less competent than their male and white counterparts. This important new book demonstrates the pervasive influence of status on social inequality and suggests ways to ensure that it has a less detrimental impact on our lives.
CECILIA L. RIDGEWAY is Lucie Stern Professor of Social Sciences, Emerita, in the Sociology Department at Stanford University.
PRAISE FOR THE PREVIOUS EDITIONS
“ As someone who is highly involved in conducting meta-analyses and teaching meta-analysis to students, I can say that this handbook has a chapter on every issue that arises. Each chapter is written by a major expert in the field and provides authoritative answers. The Handbook of Research Synthesis and Meta-Analysis is a must-have for anyone working on meta-analysis.”
—JANET SHIBLEY HYDE, Helen Thompson Woolley Professor, University of Wisconsin
“[A] tour de force, an indispensable reference that no meta-analyst will want to be without. It is elegantly organized, encyclopedic in breadth and coverage, and articulate in exposition of the role meta-analysis plays in advancing the cumulative nature of knowledge. [The book] is destined to become a classic . . . highly recommended and a must for any serious student or practitioner of the research enterprise.”
—FREDERIC M. WOLF, Learning Resource Center, University of Michigan
Research synthesis is the practice of systematically distilling and integrating data from many studies in order to draw more reliable conclusions about a given research issue. When the first edition of The Handbook of Research Synthesis and Meta-Analysis was published in 1994, it quickly became the definitive reference for conducting meta-analyses in both the social and behavioral sciences. In the third edition, editors Harris Cooper, Larry Hedges, and Jeff Valentine present updated versions of classic chapters and add new sections that evaluate cutting-edge developments in the field.
The Handbook of Research Synthesis and Meta-Analysis draws upon groundbreaking advances that have transformed research synthesis from a narrative craft into an important scientific process in its own right. The editors and leading scholars guide the reader through every stage of the research synthesis process—problem formulation, literature search and evaluation, statistical integration, and report preparation. The Handbook incorporates state-of-the-art techniques from all quantitative synthesis traditions and distills a vast literature to explain the most effective solutions to the problems of quantitative data integration. Among the statistical issues addressed are the synthesis of non-independent data sets, fixed and random effects methods, the performance of sensitivity analyses and model assessments, the development of machine-based abstract screening, the increased use of meta-regression and the problems of missing data. The Handbook also addresses the non-statistical aspects of research synthesis, including searching the literature and developing schemes for gathering information from study reports. Those engaged in research synthesis will find useful advice on how tables, graphs, and narration can foster communication of the results of research syntheses.
The third edition of the Handbook provides comprehensive instruction in the skills necessary to conduct research syntheses and represents the premier text on research synthesis.
HARRIS COOPER is Hugo L. Blomquist Professor of Psychology and Neuroscience at Duke University.
LARRY V. HEDGES is Professor of Statistics and Education and Social Policy at Northwestern University.
JEFFREY C. VALENTINE is Professor of Education and Human Development at the University of Louisville.
CONTRIBUTORS Ariel M. Aloe, Betsy Jane Becker, Michael Borenstein, Kathleen Coburn, Thomas D. Cook, Harris Cooper, Dean Giustini, Julie Glanville, Sean Grant, Larry V. Hedges, Julian P. T. Higgins, Spyros Konstantopoulos, Huy Le, Mark W. Lipsey, Georg E. Matt, In-Sue Oh, Robert G. Orwin, Terri D. Pigott, Frank L. Schmidt, Rebecca Turner, Jeffrey C. Valentine, Jack L. Vevea, Howard D. White, David B. Wilson, Evan Mayo-Wilson, Sandra Jo Wilson, Nicole A. M. Zelinsky
Winner of the 2020 Otis Dudley Duncan Award for Outstanding Scholarship in Social Demography
Honorable Mention for the 2020 Thomas and Znaniecki Award from the International Migration Section of the American Sociological Association
“Using the best available data, state-of-the-art analytical strategies, and sophisticated theoretical framing, Immigration and the Remaking of Black America offers the definitive statement about the diverse experiences of black immigrants to the United States and how they compare to their native-born African American counterparts. Professor Hamilton has unquestionably raised the bar for future scholars who would seek to further advance our understanding of this important, but heretofore poorly understood, population.”
—STEWART E. TOLNAY, S. Frank Miyamoto Professor Emeritus of Sociology, University of Washington
“In the most comprehensive study to date of voluntary black immigration to the United States, Tod Hamilton conducts a tempered and temperate demolition on cherished conventional claims about race, national origin, immigration, and social outcomes. Hamilton’s systematic comparisons of the characteristics and experiences of recent black immigrants vis-à-vis their fellow nationals who remain in their home country, of internal black migrants to the north vis-à-vis those blacks who remained in the south, and of recent black immigrants vis-à-vis the native black American population writ large eradicate cultural-cum-behavioral explanations for ongoing racial inequality in the United States. Immigration and the Remaking of Black America is a masterful study.”
—WILLIAM A. DARITY JR., Samuel DuBois Cook Professor of Public Policy, Professor of African and African American Studies, and Professor of Economics, Duke University
“Immigration and the Remaking of Black America teaches us what it means to be black in America today. Its author, Tod G. Hamilton, provides a timely and accessible theoretical and empirical demographic benchmark describing America’s newest black immigrants. More importantly, Hamilton sets today’s black immigrant experience in comparison with native-born black Americans, who still feel the ancestral sting of forced migration from a much earlier and shameful period in U.S. history. America’s burgeoning immigrant and refugee populations from sub-Saharan Africa are too often overlooked but can tell us a great deal about contemporary race relations, race and class dynamics, and immigrant integration in a multiracial society. Immigration and the Remaking of Black America fills the current void.”
—DANIEL T. LICHTER, Ferris Family Professor, Cornell University
Over the last four decades, immigration from the Caribbean and sub-Saharan Africa to the U. S. has increased rapidly. In several states, African immigrants are now the primary drivers of growth in the black population. While social scientists and commentators have noted that these black immigrants’ social and economic outcomes often differ from those of their native-born counterparts, few studies have carefully analyzed the mechanisms that produce these disparities. In Immigration and the Remaking of Black America, sociologist Tod Hamilton shows how immigration is reshaping black America. He weaves together interdisciplinary scholarship with new data to enhance our understanding of the causes of socioeconomic stratification among both the native-born and newcomers.
Hamilton demonstrates that immigration from the Caribbean and sub-Saharan Africa is driven by selective migration, meaning that newcomers from these countries tend to have higher educational attainment and better health than those who stay behind. As a result, they arrive in the U.S. with some advantages over native-born blacks, and, in some cases, over whites. He also shows the importance of historical context: prior to the Civil Rights Movement, black immigrants’ socioeconomic outcomes resembled native-born blacks’ much more closely, regardless of their educational attainment in their country of origin. Today, however, certain groups of black immigrants have better outcomes than native-born black Americans—such as lower unemployment rates and higher rates of homeownership—in part because they immigrated at a time of expanding opportunities for minorities and women in general. Hamilton further finds that rates of marriage and labor force participation among native-born blacks that move away from their birth states resemble those of many black immigrants, suggesting that some disparities within the black population stem from processes associated with migration, rather than from
nativity alone.
Hamilton argues that failing to account for this diversity among the black population can lead to incorrect estimates of the social progress made by black Americans and the persistence of racism and discrimination. He calls for future research on racial inequality to disaggregate different black populations. By richly detailing the changing nature of black America, Immigration and the Remaking of Black America helps scholars and policymakers to better understand the complexity of racial disparities in the twenty-first century.
TOD G. HAMILTON is assistant professor of sociology at Princeton University.
“Working hard and playing by the rules still casts aside millions. Credit Where It’s Due tells the inspiring story of the Mission Asset Fund’s pathway to belonging and financial citizenship. Inspired and well crafted, this book builds the case for making and illuminates how to make citizenship, immigrant integration, and democracy work for organizations, advocates, and anybody committed to building a better society.”
—THOMAS M. SHAPIRO, director and David R. Pokross Professor of Law and Social Policy, Institute on Assets and Social Policy, The Heller School, Brandeis University
“Credit Where It’s Due is an original and masterful examination that goes well beyond the crowded scholarly field of finance and economic exploitation to document the ways in which systems of finance stratify society in areas as basic as human decency, belonging, and recognition. But, far from simply a doom and gloom story, the book presents financial alternatives grounded in the depth of contemporary personal narratives of how finance can be dignity affirming and structured to empower rather than socially degrading and exploitive. This book will advance the field in profound ways.”
—DARRICK HAMILTON, executive director, Kirwan Institute for the Study of Race and Ethnicity, The Ohio State University
An estimated 45 million adults in the U.S. lack a credit score at time when credit invisibility can reduce one’s ability to rent a home, find employment, or secure a mortgage or loan. As a result, individuals without credit—who are disproportionately African American and Latino—often lead separate and unequal financial lives. Yet, as sociologists and public policy experts Frederick Wherry, Kristin Seefeldt, and Anthony Alvarez argue, many people who are not recognized within the financial system engage in behaviors that indicate their credit worthiness. How might institutions acknowledge these practices and help these people emerge from the financial shadows? In Credit Where It’s Due, the authors evaluate an innovative model of credit-building and advocate for a new understanding of financial citizenship, or participation in a financial system that fosters social belonging, dignity, and respect.
Wherry, Seefeldt, and Alvarez tell the story of the Mission Asset Fund, a San Francisco-based organization that assists mostly low and moderate-income people of color with building credit. The Mission Asset Fund facilitates zero-interest lending circles, which have been practiced by generations of immigrants, but have gone largely unrecognized by mainstream financial institutions. Participants decide how the circles are run and how they will use their loans, and the organization reports their clients’ lending activity to credit bureaus. As the authors show, this system not only helps clients build credit, but also allows them to manage debt with dignity, have some say in the creation of financial products, and reaffirm their sense of social membership. The authors delve into the history of racial wealth inequality in the U.S. to show that for many black and Latino households, credit invisibility is not simply a matter of individual choices or inadequate financial education. Rather, financial marginalization is the result of historical policies that enabled predatory lending, discriminatory banking and housing practices, and the rollback of regulatory protections for first-time homeowners.
To rectify these inequalities, the authors propose common sense regulations to protect consumers from abuse alongside new initiatives that provide seed capital for every child, create affordable short-term loans, and ensure that financial institutions treat low- and moderate income clients with equal respect. By situating the successes of the Mission Asset Fund in the larger history of credit and debt, Credit Where It’s Due shows how to prioritize financial citizenship for all.
FREDERICK F. WHERRY is professor of sociology at Princeton University.
KRISTIN S. SEEFELDT is associate professor of social work and associate professor of public policy at the University of Michigan.
ANTHONY S. ALVAREZ is assistant professor of sociology at California State University, Fullerton.
