Race-shifting in the United States: Latinxs, Skin Tone, and Ethnoracial Alignments.

In the study, we engage the question of racial "fluidity" by examining patterns of ethnoracial identification in adolescence and, importantly, shifts in ethnoracial identification between adolescence and adulthood using two waves of data from a nationally representative, longitudinal study of adolescents who were in Grades 7 to 12 during the 1994 to 1995 school year. Our theoretical framework draws from social identity theory and brings together bodies of research in race and immigration to make a case for the importance of phenotype, ancestry, and sociocultural elements as potential mechanisms for patterns among Latinx youth, as shifts in ethnoracial identification are predominantly a Latinx phenomenon. The bulk of the findings suggest that both phenotype and immigration are important factors for ethnoracial self-identification among Latinx youth, as well as shifts in their ethnoracial identification in young adulthood. Given what we know about ethnoracial categorization and ascription, findings suggest that, overall, shifts in ethnoracial identification among Latinx youth are primarily about bringing their self-identification into alignment with how they think they tend to be (and most likely are) perceived by others, which we suggest represents a Sedimentation of the Color Line. We close by discussing the myriad implications of our findings for the U.S. racial order and the ongoing debate about how to "measure" the Latinx population.

On Track or Derailed? Race, Advanced Math, and the Transition to High School.

Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.

Context of Reception and School Violence: Exploring the Nexus of Immigration, Race/Ethnicity, Place, and School Crime.

Of course, ensuring safe environments in the U.S. educational system is paramount. It is also evident, however, inequalities associated with immigration, race/ethnicity, and situational context can impede school safety pursuits. Although prior research has revealed a pattern between "downward" assimilation and increased experiences with student-level violence and disorder for the children of racial/ethnic immigrants (i.e., first- and second-generation), investigations about school-level rates of violence and disorder associated with the context of reception remain uncertain. Our study seeks to contribute to the research about immigration, racial/ethnic inequality, education, and violence by examining the associations between context, school violence, and crime, and the schooling of children of immigrants by drawing on a context of reception conceptual framework to address three research questions. First, is there an association between an increasing proportion of children of immigrants and school crimes (i.e., violence, property damage, and substance use)? Second, are there differences linked to the context of reception (i.e., urban, suburban, town, and rural) in the association between the increasing proportion of children of immigrants and school crime? Third, are there racial/ethnic differences in the association between the increasing proportion of children of immigrants and school crimes in distinct contexts? Findings indicate that the children of racial/ethnic minority immigrants have significantly distinct associations with rates of school violence and crime across all contexts; however, there are important and distinctive nuances that are presented and examined.

Of Promise and Penalties: How Student Racial-Cultural Markers Shape Teacher Perceptions.

Scholars document considerable disparities in teacher perceptions of students, yet absent from this literature is an examination of how race, ethnicity, and immigration status intersect to influence teacher ratings. This study extends previous research by examining variation in teachers' ratings of academic ability across four conventional racial/ethnic groups as well as thirteen racialized subgroups. Using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999, we find that black first-graders receive lower ratings in language and literacy, a pattern that holds for both black Americans and black immigrants. In contrast, Asian first-graders receive higher ratings in math; however, this is primarily driven by teachers' much higher ratings of East Asian and Southeast Asian immigrants. These subgroup differences remain even after controlling for a host of background and contextual factors, as well as students' tested ability and academic growth in math and reading. Teacher perceptions of student academic behavior explain lower language and literacy ratings for black Americans and higher math ratings for Southeast Asian immigrants that are present net background and performance, but higher math ratings for East Asian immigrants remain. We conclude by discussing implications of our approach and findings.

Challenging the Black Church Narrative: Race, Class, and Homosexual Attitudes.

In recent years, scholars have pointed to the Black church as the driving force behind Blacks' more conservative lesbian, gay, bisexual, and transgendered (LGBT) attitudes. Although evidence suggests a robust association between religiosity and LGBT attitudes, contemporary scholarship has not examined the role of class or the extent to which religiosity actually explains these trends. Using the 2004-2014 waves of the General Social Survey, we find that class moderates in the effect of race on negative LGBT attitudes, resulting in a noticeably larger gap between middle-class Blacks and Whites than in the top or the bottom of the class distribution. Although religiosity and moralization explain a portion of racial differences in homosexual attitudes across class groups, we find that neither fully accounts for the more conservative attitudes of the Black middle class. We conclude by discussing the shortcomings of these narratives for understanding Blacks' more conservative LGBT attitudes.

Mass Incarceration Through a Different Lens: Race, Subcontext, and Perceptions of Punitiveness of Correctional Alternatives When Compared to Prison.

In spite of documented harmful effects of mass incarceration, evidence to date suggests that Blacks perceive the experience of prison as less punitive than Whites. While these findings are well documented, little is known about the role of sociodemographic or contextual factors in shaping this pattern. Utilizing a quantitative intersectional framework, we analyze data from over 1000 Kentucky prison inmates who were within 12 months of their parole hearing or release date to examine the differential effects of various sociodemographic and contextual factors on perceptions of the punitiveness of regular probation, community service, and electronic monitoring (as opposed to prison) for Blacks and Whites. Findings confirm the presence of a racial gap in perceptions of the punitiveness of various alternatives to incarceration; however, results from models disaggregated by race highlight important differences in the effects of gender, parenting, and childhood locale on these perceptions. These findings demonstrate the role of various factors in shaping Blacks' and Whites' differential perceptions and reveal the contexts where these differences are most likely to be found.

Utilizing Multidimensional Measures of Race in Education Research: The Case of Teacher Perceptions.

Education scholarship on race using quantitative data analysis consists largely of studies on the black-white dichotomy, and more recently, on the experiences of student within conventional racial/ethnic categories (white, Hispanic/Latina/o, Asian, black). Despite substantial shifts in the racial and ethnic composition of American children, studies continue to overlook the diverse racialized experiences for students of Asian and Latina/o descent, the racialization of immigration status, and the educational experiences of Native American students. This study provides one possible strategy for developing multidimensional measures of race using large-scale datasets and demonstrates the utility of multidimensional measures for examining educational inequality, using teacher perceptions of student behavior as a case in point. With data from the first grade wave of the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998-1999, I examine differences in teacher ratings of Externalizing Problem Behaviors and Approaches to Learning across fourteen racialized subgroups at the intersections of race, ethnicity, and immigrant status. Results show substantial subgroup variation in teacher perceptions of problem and learning behaviors, while also highlighting key points of divergence and convergence within conventional racial/ethnic categories.

Selling students short: Racial differences in teachers' evaluations of high, average, and low performing students.

Education scholars document notable racial differences in teachers' perceptions of students' academic skills. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this study advances research on teacher perceptions by investigating whether racial differences in teachers' evaluations of first grade students' overall literacy skills vary for high, average, and low performing students. Results highlight both the overall accuracy of teachers' perceptions, and the extent and nature of possible inaccuracies, as demonstrated by remaining racial gaps net literacy test performance. Racial differences in teachers' perceptions of Black, non-White Latino, and Asian students (compared to White students) exist net teacher and school characteristics and vary considerably across literacy skill levels. Skill specific literacy assessments appear to explain the remaining racial gap for Asian students, but not for Black and non-White Latino students. Implications of these findings for education scholarship, gifted education, and the achievement gap are discussed.

Pornography, normalization, and empowerment.

Opponents and proponents of erotic representations (referred to hereafter as "pornography") have described the effects of pornography from their perspective. Little, however, has been done in the way of research to investigate these claims from the consumer's point of view. This especially has been so regarding the positive impact of such consumption on a person's sex life. Using a study group of 245 college students, we examined this question in a framework of scripting theory. We wanted to see whether viewing pornography appeared to expand sexual horizons through normalization and facilitate a willingness to explore new sexual behaviors and sexual relationships through empowerment. The data supported this viewpoint and further showed the effects to be mediated by gender and sexual preference identity. They suggested, however, that established scripts were extended rather than abandoned. We conclude with connections between our findings and the widespread viewing of pornography in contemporary society.