At the most general level, my work is focused on understanding the structures and processes by which social inequalities are created through the education system, and the policies and practices that can ameliorate these inequalities to facilitate upward social mobility. My research explores this focus through the following basic questions: (1.) How do structural patterns of social inequality emerge and change over time through students’ K-20 education attainment trajectories? What role does public policy play in shaping these patterns? (2.) What are the processes and practices through which these social inequalities take shape and transform? and (3.) How do education policies aimed at addressing social inequality emerge and change over time? My pursuit of these questions rests on the theoretical assumption that the structures and processes of educational attainment and policy-making take shape at the intersections of social networks, cultural meaning systems, bureaucratic governance structures, and markets. These assumptions lead me to a wide variety of methodological approaches, such as social network analysis, field methods, and statistical modeling.
Structural Patterns of Social Inequality in Education
Processes and Practices of Social Inequality in Education
Education Policy Formation and Change