Economic homogamy has important implications for gender inequality and for economic inequalities between households. However, the long-term association between spouses' earnings is not well understood. This study reconceptualizes economic homogamy as a life course process rather than a static state of being that can be adequately captured at a single point in time. Using data from the National Longitudinal Survey of Youth 1979, I examine the association between spouses' earnings trajectories over the course of 30 years of marriage to identify three distinct gender egalitarian earnings patterns among couples. 50% of couples follow a pattern, in which spouses follow similar, stable earnings patterns over time, 6% of couples are in that spouses' earnings vary similarly and 5% follow an pattern. A large minority of couples follow patterns of long-term specialization, with 34% of couples following patterns and 5% following patterns. Multivariate analysis reveals that gender egalitarian earnings patterns are stratified by couples' socio-economic status at marriage: while advantaged couples follow patterns comprised of two stable earners, disadvantaged couples follow egalitarian earnings patterns characterized by joint earnings instability. By taking a long-term approach, this study provides insight into the varied ways gender equality in earnings manifests among married couples and reveals an important and understudied dimension of economic homogamy: the concentration of economic stability and instability within couples.

This study examines the role of genes and environments in predicting educational outcomes. We test the Scarr-Rowe hypothesis, suggesting that enriched environments enable genetic potential to unfold, and the compensatory advantage hypothesis, proposing that low genetic endowments have less impact on education for children from high socioeconomic status (SES) families. We use a pre-registered design with data (426 ≤  ≤ 3875). We build polygenic indexes (PGIs) for cognitive and noncognitive skills to predict seven educational outcomes from childhood to adulthood across three designs (between-family, within-family, and trio) accounting for different confounding sources, totalling 42 analyses. Cognitive PGIs, noncognitive PGIs, and parental education positively predict educational outcomes. Providing partial support for the compensatory hypothesis, 39/42 PGI × SES interactions are negative, with 7 reaching statistical significance under Romano-Wolf and 3 under the more conservative Bonferroni multiple testing corrections (p-value < 0.007). In contrast, the Scarr-Rowe hypothesis lacks empirical support, with just 2 non-significant and 1 significant (not surviving Romano-Wolf) positive interactions. Overall, we emphasise the need for future replication studies in larger samples. Our findings demonstrate the value of merging social-stratification and behavioural-genetic theories to better understand the intricate interplay between genetic factors and social contexts.

The norm in which wives usually undertake a greater share of household labor than their husbands in China is deeply rooted in the fact that historically, women were of a much lower educational, social, and economic status than men. One significant change in recent decades is that the rapid improvement in women's educational attainment has increased the share of marriages in which the wife has more education than the husband. Does the division of household labor vary among couples of diverse education pairings? How does living with parents - a common living arrangement in China - weaken or strengthen this traditional norm? We explore these questions using data from the China Family Panel Studies conducted in the 2010s. Focusing on recently married couples with young children, we show that homogamous couples in which both spouses have high school or college education and hypogamous couples in which the wife has the educational advantage have the most equitable division of household labor. Co-residence with parents does not alleviate the gender gap for most couples, but living with paternal parents tends to reduce the housework for lower educated daughters-in-law while living with maternal parents appears to benefit daughters who have one-level education more than their husbands. This study reveals reduced gender inequality in housework among the homogamous and hypogamous couples, but gender division remains strong overall, despite improvement in women's educational attainment and potential support from paternal or maternal parents through co-residences.

Since the mid-1970s, there has been a sharp rise in the prevalence of "bad jobs" in the U.S. labor market, characterized by stagnant wages, unstable work schedules, and limited fringe benefits. Scholarly, policy, and public debate persists, however, about whether these jobs can serve as steppingstones to intra-generational job quality mobility or are instead "poverty traps." While scholarship increasingly recognizes the multi-dimensional nature of job quality, prior research on intra-generational job mobility overwhelmingly estimates only wage mobility and generally focuses on estimating the degree of mobility, to the exclusion of the contexts and mechanisms that foster such mobility. We draw on new panel data collected from 8600 hourly service sector workers between 2017 and 2022 to estimate short-run mobility into good jobs, defined as paying at least $15/hour, having a stable work schedule, and offering paid sick leave, employer-sponsored health insurance, and retirement benefits. Overall, we find that mobility into such "good jobs" is low. However, we show that the rate of transition into "good jobs" is strongly conditioned by local labor market conditions: during the "Great Resignation" and in low state-month unemployment periods, nearly twice the share of workers transitioned to "good jobs" as in less favorable contexts, particularly workers who changed sector as opposed to staying at the same firm or taking new jobs in the service sector. Notably, during periods of labor market tightness, workers who stayed at the same employer had similar rates of mobility into "good jobs" as those who changed employers within the sector.

This study considers the multigenerational consequences of wealth transmission for the transition to young adulthood. Using a wider set of outcomes than has previously been considered, and by analyzing parental and grandparental wealth simultaneously, this work underscores the salience of multiple generations of wealth as a predictor for young adult well-being. Data comes from the US Panel Study of Income Dynamics on a sample of youth followed from mid-adolescence until the age of 20. Results from linear regression models indicate that parental wealth was associated with increases in the probability of college attendance and steady employment and inversely associated with the likelihood of nonmarital birth and idleness. Grandparental wealth predicted non-educational outcomes at least as well as parental wealth did and explained more variance in young adults' outcomes when parental wealth was lower. The association between parental wealth and non-educational outcomes suggest that wealth may inform young adults' broader life course by predicting outcomes other than college attendance. Grandparental wealth may serve a compensatory function for children with low parental wealth. Results suggest that persistently low wealth across multiple generations may impede the successful transition to young adulthood.

Despite the increasingly popular perception that elite colleges' reliance on high-stakes standardized tests to select students exacerbates social inequality, researchers have not demonstrated that a reduced emphasis on such tests actually alters individuals' admission outcomes. Using all applications submitted in 2022 to National Taiwan University, the most prestigious university in Taiwan, we show who among the applicants would have been admitted under the country's prior college admission system, which was entirely based on high-stakes standardized test scores, and contrast them with those actually admitted in the current system, which emphasizes holistic evaluations and considers many other criteria. The results indicate that for the majority of students the admission outcomes would be unchanged. Even among those whose outcomes would differ, class backgrounds are not clearly related to the direction of change in the outcome. Rather than students of upper- or lower-class backgrounds, women are the unequivocal beneficiary from the decreased reliance on high-stakes standardized tests. The analysis suggests that the better high school grades and more comprehensive application materials submitted by women applicants contribute to a considerable part of the female advantage in a more holistic admission system. Evidence from this quasi-field experiment has implications for how changes in the structural elements of the educational system affect elite college access.

"Deaths of despair" - deaths caused by suicide, drug use, and alcohol use - have increased among non-Hispanic whites who do not have a college degree. We analyze confidential-use data from the National Center for Health Statistics that contains death certificates from 2005 to 2017 (total of 21,177,490 records) linked with measures of local labor market activity. We show that deaths of despair are proportionally larger among Native Americans than non-Hispanic white Americans and that economic conditions have a different relationship with deaths of despair among Native Americans than for non-Hispanic white Americans. Improvements in economic conditions are associated with decreased deaths from drug use, alcohol use, and suicide for non-Hispanic white Americans. On the other hand, in counties with higher labor force participation rates, lower unemployment, and higher ratios of employees to residents, there are significantly higher proportions of Native American deaths attributed to alcohol and drug use.

Children born into poverty in rural America achieve higher average income levels as adults than their urban peers. As economic opportunity tends to be more abundant in cities, this "rural advantage" in income mobility seems paradoxical. This article resolves this puzzle by applying multilevel analysis to new spatial measures of rurality and place-level data on intergenerational income mobility. We show that the high level of rural income mobility is principally driven by boys of rural-origin, who are more likely than their urban peers to grow up in communities with a predominance of two-parent households. The rural advantage is most pronounced among Whites and Hispanics, as well as those who were raised in the middle of the country. However, these dynamics are more nuanced for girls. In fact, girls from lower-income rural households exhibit a disadvantage in their personal income attainment, partly due to the persistence of traditional gender norms. These findings underscore the importance of communities with strong household and community supports in facilitating later-life income mobility, particularly for boys. They also challenge the emerging consensus that attributes the rural income mobility advantage to migration from poorer rural areas to wealthier towns and cities.

Inequalities in parental investments can shape inequalities in children's outcomes and life chances. Scholars have theorized how socioeconomic status (SES) may moderate how parents use parental investments to respond to the loss of the provision of public schooling during the summer. We investigate the seasonality of SES gaps in parental investments of both money and time in the United States using the 1996-2019 Consumer Expenditure Survey and the 2003-2019 American Time Use Survey. We find SES gaps in parental investments of both money and time during the summer, and that SES gaps in expenditures are larger in the summer than during non-summer months. We find little evidence that any of these gaps have grown substantially over time. Finally, we find evidence that SES gaps in summer paternal investments of time are driven by investments in younger rather than older school-aged children. Our findings contribute to our understanding of the link between public and parental investments in children, address a key mechanism in the debate about the summer learning gap, and provide new evidence on how parents may target investments in children towards the ages when they are most consequential.

Increasing evidence has demonstrated that nonstandard work schedules are more prevalent among the less-educated population, and mothers' nonstandard work schedules have adverse influences on children's development. Yet, we have known relatively little about how such impacts differ across the educational distribution. Using data from the Fragile Families and Child Wellbeing Study, random and fixed effects regression results revealed a general "pattern of disadvantage" in the sense that detrimental influences of mothers regularly working nonstandard schedules on children's behavior were concentrated among those born to mothers without high school education, a "truly disadvantaged" group in the contemporary United States. In addition, regular nonstandard schedules appeared to play a mixed role in the behavioral development of children who had college-educated mothers, depending on the specific type of nonstandard schedule. These findings suggest that children born to the least-educated mothers experience compounded disadvantages that may reinforce the intergenerational transmission of disadvantages and also illustrate that negative implications of nonstandard work schedules for child wellbeing may extend to the more advantaged group.

Research on shadow education-i.e., one-on-one or group learning intended to supplement children's experiences in school-has documented persistent social class and racial/ethnic inequalities. Yet, as with many things during the Covid-19 pandemic, the nature of shadow education changed dramatically. Much supplemental education shifted online, potentially increasing accessibility; many universities became testoptional, potentially reducing the demand for the shadow education industry; and a new form of shadow education-learning pods-emerged to take pandemic schooling from a more individual to a more collective experience. In this article, we use data from a sample of U.S. parents of K-12 students stratified by race/ethnicity (N = 1911) to assess social class and racial/ethnic inequalities in shadow education in 2020-21, the first full academic year of the Covid-19 pandemic. We are also the first scholars, to our knowledge, to assess high-quality data on the use of learning pods. We find that during the pandemic, African American and South Asian students were more likely than White student to use test preparation services and online supplemental education, and that African Americans, East Asians and Latinx were more likely to utilize private tutoring. We find few disparities by family income, however, thus supporting the idea that some forms of shadow education have become more accessible than they once were. Regarding learning pods, we find that pods were most common among African American families and families with parents who were less educated and worked fulltime. Thus, most learning pods were not a means of "opportunity hoarding," as some scholars originally feared, but instead provided sorely needed childcare and support during a time of social turbulence.

We use longitudinal data from over 1.5 million Italian students to examine differences in the mathematics and reading achievement of students who completed primary and lower secondary school in 2020-21 (COVID cohort) and those who completed it in 2018-19 (non-COVID cohort). We also examine the evolution of inequalities by gender, socio-economic condition, and prior academic achievement during the pandemic. On average, the primary school COVID cohort experienced a small increase in reading achievement and a drop in mathematics achievement compared to the non-COVID cohort. The lower secondary school COVID cohort experienced a large reduction in mathematics achievement and a smaller reduction in reading achievement compared to the non-COVID cohort. Previously middle-achieving students suffered the most from the pandemic, while high achievers gained. Socio-economic inequalities in achievement remained stable for secondary school students and somewhat decreased for primary school students between the non-COVID and COVID cohorts. Gender disparities were broadly reduced across domains and school levels, except for primary school math.

Many STEM degree holders, especially women and minorities, are not employed in STEM occupations in the United States, and transitions into the STEM labor force among recent graduates have been declining since the 1980's. We examine transitions from school to work at two large U.S. universities in 2015-16, focusing on the internship experiences and job search strategies of graduating chemistry and chemical engineering majors. Surprisingly, 28% of our STEM respondents had no post-graduation plans, though women were significantly likely than men to already have a job. Overall race differences in post-graduation plans were insignificant, though Black and Hispanic students were more likely to have no post-graduation plans compared to Whites and Asians. While Black, Hispanic, and LGBT students reported fewer job search behaviors overall, potentially explaining this pattern, no gender differences in job search behaviors or internship experiences emerged to explain women's employment advantage. However, better grades led to early job offers, reducing most of women's initial hiring advantage along with positive internship experiences, which did not alter men's likelihood of a job offer but were associated with a higher likelihood of a job offer among women.

There is much evidence to suggest that family background and the context of secondary education both contribute to the formation of educational inequalities. Meanwhile, our knowledge about the role of ability in generating class differences in educational outcomes is still limited. By deploying genetic data that allow us to measure at least part of "innate" ability inherited through biological mechanisms from parents, this study examines how such abilities are associated with educational tracking outcomes among U.S. high schoolers. This study also details our understanding of the role of nature and nurture in the educational attainment processes by testing for gene-environment interactions-that is, a joint, mutually moderating effect of one's genetic potential and one's environment (e.g., family background or school context) on phenotypic outcomes (educational tracking). Using the National Longitudinal Study of Adolescent to Adult Health that collects a unique set of demographic, educational, and genetic characteristics of students, we report the following results: First, a positive association between the genetic potential for educational attainment and taking advanced courses holds even after controlling for previous course tracking measures. Second, results provide suggestive evidence that parental SES amplifies the association between one's genetic potential for educational attainment and mathematics tracking. In contrast to the argument by some stratification scholars that places primary emphasis on the role of social background for the reproduction of educational stratification, the present findings imply that we need to fully consider the role of genetic inheritance for educational stratification in addition to social origin.

Using a unique cross-national dataset, we explore the interplay between household income, coronavirus-induced anxiety, national context, and self-rated health (SRH) across dozens of countries among more than 13,500 older adults. Based on multilevel models, we find that the emotional anxiety due to COVID-19 negatively predicts SRH, net of country random effects. And holding constant coronavirus-related stress and background controls at both individual and contextual (country) levels, higher income is positively associated with better subjective health. We also report cross-level interactions. The income-health gradient is stronger in countries with higher numbers of coronavirus-related deaths and, to lesser extent, infected cases. That is, health benefits of higher income are more pronounced in countries hit harder by the pandemic. Our study shows that globally income inequality exacerbates the unequal health consequences of COVID-19 for older segments of the population especially vulnerable to the disease.

Psycho-social dispositions and parental influence are central in early status attainment models. We apply the Social Structure and Personality framework to investigate the contributions of adolescents' psycho-social dispositions to social mobility, and then the contributions of parents' socioeconomic status (SES) and parenting to adolescents' psycho-social dispositions. The Kaplan Longitudinal and Multigenerational Study includes data on two generations of respondents: the first-generation of respondents was observed from seventh grade in 1971 until midlife, and the second-generation, their children, was observed from adolescence to young adulthood. We find that upward social mobility is inhibited by poor psycho-social dispositions, particularly by negative self-feelings. SES, in turn, also affects psycho-social dispositions. Family income is more relevant (i.e., variance explained) than parental education for adolescents' locus of control, while parental education is more relevant for adolescents' negative self-feelings. Finally, our findings indicate that parenting can disrupt the cycle of social reproduction, with lower SES adolescents exhibiting lower levels of negative self-feelings if their parents are more attached or less authoritarian.

This study examines whether ethnic minorities in general and Asian minorities in particular have perceived an increase in discrimination during the COVID-19 pandemic, a phenomenon known as COVID-19-associated discrimination (CAD). Drawing on the CILS4COVID data, which were collected among 3,517 individuals in the initial phase of the pandemic (mainly between April and June 2020), we demonstrate that especially Asian minorities (n = 80) report instances of CAD. Furthermore, CAD is reported more by Asian respondents residing in administrative districts that have been particularly affected by the COVID-19 pandemic, i.e., that had high seven-day COVID-19 incidence rates. Higher levels of perceived CAD are also reported by respondents originating from the Americas (n = 61) and the former Soviet Union (n = 197), but only in administrative districts with high incidence rates. We conclude that CAD reported by these groups is likely due to these groups being perceived to pose a higher threat of infection transmission. CAD reported by Asian-origin respondents is not entirely due to the actual threat posed by COVID-19, but rather to a mix of perceived threat, overt discrimination and the attribution of various negative experiences suffered since the outbreak of the pandemic to CAD.

In this article we study the emergence of local solidarity in the wake of the COVID-19 crisis in Germany. The COVID-19 pandemic and ensuing lockdown measures have had far-reaching and quite diverse consequences for different social groups, and have increased the need for practical help, childcare, financial aid, but also emotional support to cope with the psychological consequences of social isolation. Hence, even individuals who are not traditionally receivers of informal help have suddenly become dependent on it. Existing research on volunteering, caregiving and donations has shown that the provision of help and volunteer work has a social gradient, and that social inequalities therein can partly be explained by reference to individuals' attitudes and social networks. Against this backdrop, we ask: (1) Has the COVID-19 pandemic sparked the emergence of a new local solidarity? (2) What types of help are provided, and to whom? (3) How does socio-economic position affect the provision of different forms of help during the COVID-19 crisis? (4) Which sociological mechanisms can explain these inequalities in helping? Using data from a topical online-survey based on a quota sample which was collected, during the heydays of the first lockdown in Germany, we find that one of two respondents engages in some sort of local solidarity. Depending on the recipient and the way of helping - up to half of these helping arrangements has newly emerged and does not build on already existing (pre-crisis) help-arrangements. Differences between income and educational groups can mostly be explained by attitudes and social networks. Embeddedness in formal networks is particularly important for extending help to previously unknown recipients in the community. This article contributes to the literature on the social origins of help and the initiation of social capital during crises in general, and the political discussion about solidarity in the COVID-19 pandemic in particular.

Although disasters such as pandemics are events that are random in nature, individuals' vulnerability to natural disasters is inequitable and is shaped by their socioeconomic status (SES). This study examines health inequality by SES amid the COVID-19 pandemic and its underlying mechanisms in Wuhan, China's epicenter. Using survey data collected in the city during the lockdown period from February 20 to March 6, 2020, we identify two ways in which SES shapes health inequalities-vulnerability and resilience to COVID-19. First, higher SES is associated with a lower risk of infection for both survey respondents and their family members. Second, higher SES reduces mental distress during the pandemic, and this protective effect is particularly strong for individuals who contract the virus or who have family members infected with the disease. Mediation analysis further illustrates that SES shapes the risk of infection and mental distress primarily through three channels: access to daily essential and protective supplies, employment status, and the community environment. These findings lend support to the fundamental cause theory that links socioeconomic differentials to health inequality in a unique context. The outbreak of COVID-19 magnifies pre-existing socioeconomic inequalities.

COVID-19 has generated several quarantines and economic lockdowns as the main public policy responses that dramatically affected the dynamic of economic growth and labor markets worldwide. These effects impact remittance inflows to developing countries, in particular those coming from the US, which affect poverty reduction paths in Latin America. Using data from the US labor market and economic performance indicators of the US and remittance recipient countries, this paper estimates the distributional impacts of the change in remittances post-COVID-19 for the region that most rely on remittances, Central America. Results suggest that after COVID-19, remittance inflows are expected to decrease 14 % in the region during 2020 and that effects are heterogeneous among countries: El Salvador and Nicaragua are expected to be the most affected countries while Panama is expected to be the least affected one. The model allows to estimate impacts in other countries in Latin America and the Caribbean. However, due to the lack of household survey availability, this paper only explores the distributional impacts of the change in remittance inflows in Central America. The expected impacts on poverty are also heterogeneous. While poverty in El Salvador is expected to increase by 6 % due to the change in remittances, poverty in Guatemala is expected to increase by 1 %. Results are robust to different specifications.