Ann M. Beutel

GENDER AND PROSOCIAL VALUES DURING ADOLESCENCE: A Research Note

To date, relatively little is known about the prosocial values of adolescents. Research has shown that females attach more importance to certain prosocial values than males do in late adolescence but has not considered whether this gender difference is evident across stages of adolescence and whether it varies by race. We examine values that focus on doing things for others, using data from a nationwide survey of 12- to 17-year-olds. We find that girls place more importance on these prosocial values than boys at younger ages. However, we also find important patterns in this gender difference across racial groups as well as across age. White boys appear to attach less importance to prosocial values than other race and gender groups. Furthermore, the gender gap in prosocial values is larger at older ages, with older adolescent boys placing less importance on prosocial values than younger ones.

Gender, Social Change, and Educational Attainment*

This article tests several key hypotheses regarding this fundamental social transformation. First, we investigate hypotheses regarding the impact of gender on educational attainment during the spread of mass education. Although a large body of previous research documents important gender differences in educational attainment from settings in which education is already widespread, little is known about the connections between gender and specific dimensions of the educational attainment process, such as enrollment and drop-out rates, at the onset of universal education. Second, we test hypotheses regarding the impact of social changes at the community (i.e., local) level on individual educational attainment. These hypotheses predict that macro-level changes in educational, employment, and consumption opportunities will increase school attendance.

The gender and race-ethnicity of faculty in top social science research departments

Abstract This paper provides a recent profile of the gender and race-ethnicity of faculty in top research departments of economics, political science, and sociology. Most faculty are male, although there appear to be critical masses of women in political science and sociology. Blacks and Hispanics are underrepresented among faculty relative to their shares of the population. Within each racial-ethnic group examined, there are more male than female faculty members, with a smaller gender gap for Blacks than for other racial-ethnic groups. In general, the higher the rank, the greater the proportion of males than females, especially for Whites and Asians.

The Educational Expectations of South African Youth

Abstract Educational expectations, in particular the relationship between race/ethnicity and educational expectations, have been understudied in less developed countries. We use data from the Cape Area Panel Study (CAPS) to examine the educational expectations of black (African), coloured (mixed race), and white (European ancestry) youth in Cape Town, South Africa. The educational expectations of all three racial groups are high, although coloured youth are less likely than black and white youth to expect to complete postsecondary or postgraduate schooling. Supporting research on educational expectations in the United States and other more developed countries, our findings indicate that socioeconomic status and academic performance matter for educational expectations in South Africa, although their importance varies by racial group. In contrast to U.S. studies that have found effects of family composition for whites only, we found virtually no effects of family composition on the educational expectations of whites or nonwhites. Our findings suggest possible similarities and differences across social contexts in the processes shaping the educational expectations of youth from disadvantaged groups.