Donna Bobbitt-Zeher

Gender Discrimination at Work Connecting Gender Stereotypes, Institutional Policies, and Gender Composition of Workplace

Research on gender inequality has posited the importance of gender discrimination for women’s experiences at work. Previous studies have suggested that gender stereotyping and organizational factors may contribute to discrimination. Yet it is not well understood how these elements connect to foster gender discrimination in everyday workplaces. This work contributes to our understanding of these relationships by analyzing 219 discrimination narratives constructed from sex discrimination cases brought before the Ohio Civil Rights Commission. By looking across a variety of actual work settings, the analysis sheds light on the cultural underpinnings and structural contexts in which discriminatory actions occur. The analyses reveal how gender stereotyping combines in predictable ways with sex composition of workplaces and organizational policies, often through interactional dynamics of discretionary policy usage, to result in discrimination. The findings suggest the importance of cultural, structural, and interactional influences on gender discrimination.

Number of Siblings and Friendship Nominations Among Adolescents

Considerable social science research questions the benefit of siblings. The most prominent example is the consistent negative association between sibship size and educational outcomes. But more recent work among kindergartners uncovered a potentially positive outcome—greater social skills—at least for those who have at least one sibling. We extend this line of inquiry to adolescence to see if there are long-term negative consequences of growing up without any siblings. Analyzing 13,466 youths from the National Longitudinal Study of Adolescent Health, we find no evidence that only children receive fewer peer nominations of friendship than youths with one (or more than one) sibling(s). Our results suggest that the previously observed social skills deficit among only children in kindergarten appears to be overcome by adolescence.

Black American Students in an Affluent Suburb

John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbus analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem.

Number of Siblings During Childhood and the Likelihood of Divorce in Adulthood

Despite fertility decline across economically developed countries, relatively little is known about the social consequences of children being raised with fewer siblings. Much research suggests that growing up with fewer siblings is probably positive, as children tend to do better in school when sibship size is small. Less scholarship, however, has explored how growing up with few siblings influences children’s ability to get along with peers and develop long-term meaningful relationships. If siblings serve as important social practice partners during childhood, individuals with few or no siblings may struggle to develop successful social lives later in adulthood. With data from the General Social Surveys 1972-2012, we explore this possibility by testing whether sibship size during childhood predicts the probability of divorce in adulthood. We find that, among those who ever marry, each additional sibling is associated with a 3% decline in the likelihood of divorce, net of covariates.

Black American Students in an Affluent Suburb: A Study of Academic Disengagement

John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbus analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem.

Black American Students in an Affluent SuburbBlack American Students in an Affluent Suburb: A Study of Academic Disengagement, by OgbuJohn U. with the assistance of DavisAstrid. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 320 pp.

John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbus analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem.