1. Christopher Lawrence SOC 680

2.  “Concerted cultivation” (Lareau 2003)  The home life to explain educational inequality (Jencks and Phillips (1998)  Emphasis on language (Hart and Risley 1995) ◦ Word gap: amount and type  Home Observation Measurement of the Environment Home Observation Measurement of the Environment ◦ Becomes popular in 1990s

3.  Ethnographic studies ◦ Small samples ◦ Not nationally representative  Empirical support for theory of concerted cultivation  Showing link to HOME score and years of education attained across categories of race and sex ◦ The “Intellectual Advantage”

4.  National Longitudinal Survey of Youth 1979 Children and Young Adults (NLSY79 Child/YA) ◦ Offshoot of National Longitudinal Survey of Youth 1979  Looked at the unique effects of baby boomers on the labor market  NLSY79 Child/YA looks at the children of the mothers  Study sample = 2,429 ◦ Measured at two points in time (longitudinal)  1994 (HOME score): Ages 0-14  2010 (Years of Education): Ages 25-38

5.  RQ1: Do home environment and education differ by race?  RQ2: Do home environment and education differ by sex?  RQ3: Do race and sex interact in the effect on home environment and education?

6.  Null ◦ H 0 1: The HOME-SF score and years of education will not differ by race. ◦ H 0 2: The HOME-SF score and years of education will not differ by sex. ◦ H 0 3: Race and sex will not interact in the effect of the HOME-SF score and years of education.  Research ◦ H 1 1: The HOME-SF score and years of education will differ by race. ◦ H 1 2: The HOME-SF score and years of education will differ by sex. ◦ H 1 3: Race and sex will interact in the effect of the HOME-SF score and years of education. 

7.  Assumptions ◦ Subjects randomly sampled and independent of one another ( ✓ ) ◦ Multivariate normal distribution ( ✓ ) ◦ Homogeneity of covariance matrices ( ✖ ) ◦ Linearity of dependent variables ( ✓ )

10.  Evaluating the hypotheses.hypotheses  Reject: ◦ The HOME-SF score and years of education will not differ by race. ◦ The HOME-SF score and years of education will not differ by sex  Fail to reject: ◦ Race and sex will not interact in the effect of the HOME-SF score and years of education

11.  Female Intellectual Advantage ◦ Bias in HOME ◦ Lack of father interaction ◦ Genetically more intelligent? ◦ “Feminization of education” ◦ Increase in service sector jobs that require a college education  White Intellectual Advantage ◦ Resources and economic background  Effects carry on through college  Future Research ◦ Add parental education and income as background variables

12. 1. Did the study use a sample that was cross- sectional or longitudinal? 2. Was the interaction effect between race and sex significant? 3. Which two groups (e.g., whites, Hispanics, Blacks, males, females) showed the “intellectual advantage?”