Annette Lareau (Penn) and Shamus Khan (Princeton) will discuss Annette Lareau’s forthcoming book, Listening to People: A Practical Guide to Interviewing, Participant-Observation, Data Analysis, and Writing It All Up, University of Chicago Press, 2021. Mar 5, 2021 at 12:00pm –… Continue Reading
Young, Natalie A. E. and Emily Hannum. 2018 “Childhood Inequality in China.” Penn Education and Inequality Working Papers, #5.
Liu, Ran, Andrea Alvarado-Urbina, and Emily Hannum. 2019. “Differences at the Extremes? Gender, National Contexts, and Math Performance in Latin America.” Penn Education and Inequality Working Papers, #4.
Liu, Ran. 2018 “Gender-Math Stereotype, Biased Self-Assessment, and Aspiration in STEM Careers: The Gender Gap among Early Adolescents in China.” Penn Education and Inequality Working Papers, #3.
New Penn Education and Inequality Working Paper: Young, Natalie A. E. 2020. “Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom.” Penn Education and Inequality Working Papers, #2.
Take a look at this New Penn Education and Inequality Working Paper: Young, Natalie A. E. 2018. “Departing from the Beaten Path: International Schools in China as Response to Discrimination and Academic Failure in the Chinese Educational System.” Penn Education and… Continue Reading
Workshop alum Ran Liu and participants Andrea Urbina and Emily Hannum published a paper together: Liu, R., Alvarado-Urbina, A., & Hannum, E. (2020). Differences at the Extremes? Gender, National Contexts, and Math Performance in Latin America. American Educational Research Journal,… Continue Reading
Phoebe Ho and Grace Kao published “Are All Immigrant Families Created Equal? The Acculturation and Social Integration of Mixed-Nativity Families” in Journal of Family Issues (2020).
Workshop alum Natalie Young published “Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom.” Social Forces, soz177.
Workshop alum Wensong Shen published “A tangled web: The reciprocal relationship between depression and educational outcomes in China.” Social Science Research 85 (2020): 102353.