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Author: Penner, Andrew M.

Resulting in 7 citations.

1.	Penner, Andrew M. Saperstein, Aliya
1.	Engendering Racial Perceptions: An Intersectional Analysis of How Social Status Shapes Race Gender and Society 27,3 (June 2013): 319-344. Also: http://gas.sagepub.com/content/27/3/319.abstract Cohort(s): NLSY79 Publisher: Sage Publications Keyword(s): Gender Differences; Racial Differences; Racial Studies; Socioeconomic Status (SES); Stratification Permission to reprint the abstract has not been received from the publisher. Intersectionality emphasizes that race, class, and gender distinctions are inextricably intertwined, but fully interrogating the co-constitution of these axes of stratification has proven difficult to implement in large-scale quantitative analyses. We address this gap by exploring gender differences in how social status shapes race in the United States. Building on previous research showing that changes in the racial classifications of others are influenced by social status, we use longitudinal data to examine how differences in social class position might affect racial classification differently for women and men. In doing so, we provide further support for the claim that race, class, and gender are not independent axes of stratification; rather they intersect, creating dynamic feedback loops that maintain the complex structure of social inequality in the United States.
	Bibliography Citation Penner, Andrew M. and Aliya Saperstein. "Engendering Racial Perceptions: An Intersectional Analysis of How Social Status Shapes Race." Gender and Society 27,3 (June 2013): 319-344.

2.	Penner, Andrew M. Saperstein, Aliya
2.	How Social Status Shapes Race Proceedings of the National Academy of Sciences of the United States of America 105,50 (December 16, 2008): 19628-19630. Also: http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2604956 Cohort(s): NLSY79 Publisher: National Academy of Sciences (NAS), United States Keyword(s): Ethnic Groups/Ethnicity; Modeling, Fixed Effects; Racial Differences; Socioeconomic Status (SES) Permission to reprint the abstract has not been received from the publisher. We show that racial perceptions are fluid; how individuals perceive their own race and how they are perceived by others depends in part on their social position. Using longitudinal data from a representative sample of Americans, we find that individuals who are unemployed, incarcerated, or impoverished are more likely to be seen and identify as black and less likely to be seen and identify as white, regardless of how they were classified or identified previously. This is consistent with the view that race is not a fixed individual attribute, but rather a changeable marker of status.
	Bibliography Citation Penner, Andrew M. and Aliya Saperstein. "How Social Status Shapes Race." Proceedings of the National Academy of Sciences of the United States of America 105,50 (December 16, 2008): 19628-19630.

3.	Sanabria, Tanya Penner, Andrew M. Domina, Thurston
3.	Failing at Remediation? College Remedial Course-taking, Failure and Long-term Student Outcomes Presented: Seattle WA, American Sociological Association Annual Meeting, August 2016 Cohort(s): NLSY97 Publisher: American Sociological Association Keyword(s): College Degree; College Major/Field of Study/Courses; Earnings; Educational Outcomes; Grade Point Average (GPA)/Grades; Schooling, Post-secondary Permission to reprint the abstract has not been received from the publisher. Many students who enroll in post-secondary education are not adequately prepared to succeed in college-level courses. Colleges offer remedial coursework to help underprepared students. Despite the prevalence of remediation, previous research presents contradictory findings regarding the short and long-term effects of remediation. This paper contributes to this literature by examining whether the degree completion and wage outcomes associated with remedial education vary by whether students pass or fail remedial courses. Using the NLSY Postsecondary Transcript-1997 data we find that 40 percent of students who take remedial coursework fail one or more of their remedial courses, and that underrepresented minority students and students working more than 20 hours per week had higher odds of failing remedial coursework. Students who took and passed their remedial coursework had higher odds of graduating from college and had higher earnings than students who did not take remedial coursework, but students who failed at least one remedial course had lower odds of degree completion and earned 5 percent lower wages over a five-year average. Our findings suggest that while many students may benefit from remedial education, a substantial number of students struggle with remedial coursework.
	Bibliography Citation Sanabria, Tanya, Andrew M. Penner and Thurston Domina. "Failing at Remediation? College Remedial Course-taking, Failure and Long-term Student Outcomes." Presented: Seattle WA, American Sociological Association Annual Meeting, August 2016.

4.	Sanabria, Tanya Penner, Andrew M. Domina, Thurston
4.	Failing at Remediation? College Remedial Coursetaking, Failure and Long-Term Student Outcomes Research in Higher Education published online (24 March 2020): DOI: 10.1007/s11162-020-09590-z. Also: https://link.springer.com/article/10.1007/s11162-020-09590-z Cohort(s): NLSY97 Publisher: Springer Keyword(s): College Degree; College Major/Field of Study/Courses; Grade Point Average (GPA)/Grades; Wage Determination Permission to reprint the abstract has not been received from the publisher. Colleges offer remedial coursework to help students enrolling in post-secondary education who are not adequately prepared to succeed in college-level courses. Despite the prevalence of remediation, previous research presents contradictory findings regarding its short- and long-term effects. This paper uses a doubly robust inverse probability weighting strategy to examine whether the degree completion and wage outcomes associated with remedial education vary by passing or failing remedial coursework. Using the NLSY Postsecondary Transcript-1997 data, we find that almost 30% of remedial course takers fail a remedial course. Students who took and passed their remedial coursework at both 2-year and 4-year colleges were more likely to graduate from college than similar students who did not take remediation. For both 2-year and 4-year college entrants, students who failed remedial coursework were less likely to obtain a bachelor's degree and, among degree receivers, took longer to graduate. Students who entered 2-year or 4-year colleges and who failed remedial coursework earned lower wages over time compared to similar students who never took remediation. Among 4-year college entrants, these wage differences seem to be explained completely by degree completion. However, wage differences for 2-year college entrants still remain after accounting for degree receipt. Our findings thus suggest that while many students may benefit from remedial education, a substantial number of students struggle with remedial coursework and fail to realize the intended benefits.
	Bibliography Citation Sanabria, Tanya, Andrew M. Penner and Thurston Domina. "Failing at Remediation? College Remedial Coursetaking, Failure and Long-Term Student Outcomes." Research in Higher Education published online (24 March 2020): DOI: 10.1007/s11162-020-09590-z.

5.	Saperstein, Aliya Penner, Andrew M.
5.	Racial Fluidity and Inequality in the United States American Journal of Sociology 118,3 (November 2012): 676-727. Also: http://www.jstor.org/stable/info/10.1086/667722 Cohort(s): NLSY79 Publisher: University of Chicago Press Keyword(s): Racial Differences; Racial Equality/Inequality; Racial Studies The authors link the literature on racial fluidity and inequality in the United States and offer new evidence of the reciprocal relationship between the two processes. Using two decades of longitudinal data from a national survey, they demonstrate that not only does an individual’s race change over time, it changes in response to myriad changes in social position, and the patterns are similar for both self-identification and classification by others. These findings suggest that, in the contemporary United States, microlevel racial fluidity serves to reinforce existing disparities by redefining successful or high-status people as white (or not black) and unsuccessful or low-status people as black (or not white). Thus, racial differences are both an input and an output in stratification processes; this relationship has implications for theorizing and measuring race in research, as well as for crafting policies that attempt to address racialized inequality.
	Bibliography Citation Saperstein, Aliya and Andrew M. Penner. "Racial Fluidity and Inequality in the United States." American Journal of Sociology 118,3 (November 2012): 676-727.

6.	Saperstein, Aliya Penner, Andrew M.
6.	The Race of a Criminal Record: How Incarceration Colors Racial Perceptions Social Problems 57,1 (February 2010): 92-113. Also: http://www.jstor.org/pss/10.1525/sp.2010.57.1.92 Cohort(s): NLSY79 Publisher: University of California Press Keyword(s): Incarceration/Jail; Racial Studies; Self-Perception The article reports on research conducted to determine whether being incarcerated in the United States affects how individuals perceive their own race and how they are perceived by others. Researchers used unique longitudinal data from the 1979 National Longitudinal Survey of Youth. They found that respondents who have been incarcerated are more likely to identify as and be seen as black, and less likely to identify and be seen as white, regardless of how they were perceived or identified previously. Researchers concluded that their research results suggest that race is not a fixed characteristic of individuals but is flexible and continually negotiated in everyday interactions.
	Bibliography Citation Saperstein, Aliya and Andrew M. Penner. "The Race of a Criminal Record: How Incarceration Colors Racial Perceptions." Social Problems 57,1 (February 2010): 92-113.

7.	Saperstein, Aliya Pickett, Robert Penner, Andrew M.
7.	Placing Racial Fluidity in Context Presented: San Diego CA, Population Association of America Annual Meeting, April-May 2015 Cohort(s): NLSY79 Publisher: Population Association of America Keyword(s): Geocoded Data; Racial Differences; Racial Studies Permission to reprint the abstract has not been received from the publisher. As mounting evidence demonstrates that an individual's race is subject to change, the question increasingly becomes: under what circumstances is racial fluidity more or less likely? We draw on a geocoded national longitudinal survey that allows us to link individuals to the U.S. counties in which they live. Our analysis explores whether racial fluidity is more common in some places rather than others, and whether contextual characteristics help to predict the specific racial classification of individuals either in addition to, or instead of, their personal characteristics. The results demonstrate contextual variation in the social construction of race, and underscore the important role that place plays in 'making race' in the United States.
	Bibliography Citation Saperstein, Aliya, Robert Pickett and Andrew M. Penner. "Placing Racial Fluidity in Context." Presented: San Diego CA, Population Association of America Annual Meeting, April-May 2015.

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