"Sibling Achievement, Sibling Gender, and Beliefs about Parental Investment: Evidence from a National Survey Experiment"
When siblings have different characteristics- such as different achievement or different gender- how should parents invest in their education? Although many studies have examined issues of parental investment using behavioral data, this research is often hindered by methodological contraints. In this talk, I use data from an original, nationally-representative survey experiment (N=3,239) to ask: How do Americans think about parental investment in children's education? Do Americans believe that higher- or lower-achieving children should receive more resources? Girls or boys? I describe the challenges of designing attitude-based survey experiments, and discuss key patterns in the data. Then, I consider implications for research on parental involvement in children's education.
About the Speaker:
Natasha Quadlin is Assistant Professor of Sociology at Ohio State University and is affiliated with Translational Data Analytics and the Institute for Population Research. Her research examines social inequality in the contemporary U.S., with a focus on access and returns to education, and public attitudes toward sex and gender. She is particularly interested in using large-scale surveys and experiments to examine how people think about social life, and how these beliefs are patterned in the U.S. population. Her research is funded by the National Science Foundation and the National Academy of Education/Spencer Foundation, and has been published in the American Sociological Review, Social Forces, Gender & Society, Journal of Marriage and Family, and other outlets.