American Educational Research Journal, Ahead of Print.
This study investigated how income inequality shapes the role of economic and cultural capital in students’ academic performance. By analyzing a multilevel dataset of 72 countries (economies), we found that (1) the associations between economic capital and academic achievements are stronger in unequal societies than in equal ones, whereas the associations between cultural capital and students’ achievements are stronger in equal societies than in unequal ones, and (2) in more equal societies, the associations between cultural capital and students’ achievements are stronger for students with lower economic capital, whereas the associations between cultural capital and students’ achievements are stronger for students with higher stocks of economic capital in unequal societies. The findings contribute to understanding how social context shapes the processes of intergenerational reproduction from a comparative perspective.

American Educational Research Journal, Ahead of Print.
As school choice increases, parents are expected to act like consumers choosing from a school marketplace. However, to what extent do parents understand and enact this new role? Drawing on organizational theory, we examine the mismatch between the ostensive (ideal) and performative aspects of the school choice enrollment routine. Analyzing interviews with 136 parents in Chicago, we found that only a small minority perform the enrollment routine as officially envisioned (i.e., researching and applying to multiple schools). Instead, most parents know little to nothing about the enrollment routine. Further, even “educated consumer” parents feel disempowered by the routine. We argue that in a context of deep structural educational inequality, the current enrollment routine works to deflect responsibility onto individual parents.

American Educational Research Journal, Ahead of Print.
The inequitable distribution of principal effectiveness raises concern among policymakers. Principal sorting likely contributes to wider achievement and opportunity gaps between low- and high-need schools. As a possible policy tool, policymakers proposed performance-based compensation systems (PBCS). Tennessee was one of the states that supported the implementation of PBCS. This study examined the relationship between PBCS and principal job performance in the state, using longitudinal administrative data, principal evaluation data, and unique PBCS data from 2012 to 2019. The study did not find consistently significant, positive relationships between PBCS and principal job performance. However, the relationships were generally more pronounced among high-need schools. The study concludes with detailed discussions about the results, the assumptions behind PBCS, limitations, and implications.

American Educational Research Journal, Ahead of Print.
Upper secondary education shapes gender segregation in higher education and the labor market. This study shows gendered elective course enrollment patterns in Chilean upper secondary education across seven subjects, examines their consistency across socioeconomic contexts, and identifies school-level moderators. Using national administrative data from 2012–2021 and multilevel models, we find that students make gender-stereotypical choices regardless of their prior achievement. Notably, in higher-socioeconomic-status schools, gender differences in enrollment are larger, suggesting that socioeconomic context amplifies gendered choices. Additionally, the gender culture of schools moderates segregation in field-of-study choices, indicating that the school environment plays an important role in shaping students’ educational trajectories. These findings highlight the need for targeted policies to address gender and socioeconomic disparities in education.