Angel Harris
Why Does Academic Inequality Across Racial/ethnic Groups Persist?
Education is becoming increasingly important for upward social mobility in the U.S. and abroad and has been linked to societal inequalities in health, income, and other life-chance measures. Thus, education plays a central role in social and economic well-being, particularly for women and minority groups. Given that the minority population within the U.S. has been steadily increasing and is projected to comprise 45 to 50 percent of the U.S. population in 2050, understanding racial differences in achievement is important for scholars, educators, and policy makers. My interests are on how perceptions about the opportunity structure and the system of social mobility influence the extent to which people invest in schooling. Thus, my research focuses on the social psychological determinants of the racial achievement gap. I have focused on identifying factors that contribute to African Americans’ lower academic achievement and Asian Americans’ higher academic achievement relative to Whites. I also examine some of these issues among youth within the United Kingdom.
Selected Publications:
- Books -
Harris, Angel L . 2011. Kids Don’t want to Fail: Oppositional Culture and the Black-White Achievement Gap. Cambridge, MA: Harvard University Press.
Robinson, Keith and Angel L. Harris. The Broken Compass: Is Social Policy on Parental Involvement Misguided? Cambridge, M.A.: Harvard University Press (forthcoming fall, 2013).
- Articles -
Yates, Scott, Angel L. Harris, Ricardo Sabates, and Jeremy Staff. 2010. “Young People’s Ambition and Future Employment Outcomes in the United Kingdom.” Journal of Social Policy , Dec: 1-22, (Cambridge University Press Journals) London School of Economics.
Jeremy Staff, Angel L. Harris, Ricardo Sabates, Laine Briddell. 2010. “Uncertainty in Early Occupational Aspirations: Role Exploration or Floundering?” Social Forces 89:659-83.
Harris, Angel L. 2010. “Black Americans in the 21st Century: Should we be Optimistic or Concerned?” The Review of Black Political Economy 37 : 241-52.
Harris, Angel L. and Kris Marsh. 2010. “ Is a Raceless Identity an Effective Strategy for Academic Success Among Blacks.” Social Science Quarterly 91: 1242-1263.
Harris, Angel L. and Marta Tienda. 2010. “Minority Higher Education Pipeline: Consequences of Changes in College Admissions Policy in Texas.” Annals of the American Academy of Political and Social Science 627: 60-81.
Harris, Angel L. , Monica Trujillo, and Kenneth Jamison. 2008. “Academic Outcomes among Latino/a and Asian Americans: An Assessment of the Immigration Effect.” Annals of the American Academy of Political and Social Science 620: 90-114.
Harris, Angel L. 2008. “Optimism in the Face of Despair: Black-White Differences in Beliefs about School as a Means for Upward Social Mobility.” Social Science Quarterly 89:629-51.
Harris, Angel L. and Keith Robinson. 2007. “Schooling Behaviors or Prior Skills?: A Cautionary Tale of Omitted Variable Bias within Oppositional Culture Theory.” Sociology of Education 80:139-57.
Harris, Angel L. 2006. “I (Don’t) Hate School: Revisiting ‘Oppositional Culture’ Theory of Blacks’ Resistance to Schooling.” Social Forces 85: 797-834.
Mahoney, Joseph L., Angel L. Harris, and Jacquelynne S. Eccles. 2006. “Organized Activity Participation, Positive Youth Development and the Over-Scheduling Hypothesis.” Society for Research on Child Development’s Social Policy Report, 20 (4):3-30.
Chavous, Tabbye M., Angel Harris, Deborah Rivas, Lumas Helaire, and Laurette Green. 2004. “Racial Stereotypes and Gender in Context: African Americans at Predominantly Black and Predominantly White Colleges.” Sex Roles 51: 1-16.