@article{dufur_parcel_braudt_hoffmann_2024, title={Is social capital durable?: How family social bonds influence college enrollment and completion}, volume={19}, ISSN={["1932-6203"]}, DOI={10.1371/journal.pone.0298344}, abstractNote={A large literature demonstrates that social capital has positive effects on outcomes for children, but we know little about whether social capital is durable, i.e., whether its effects persist long after its creation. We use two nationally representative data sets of U.S. high school students and structural equation modeling designed for binomial outcomes to examine the durability of returns to social capital created in the family on both college enrollment and college completion. Controlling for selected school characteristics, race, family, SES and other factors, results suggest that family social capital continues to have strong associations with outcomes increasingly distant from its creation. Family SES has a smaller but positive effect on both college enrollment and college completion. These findings suggest that social capital can be a durable good if formed in the family, and that family SES is also influential.}, number={3}, journal={PLOS ONE}, author={Dufur, Mikaela J. and Parcel, Toby L. and Braudt, David B. and Hoffmann, John P.}, year={2024}, month={Mar} }
 @article{parcel_2021, title={Case Studies of School Desegregation and Resegregation: How Can We Pursue External Validity?}, ISSN={["1552-3381"]}, DOI={10.1177/00027642211033283}, abstractNote={Case studies form a vital part of sociological inquiry. Despite their important strengths, they often fail to pursue issues of external validity or replication, an important direction for social science generally. In this article, I begin with the premise that at least some case studies can and should contribute to a growing body of research within sociology aimed at replication and promoting external validity. I first discuss how qualitative case studies have handled issues of external validity in the past. Then I outline three dimensions of external validity that are particularly relevant for sociological research: the degree to which qualitative case study findings generalize or replicate to: (1) a larger population, (2) across social contexts, and (3) over time. I set my overall arguments within the larger literature of case studies in sociology but focus specifically on case studies dealing with school desegregation and resegregation. I show the current challenges in pursuing external validity using a set of case studies investigating school desegregation and resegregation in the United States. I argue that quantitative methods can assist in providing evidence regarding the generalizability of individual case studies. I conclude by noting the limitations to such an approach, which signal some of the challenges our discipline faces when pursuing the external validity of case studies.}, journal={AMERICAN BEHAVIORAL SCIENTIST}, author={Parcel, Toby L.}, year={2021}, month={Jul} }
 @article{alexander_parcel_2021, title={Location, Location, Location? School District, Length of Residence and Attitudes Toward Diversity and Neighborhood Schools in the Upper South}, ISSN={["1552-3381"]}, DOI={10.1177/00027642211033292}, abstractNote={ Attitudes toward diversity and neighborhood schools matter because they underlie many families’ decisions for residential location, with consequences for both school systems and students. Case studies of desegregation highlight locational dynamics that influence these outcomes, but differences in theory and methods limit rigorous comparisons among residents across such areas. This study focuses on two under-researched correlates of these preferences toward school assignment models: school district location and length of residence in that district. We evaluate whether school district location and length of residence decrease support for diverse schools and increase support for neighborhood schools, net of numerous controls. We use an innovative new dataset that features opinion polling of respondents’ views of public school assignments in Raleigh, NC; Charlotte, NC; Louisville, KY; Rock Hill, SC; and Nashville, TN (5302 cases). We find that compared to having lived in a school district 7 years or less, living in that district over 15 years decreases support for diversity. Furthermore, living all one’s life in a district increases support for neighborhood schools. We also find that Charlotte-Mecklenburg, Rock Hill, and Nashville districts are less supportive of neighborhood schools than Raleigh, but that there are also interactive effects between length of residence and school district location. These results shed light on district differences in social forces leading to school resegregation. }, journal={AMERICAN BEHAVIORAL SCIENTIST}, author={Alexander, Alyssa J. and Parcel, Toby L.}, year={2021}, month={Jul} }
 @article{parcel_mickelson_2021, title={School Desegregation and Resegregation in the Upper South: An Introduction and Overview}, ISSN={["1552-3381"]}, DOI={10.1177/00027642211033282}, abstractNote={ Despite strong progress toward school desegregation in the late 20th century, many locations in the Upper South have recently experienced school resegregation. The articles in this issue investigate similarities and differences across this region in attitudes underlying these developments. Individual papers treat factors including resident location within and across school districts, as well as the role of school choice. Papers also advocate for combining the results of case studies and opinion polls in elucidating these dynamics. The issue concludes with a look forward regarding the social and political forces that will contribute to whether or not the Supreme Court’s mandate, based on Brown v. Board of Education, will be realized by its 100th anniversary in 2054. }, journal={AMERICAN BEHAVIORAL SCIENTIST}, author={Parcel, Toby L. and Mickelson, Roslyn A.}, year={2021}, month={Aug} }
 @article{parcel_bauldry_mickelson_smith_riel_boden_2021, title={Using Opinion Polling Data to Replicate Non-Experimental Quantitative Results Across Time and Space: An Exploration of Attitudes Surrounding School Desegregation and Resegregation Policies}, ISSN={["1552-3381"]}, DOI={10.1177/00027642211033285}, abstractNote={A renewed call for replications has emerged in social science research. An important form of replication involves exploring the extent to which findings from a given study hold in other contexts. This study draws on opinion polling data to replicate key findings across time and space based on an original study in one location analyzing attitudes toward public school assignment policies. The replication finds that many of the original findings hold, though one important exception reflects the changing context. We note that the increasing availability of relatively inexpensive methods of quantitative data production facilitates replication and comment on how the temporal interval between the original study and the replication may influence the extent to which findings replicate. We argue that largely successful replications help to clarify the conditions under which findings replicate, and that sociologists are in the early stages of determining which strategies work best for replicating which findings.}, journal={AMERICAN BEHAVIORAL SCIENTIST}, author={Parcel, Toby L. and Bauldry, Shawn and Mickelson, Roslyn A. and Smith, Stephen S. and Riel, Virginia and Boden, Madison}, year={2021}, month={Jul} }
 @article{mickelson_quinoes_smith_parcel_2021, title={Public opinion, race, and levels of desegregation in five Southern school districts}, volume={93}, ISSN={["1096-0317"]}, DOI={10.1016/j.ssresearch.2020.102477}, abstractNote={Many of the nation's school systems that were once desegregated have resegregated by race and socioeconomic status-some more so than others. We investigate the relationship between public opinion about school diversity and levels of resegregation in five Southern school districts with varying amounts of resegregation: Charlotte, NC; Louisville, KY; Nashville, TN; Raleigh, NC; and Rock Hill, SC. Drawing upon case studies of the five districts and a unique public opinion dataset of over 5000 respondents, we find the relationship between attitudes toward diverse education and levels of desegregation strengthens when we control for respondents' race. In all five locales, we find a strong positive correspondence between Whites' attitudes and actual levels of desegregation. At the same time, we observe a negative relationship between Black respondents' attitudes toward school diversity and desegregation levels. We explore possible reasons for these relationships.}, journal={SOCIAL SCIENCE RESEARCH}, author={Mickelson, Roslyn Arlin and Quinoes, Mauricio and Smith, Stephen Samuel and Parcel, Toby L.}, year={2021}, month={Jan} }
 @article{riel_parcel_mickelson_smith_2018, title={Do magnet and charter schools exacerbate or ameliorate inequality?}, volume={12}, ISSN={["1751-9020"]}, DOI={10.1111/soc4.12617}, abstractNote={AbstractSchool choice typically refers to opportunities to enroll youth in public and/or private educational alternatives to traditional neighborhood public schools. While these options continue to grow in the United States under the umbrella of school choice, magnet and charter schools are the most common forms of public school choice. In this article, we review the development of school choice and the differing historical and philosophical origins of magnet and charter schools. We then summarize what we know about the extent to which these public choice options exacerbate or ameliorate two forms of inequality—academic achievement and school segregation by race and class. Research suggests that magnet schools often encourage racial and class diversity, while charters contribute to racial and socioeconomic isolation. While low‐income minority students may benefit academically from attending magnet schools, it is unclear whether charter schools have any effect on achievement when comparing charter school students to their counterparts in traditional public school. We expect that continued growth of magnet schools will likely promote school diversity both within and between districts, though some types of magnets may also inadvertently promote segregation. However, expansion of the charter school sector will heighten school segregation and exacerbate racial and socioeconomic isolation.}, number={9}, journal={SOCIOLOGY COMPASS}, author={Riel, Virginia and Parcel, Toby L. and Mickelson, Roslyn Arlin and Smith, Stephen Samuel}, year={2018}, month={Sep} }
 @article{parcel_hoffmann_2018, title={Families and Crime Introduction}, volume={62}, ISSN={["1552-3381"]}, DOI={10.1177/0002764218787023}, abstractNote={This volume highlights the theoretical and empirical connections between family sociology and criminology. We review the historical interconnections between these two fields. We argue for greater intellectual conversation across the two areas, and then we identify several elements they hold in common. These include their use of social theory, their attention to human development, and their use and appreciation of longitudinal research. We conclude with brief overviews of the six articles that make up this special issue.}, number={11}, journal={AMERICAN BEHAVIORAL SCIENTIST}, author={Parcel, Toby L. and Hoffmann, John P.}, year={2018}, month={Oct}, pages={1455–1462} }
 @article{taylor_parcel_2019, title={Proximity and the principle-policy gap in white racial attitudes: Insight from views of student assignment policies in Wake County, North Carolina}, volume={78}, ISSN={["1096-0317"]}, DOI={10.1016/j.ssresearch.2018.12.014}, abstractNote={We use a survey of residents of Wake County, North Carolina to test a proximity explanation for what scholars call the "principle-policy gap" in whites' views of government action on race. The derived hypothesis is confirmed when underlying broad views of race are represented by ideology. We show that whereas liberals are materially more supportive of racial diversity in student bodies than are moderates and conservatives, this difference is reduced to statistical insignificance as respondents' personal situations are more directly affected by the policy—a condition denoted by having a child of school age. Liberals with school-aged children are particularly wary of racial integration when they are asked to support the diversification of classrooms as opposed to schools. Having a school-aged child has no material conditioning effect on views of diversity when attitudes are represented by a more explicit measure of racial views.}, journal={SOCIAL SCIENCE RESEARCH}, author={Taylor, Andrew J. and Parcel, Toby L.}, year={2019}, month={Feb}, pages={95–103} }
 @article{parcel_campbell_2017, title={Can the welfare state replace parents? Children's cognition in the United States and Great Britain}, volume={64}, ISSN={["1096-0317"]}, DOI={10.1016/j.ssresearch.2016.10.009}, abstractNote={We compare family and parental effects on child verbal facility, verbal achievement and mathematics achievement in the United States and Great Britain. We study 3,438 5–13 year-old children from the 1994 NLSY Child-Mother Data Set and 1429 same-aged children from the National Child Development Study, also known as the British Child. Multivariate analyses suggest that the processes through which families invest in child cognition are similar across societies, with factors including low birth weight, child health, maternal cognition, family size and children's home environments being consequential. We conclude that parental investments are equally important across the two societies. The more developed welfare state in Great Britain does not notably compensate for parental investments in that society, although it may play a greater role when parental resources are absent or stretched thin.}, journal={SOCIAL SCIENCE RESEARCH}, author={Parcel, Toby L. and Campbell, Lori Ann}, year={2017}, month={May}, pages={79–95} }
 @article{dufur_parcel_hoffmann_braudt_2016, title={Who has the advantage? Race and sex differences in returns to social capital at home and at school}, volume={45}, ISSN={["1878-5654"]}, DOI={10.1016/j.rssm.2016.07.001}, abstractNote={A growing body of literature suggests that social capital is a valuable resource for children and youth, and that returns to that capital can increase academic success. However, relatively little is known about whether youth from different backgrounds build social capital in the same way and whether they receive the same returns to that capital. We examine the creation of and returns to social capital in family and school settings on academic achievement, measured as standardized test scores, for white boys, black boys, white girls, and black girls who were seniors in high school in the United States. Our findings suggest that while youth in different groups build social capital in largely the same way, differences exist by race and sex as to how family social capital affects academic achievement. Girls obtain greater returns to family social capital than do boys, but no group receives significant returns to school social capital after controlling for individual- and school-level characteristics.}, journal={RESEARCH IN SOCIAL STRATIFICATION AND MOBILITY}, author={Dufur, Mikaela J. and Parcel, Toby L. and Hoffmann, John P. and Braudt, David B.}, year={2016}, month={Sep}, pages={27–40} }
 @article{dufur_hoffmann_braudt_parcel_spence_2015, title={Examining the Effects of Family and School Social Capital on Delinquent Behavior}, volume={36}, ISSN={["1521-0456"]}, DOI={10.1080/01639625.2014.944069}, abstractNote={In this article we evaluate and compare the effects of social capital at home and social capital at school on the frequency of involvement in delinquent behavior in the previous year. Using data from the first wave of the National Longitudinal Study of Adolescent Health (Add Health, 1994–95; N = 8,100), a nationally representative survey of youth in the United States, we find that social sources of capital in the family exert a stronger negative influence on delinquency than school-based sources of capital, net the effects of other common correlates of this type of adolescent behavior.}, number={7}, journal={DEVIANT BEHAVIOR}, author={Dufur, Mikaela J. and Hoffmann, John P. and Braudt, David B. and Parcel, Toby L. and Spence, Karen R.}, year={2015}, month={Jul}, pages={511–526} }
 @article{hodge_bocarro_henderson_zabriskie_parcel_kanters_2015, title={Family Leisure An Integrative Review of Research from Select Journals}, volume={47}, ISSN={["2159-6417"]}, DOI={10.18666/jlr-2015-v47-i5-5705}, abstractNote={Abstract Understanding the relationship between leisure and families has been and will continue to be an important area of study. The purpose of this study is to review existing family leisure research from four select journals between 1990 and 2012. Articles are examined for sample characteristics, methods, analytical approaches, and thematic trends. Overall, 181 articles regarding family leisure, leisure in context of family life or roles, and individual experiences of family leisure are identified. Findings suggest scholars made strides toward expanding methods, analyses, and sampling diversity, though more diversity in sampling and analytical approaches is needed. Three major research themes are present: promoting family well-being through leisure, the costs and constraints to family leisure, and family leisure in the margins.}, number={5}, journal={JOURNAL OF LEISURE RESEARCH}, author={Hodge, Camilla and Bocarro, Jason N. and Henderson, Karla A. and Zabriskie, Ramon and Parcel, Toby L. and Kanters, Michael A.}, year={2015}, pages={577–600} }
 @article{parcel_bixby_2016, title={The Ties That Bind: Social Capital, Families, and Children's Well-Being}, volume={10}, ISSN={["1750-8606"]}, DOI={10.1111/cdep.12165}, abstractNote={AbstractSocial bonds between parents and their children, an important form of social capital, promote children's cognition and their social adjustment. Both bonding and bridging social capital are consequential, as are parental norms and values, which vary by social class. Parents' working conditions, including occupational complexity and work schedules, influence children's home environments as well as their children's development. Family social capital is more important than school social capital in influencing both cognitive and social child outcomes. Recent studies show how fathers' roles are changing, with implications for social capital in families, and point to bonding with fathers as a possible mechanism for building social capital. We know relatively little about how different forms of capital, including financial, human, cultural, and social capital, combine to influence families and children. We need further analyses regarding how to build social capital, particularly for at‐risk children.}, number={2}, journal={CHILD DEVELOPMENT PERSPECTIVES}, author={Parcel, Toby L. and Bixby, Monica S.}, year={2016}, month={Jun}, pages={87–92} }
 @book{parcel_taylor_2015, title={The end of consensus: diversity, neighborhoods, and the politics of public school assignments}, ISBN={9781469622545}, DOI={10.5149/northcarolina/9781469622545.001.0001}, abstractNote={One of the nation's fastest growing metropolitan areas, Wake County, North Carolina, added more than a quarter million new residents during the first decade of this century, an increase of almost 45 percent. At the same time, partisanship increasingly dominated local politics, including school board races. Against this backdrop, this book considers the ways diversity and neighborhood schools have influenced school assignment policies in Wake County, particularly during 2000–2012, when these policies became controversial locally and a topic of national attention.}, publisher={Chapel Hill, NC: University of North Carolina Press}, author={Parcel, T. L. and Taylor, A. J.}, year={2015} }
 @article{parcel_hendrix_2014, title={Family transmission of social and cultural capital}, DOI={10.1002/9781118374085.ch18}, abstractNote={Chapter 18 Family Transmission of Social and Cultural Capital Toby L. Parcel, Toby L. ParcelSearch for more papers by this authorJoshua A. Hendrix, Joshua A. HendrixSearch for more papers by this author Toby L. Parcel, Toby L. ParcelSearch for more papers by this authorJoshua A. Hendrix, Joshua A. HendrixSearch for more papers by this author Book Editor(s):Judith Treas, Judith TreasSearch for more papers by this authorJacqueline Scott, Jacqueline ScottSearch for more papers by this authorMartin Richards, Martin RichardsSearch for more papers by this author First published: 21 March 2014 https://doi.org/10.1002/9781118374085.ch18Citations: 2 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Summary Families have differential access to social and cultural capital, and also make differing decisions regarding investment in children. These forces have intergenerational consequences. Capital resources diffuse more finely in larger families, and combinations of social and cultural resources may either exacerbate or ameliorate inequality. There is support for this model not only in the United States, but also more globally. Both social and cultural capital boost academic achievement; both forms of capital reduce the likelihood of behavior problems and/or delinquency. Parents influence the educational resources that children can access beginning with verbal interaction at home and continuing with their construction of children's home environments, their choices of household location, and parental work schedules. These and related processes are class bound and reproduce inequality. We need more research to determine how social and cultural resources combine across the life course and whether and what interventions in family investment are effective. Citing Literature The Wiley Blackwell Companion to the Sociology of Families RelatedInformation}, journal={Wiley blackwell companion to the sociology of families}, author={Parcel, T. L. and Hendrix, J. A.}, year={2014}, pages={361–381} }
 @article{hendrix_parcel_2014, title={Parental Nonstandard Work, Family Processes, and Delinquency During Adolescence}, volume={35}, ISSN={["1552-5481"]}, DOI={10.1177/0192513x13510299}, abstractNote={Although past research suggests that nonstandard parental work arrangements have negative implications for children, researchers typically assess the effects of maternal and paternal work schedules independently, and studies among older adolescents are rare. Combining insights from family sociology and criminology, we evaluate the effects of household work arrangements on family processes and delinquency among a national sample of 10- to 17-year-old children. We find that children from households where both parents work nonstandard hours report weaker levels of family bonding, which in turn is associated with greater delinquency. Children from single-mother households in which the mother works evening or night shifts report weaker levels of parent–child closeness and family bonding, which fully mediate the association with greater delinquency. We also find that select maternal nonstandard schedules in conjunction with paternal standard schedules are associated with lower delinquency among children. We derive implications for parental work schedules in households with adolescents.}, number={10}, journal={JOURNAL OF FAMILY ISSUES}, author={Hendrix, Joshua A. and Parcel, Toby L.}, year={2014}, month={Aug}, pages={1363–1393} }
 @article{parcel_campbell_zhong_2012, title={Children's Behavior Problems in the United States and Great Britain}, volume={53}, ISSN={["2150-6000"]}, DOI={10.1177/0022146512436742}, abstractNote={ We analyze the effects of family capital on child behavior problems in the United States and Great Britain by comparing a longitudinal survey sample of 5- to 13-year-old children from the 1994 National Longitudinal Survey of Youth ( N = 3,864) with a similar sample of children from the 1991 National Child Development Study “British Child” ( N = 1,430). Findings suggest that in both societies, male children, those with health problems, and those whose mothers are divorced are at increased risk for behavior problems, while those with stronger home environments are at reduced risk. Family structure effects are more pervasive in Great Britain than in the United States, although some of these findings are a function of our racially diverse U.S. sample. We conclude that parents are important in both societies in promoting child social adjustment, and evidence that the more developed welfare state in Great Britain may substitute for capital at home is weak. }, number={2}, journal={JOURNAL OF HEALTH AND SOCIAL BEHAVIOR}, author={Parcel, Toby L. and Campbell, Lori Ann and Zhong, Wenxuan}, year={2012}, month={Jun}, pages={165–182} }
 @article{dufur_parcel_mckune_2013, title={Does Capital at Home Matter More Than Capital at School? The Case of Adolescent Alcohol and Marijuana Use}, volume={43}, ISSN={["1945-1369"]}, DOI={10.1177/0022042612462220}, abstractNote={ Following Coleman’s analysis of social capital, the norms that discourage adolescent substance use should be more successfully transmitted to young people who enjoy greater stores of social capital. We hypothesize that youth derive social capital from their families and from their schools, and test whether higher levels of capital from each context are influential in resisting substance use and abuse. Using data from the National Educational Longitudinal Study of 1988, we show that social capital in the family is helpful in protecting adolescents from using alcohol and marijuana, whereas social capital built at school has essentially no effect on the same outcomes. We discuss the implications of these findings for future research on social capital as well as for policy interventions using schools as sites to discourage adolescent drug use. }, number={1}, journal={JOURNAL OF DRUG ISSUES}, author={Dufur, Mikaela J. and Parcel, Toby L. and McKune, Benjamin A.}, year={2013}, month={Jan}, pages={85–102} }
 @article{dufur_parcel_troutman_2013, title={Does capital at home matter more than capital at school? Social capital effects on academic achievement}, volume={31}, ISSN={["1878-5654"]}, DOI={10.1016/j.rssm.2012.08.002}, abstractNote={A relatively neglected problem is how individuals derive social capital from more than one context and the extent to which they benefit from the capital in each. We examine whether social capital created at home and at school has differing effects on child academic achievement. We hypothesize that children derive social capital from both their families and their schools and that capital from each context promotes achievement. Using data from the National Longitudinal Education Study and structural equation modeling, we show that capital from each context is helpful, with social capital in the family more influential than social capital at school. We discuss the implications of these findings for research on child achievement and for studies of inequality generally.}, journal={RESEARCH IN SOCIAL STRATIFICATION AND MOBILITY}, author={Dufur, Mikaela J. and Parcel, Toby L. and Troutman, Kelly P.}, year={2013}, month={Mar}, pages={1–21} }
 @article{parcel_2011, title={Dividing the Domestic: Men, Women, and Household Work in Cross-National Perspective}, volume={38}, ISSN={["0730-8884"]}, DOI={10.1177/0730888411418184}, number={4}, journal={WORK AND OCCUPATIONS}, author={Parcel, Toby L.}, year={2011}, month={Nov}, pages={510–512} }
 @article{parcel_2011, title={The Impact of Parental Employment: Young People, Well-Being and Educational Achievement}, volume={40}, ISSN={["0094-3061"]}, DOI={10.1177/0094306110396847j}, abstractNote={This important book assesses the level of unreliability—random measurement error—in individual survey items found in general-population surveys, on which much scholarship in sociology and kindred fields depends. Duane Alwin aspires to reduce measurement error at its source by identifying less error-prone methods of constructing and administering surveys. His study contributes to understanding survey quality by showing how reliability varies with item content and instrument design; many findings provide empirical grounding for well-established survey practices, while others suggest that some common data collection protocols may heighten error. The study rests on an original, unique data base of reliability estimates for nearly 500 individual survey items drawn from longitudinal surveys representing well-defined populations. Questions included measure both basic sociodemographic facts and subjective phenomena (beliefs, attitudes, selfperceptions). Alwin coded item properties (number of response alternatives, length), question content (factual or nonfactual), and survey context (inclusion in a topical series or ‘‘battery’’ of related questions, ordinal position within a questionnaire), and then assessed associations between these design features and reliability. As befits a study of data quality, much of Margins of Error justifies the measurement of its dependent variable, item reliability. Three chapters that outline and critique extant approaches to reliability assessment can be read profitably on their own. But the key here is that Alwin seeks reliability measures for single survey items, not composite scales. He stresses the distinction between multiple measures (verbatimreplicated items) and multiple indicators (distinct items related to a common underlying construct). He finds widely-applied ‘‘internal consistency’’ approaches based on classical test score theory (coefficient a) wanting, because they estimate the reliability of multiple-indicator composites rather than individual items, and because such composites need not be ‘‘univocal’’—that is, they combine indicators that often have imperfectly correlated true scores. A particular difficulty is that those methods understate item reliability by classifying stable, but measure-specific, variance in a survey response as erroneous rather than reliable. Alwin argues that cross-sectional designs cannot adequately estimate the reliability of single items, because respondent memory raises correlations among multiple measures or indicators. He advocates longitudinal designs that administer identically worded questions on at least three occasions, suggesting that those measurements be separated by intervals of up to two years to avoid memoryinduced inflation of reliability estimates. When these demanding data requirements are met, suitable analytic methods can distinguish reliability and stability, and incorporate stable item-specific variance within true score variance. Many results substantiate widely-used and -taught guidelines for constructing survey instruments. For example, reliability tends to be higher for factual questions than for items measuring subjective content, for selfreports than for proxy responses about others, and (usually) for shorter questions. In keeping with much recent methodological research on survey data, Alwin invokes cognitive considerations to interpret such associations; he suggests, for instance, that respondents may better comprehend short questions, and more readily access and retrieve information needed to answer factual ones. Of particular note is Alwin’s finding that the widespread survey practice of presenting items in batteries—sets of consecutive questions using the same response format—tends}, number={2}, journal={CONTEMPORARY SOCIOLOGY-A JOURNAL OF REVIEWS}, author={Parcel, Toby L.}, year={2011}, month={Mar}, pages={164–166} }
 @misc{parcel_dufur_zito_2010, title={Capital at Home and at School: A Review and Synthesis}, volume={72}, ISSN={["1741-3737"]}, DOI={10.1111/j.1741-3737.2010.00733.x}, abstractNote={Human, financial, and social capital from several contexts affects child and adolescent well‐being. Families and schools are among the most important, and research is increasingly studying how effects of capital across such contexts affect child and adolescent academic and social outcomes. Some research suggests that families may be more powerful than schools in promoting child and adolescent well‐being. Additional research is needed to more fully understand how capital across institutions interacts in producing child well‐being, when and why multiple institutions or levels of analysis are relevant, and how several contexts can form chains of causation. Theories of social capital may promote increased conversation among researchers who study the same outcomes yet focus their analyses on different contexts.}, number={4}, journal={JOURNAL OF MARRIAGE AND FAMILY}, author={Parcel, Toby L. and Dufur, Mikaela J. and Zito, Rena Cornell}, year={2010}, month={Aug}, pages={828–846} }
 @article{campbell_parcel_2010, title={Children's Home Environments in Great Britain and the United States}, volume={31}, ISSN={["1552-5481"]}, DOI={10.1177/0192513x09350441}, abstractNote={ This study analyzes the effects of human, social, and financial capital on children’s home environments in the United States and Great Britain by comparing a sample of 5- to 13-year-old children from the United States with a similar sample from Britain. In both countries, the authors find weaker home environments for boys, minority children, and those with more siblings. Parental education and maternal cognitive ability are linked to stronger home environments. The effects of family structure, maternal school track, grandparents’ education, and paternal work vary by society. The authors conclude that parents are important in both societies and that evidence for the notion that the more developed welfare state in Britain may substitute for capital at home in promoting children’s home environments is weak. }, number={5}, journal={JOURNAL OF FAMILY ISSUES}, author={Campbell, Lori Ann and Parcel, Toby L.}, year={2010}, month={May}, pages={559–584} }
 @article{parcel_dufur_2009, title={Family and school capital explaining regional variation in math and reading achievement}, volume={27}, ISSN={0276-5624}, url={http://dx.doi.org/10.1016/j.rssm.2009.04.003}, DOI={10.1016/j.rssm.2009.04.003}, abstractNote={We know that inequality varies by region and also begins early in life. Bivariate data suggest that 5–14-year-old children in the 1994 National Longitudinal Survey of Youth (NLSY) score differently in reading and mathematics achievement depending on their region, with children in the South and West scoring lower. We combine literatures on regional bases of inequality and family and school capital to generate hypotheses explaining these differences. Analyses of covariance provide supportive evidence. For both outcomes among boys, the variation is explained by additive models including family and child social and human capital, although selected aspects of school capital are also influential; these models also explain math achievement among girls. A model including both additive and interactive effects explains regional differences in reading achievement for girls. We interpret these findings in terms of their implications for studying inequality in child achievement as well as for emphasizing the importance of regional inequality, particularly beyond the South versus non-South distinction.}, number={3}, journal={Research in Social Stratification and Mobility}, publisher={Elsevier BV}, author={Parcel, Toby L. and Dufur, Mikaela}, year={2009}, month={Sep}, pages={157–176} }
 @misc{parcel_2009, title={Higher ground: New hope for the working poor and their children}, volume={38}, number={1}, journal={Contemporary Sociology}, author={Parcel, T. L.}, year={2009}, pages={17–20} }
 @misc{parcel_2009, title={Working and poor: How economic and policy changes are affecting low-wage workers}, volume={38}, number={1}, journal={Contemporary Sociology}, author={Parcel, T. L.}, year={2009}, pages={17–20} }
 @article{dufur_parcel_mckune_2008, title={Capital and context: Using social capital at home and at school to predict child social adjustment}, volume={49}, ISSN={["2150-6000"]}, DOI={10.1177/002214650804900203}, abstractNote={ Research examining the influence of social relationships on child outcomes has seldom examined how individuals derive social capital from more than one context and the extent to which they may benefit from the capital derived from each. We address this deficit through a study of child behavior problems. We hypothesize that children derive social capital from both their families and their schools and that capital from each context is influential in promoting social adjustment. Using a large national data set and structural equation modeling, we find that social capital at home and at school can be measured as separate constructs and that capital at home is more influential than is capital at school. We discuss the implications of these findings for future research on social capital and for practical interventions promoting social adjustment. }, number={2}, journal={JOURNAL OF HEALTH AND SOCIAL BEHAVIOR}, author={Dufur, Mikaela J. and Parcel, Toby L. and Mckune, Benjamin A.}, year={2008}, month={Jun}, pages={146–161} }