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Digital technology has become an indispensable component in education around the world. Despite its growing importance, a gap in students’ digital skills and usage based on their socioeconomic status—known as the second digital divide—has been identified in a wide range of countries. Using data from the 2009 OECD Programme for International Student Assessment, we consider two aspects of the second digital divide for 15-year-olds across 55 countries: the gaps in use of educational software at home and Internet literacy. Specifically, we ask whether national income, political freedom, and national investments in research and development (R&D) and secondary education are associated with the second digital divide. We find that national income predicts the digital divide and that national investments have differential effects depending upon a country’s income. R&D spending reduces the socioeconomic gap in educational software use only in low-income countries. Educational expenditures reduce the Internet literacy gap in high-income countries while exacerbating it in low-income ones. Additional analyses suggest that income inequality increases the digital divide, but like political freedom, the effects become non-significant when national income is considered. We conclude by discussing the implications of these findings for policymakers interested in reducing the digital divide.

Sociological research examines the gender gap reversal in higher education and the gender division in paid and unpaid labor for adult women, especially “the second shift literature,” as two distinct topics. In this study, we extend the insights of the second shift literature to research on youth labor and adolescents’ enrollment in higher education. Using data from the Youth Development Study from 1988 to 1992, we find that the negative association of unpaid labor with adolescents’ college enrollment odds was at least as large as, if not greater than, that of paid labor. Although labor engagement had adverse impacts both for female and male adolescents during this time, the negative associations of youth labor with college enrollment were more pronounced for male students. We discuss the implications of these findings and explain their relevance to more contemporary cohorts of high school students in the conclusion.

Adoptive parents invest more resources into their children than comparable nonadoptive and biological parents, a pattern strongly linked to parental socioeconomic status. But important differences among families related to adoption context (international, private, foster) could affect parental investment and its impact on educational outcomes. Using the National Survey of Children’s Health, our findings indicate that parental investment strategies are contingent on adoption context and partially mitigate the negative direct association between adoption and educational outcomes. Internationally adoptive parents invest significantly more than do other adoptive and nonadoptive families. Without these parental investments, however, internationally adoptive children tend to experience the poorest educational outcomes. Even though parental investments can help mitigate internationally adoptive children’s negative educational outcomes, private domestic adoptive families seem to be more successful at mitigation. Results highlight how social stratification dynamics shape selection into adoption venues while also influencing parents’ efforts to invest and translate investments into educational gains.

This paper explores what it means to do a sociology of families, that is, one that acknowledges and considers a wider array of family forms than typically has been explored. We begin by reviewing the existing sociological research on a range of alternative family forms, ultimately focusing on older-parent, adoptive, same-sex, and multiracial families. We describe and critically assess four theoretical approaches to examining family forms—family structure, evolutionary, characteristics, and context—and their implications for children, and we discuss the utility of an approach that views family characteristics in social context. We also recommend that instead of using alternative family forms primarily or solely as counterfactuals to the so-called traditional family, researchers should compare alternative family forms to each other, noting theoretical implications for commonalities and differences found among these groups. We call for additional research on alternative families, noting its importance for sociology, family studies, and public policy.

Despite extensive research on multiracial youth in recent years, to date, no empirical studies have analyzed how racial context may affect biracial adolescents' sense of belonging in a social institution beyond families. In this study, we examine how the racial makeup of the student body affects self-identified biracial adolescents' school attachment. Using data from the National Longitudinal Study of Adolescent Health, we find that the proportions of white or black students in school significantly affect the school attachment of Hispanic/black, Asian/black, and American Indian/black biracial adolescents, but school racial composition in general has little influence on biracial adolescents with a partial-white identification (i.e., black/white, Hispanic/white, Asian/white, and American Indian/white). Our analyses also show that on average, students of most biracial groups display lower school attachment than their corresponding monoracial groups, but the differences from the monoracial groups with the low...

The multinomial logit model is perhaps the most commonly used regression model for nominal outcomes in the social sciences. A concern raised by many researchers, however, is the assumption of the independence of irrelevant alternatives (IIA) that is implicit in the model. In this article, the authors undertake a series of Monte Carlo simulations to evaluate the three most commonly discussed tests of IIA. Results suggest that the size properties of the most common IIA tests depend on the data structure for the independent variables. These findings are consistent with an earlier impression that, even in well-specified models, IIA tests often reject the assumption when the alternatives seem distinct and often fail to reject IIA when the alternatives can reasonably be viewed as close substitutes. The authors conclude that tests of the IIA assumption that are based on the estimation of a restricted choice set are unsatisfactory for applied work.

Contemporary legal and scholarly debates emphasize the importance of biological parents for children's well-being. Scholarship in this vein often relies on stepparent families even though adoptive families provide an ideal opportunity to explore the role of biology in family life. In this study, we compare two-adoptive-parent families with other families on one key characteristic—parental investment. Using data from the Early Childhood Longitudinal Study, Kindergarten-First Grade Waves (ECLS-K), basic group comparisons reveal an adoptive advantage over all family types. This advantage is due in part to the socioeconomic differences between adoptive and other families. Once we control for these factors, two-adoptive-parent families invest at similar levels as two-biological-parent families but still at significantly higher levels in most resources than other types of families. These findings are inconsistent with the expectations of sociological family structure explanations, which highlight barriers to parental investment in nontraditional families, and evolutionary science's kin selection theory, which maintains that parents are genetically predisposed to invest in biological children. Instead, these patterns suggest that adoptive parents enrich their children's lives to compensate for the lack of biological ties and the extra challenges of adoption.