Cornell University’s Center for the Study of Inequality (CSI) is devoted to understanding patterns, causes, and consequences of social and economic inequality. CSI fosters new and cutting-edge research, trains undergraduate and graduate students, encourages the exchange of ideas among inequality researchers, and disseminates research findings to a broader public. Since the program’s inception in 2003, over 750 undergraduates have earned the Minor in Inequality Studies. CSI is honored to receive a 10 million dollar grant from The Atlantic Philanthropies to advance inequality research at Cornell University.

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  • Feeding the pipeline: Gender, occupational plans, and college major selection 

    Morgan, Stephen, L.; Gelbgiser, Dafna; Weeden, Kim, A. (Social Science Research, 2013-07)
    In this article, we analyze gender differences in college major selection for respondents to the Education Longitudinal Study (2002-2006), focusing on educational pathways through college that lead to science, engineering, ...
  • Stutter-Step Models of Performance in School 

    Morgan, Stephen L.; Todd, Jennifer J.; Weeden, Kim A.; Leenman, Theodore S. (Social Forces, 2013)
    To evaluate a stutter-step model of academic performance in high school, this article adopts a unique measure of the beliefs of 12,591 high school sophomores from the Education Longitudinal Study, 2002-2006. Verbatim ...
  • Occupational Plans, Beliefs about Educational Requirements, and Patterns of College Entry 

    Morgan, Stephen L.; Leenman, Theodore S.; Todd, Jennifer J.; Weeden, Kim A. (Sociology of Education, 2013)
    In this article, a measure of students’ beliefs is constructed from three sources of information on 12,509 high school seniors from the Education Longitudinal Study (2002 to 2006). First, verbatim responses to questions ...
  • Degrees of Difference: Gender Segregation of US Doctorates by Field and Program Prestige 

    Weeden, Kim; Sarah, Thébaud; Dafna, Gelbgiser (Sociological Science, 2017-02-06)
    Women earn nearly half of doctoral degrees in research fields, yet doctoral education in the United States remains deeply segregated by gender. We argue that in addition to the oft-noted segregation of men and women by ...


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