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2005 - American Sociological Association Pages: 32 pages || Words: 8911 words || 
1. Gangl, Markus. "Income inequality, permanent incomes and income dynamics: comparing Europe to the United States" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 Online <APPLICATION/PDF>. 2019-10-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: As income mobility over time serves to offset income inequality existing at any point in time, cross-national differences in social stratification are preferably assessed from data on average incomes over an extended period of time. Hence, this paper uses longitudinal income data from the Panel Study of Income Dynamics and the European Community Household Panel to reassess the received empirical evidence. Even discounting the impact of income mobility, however, the U.S. continues to exhibit the highest level of permanent income inequality in this particular sample of industrial countries. In addition, older workers and individuals at the bottom of the income distribution have faced significantly worse income prospects than common in many European countries.

2005 - American Sociological Association Pages: 25 pages || Words: 6329 words || 
2. Gupta, Sanjiv., Evertsson, Marie., Merz, Sabine., Sayer, Liana. and Nermo, Magnus. "Housework, Income, and Nation: A Comparative Investigation of the Effects of Women's and Men's Incomes on Housework Hours" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 Online <APPLICATION/PDF>. 2019-10-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Using nationally representative individual-level data from four countries—Australia, Germany, Sweden, and the U.S.—we assess the independent effects of men’s and women’s absolute earnings on their housework hours. The effect of women’s earnings on the housework hours of both women and men is substantially greater than the effect of men’s incomes. This finding is consistent across all four nations, despite the differences in their aggregate levels of gender egalitarianism, and in their gender and family policies. Regardless of the macro-level gender arrangements prevailing in a given nation, women’s earnings have a larger impact on the division of domestic labor than do men’s. In particular, they matter much more to women’s own housework time. The finding emphasizes the gender segregation of domestic labor, not only in terms of time, but also in the intrahousehold allocation of economic resources devoted to its performance. The consistency of the finding across datasets and countries resolves certain discrepancies in earlier research regarding the effects of men’s and women’s relative earnings on housework time.

2016 - American Sociological Association Annual Meeting Pages: unavailable || Words: unavailable || 
3. Edmunds, Christina. and Rowley, Kristie. "Who Benefits from Income Inequality? An International Examination of Income Inequality and Student Achievement" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Washington State Convention Center, Seattle, WA, Aug 17, 2016 Online <APPLICATION/PDF>. 2019-10-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study directly tests the relationship between income inequality and student mathematics achievement. Furthermore, we examine the degree to which the relationship between income inequality and student achievement is moderated by student SES. To test these relationships, we created a database of national wealth measures and linked it with student achievement data from the 2009 Programme for International Student Assessment (PISA). The results of multilevel models indicated that income inequality is negatively related to student achievement scores. Additionally, this relationship is not moderated by student SES, indicating that the relationship between income inequality and student achievement is the same for both low- and high-SES students. The results of this study suggest that nations seeking to improve student achievement can do so by decreasing income inequality.

2015 - SRCD Biennial Meeting Words: 501 words || 
4. Huang, Keng-Yen., Nakigudde, Janet. and Calzada, Esther. "Transporting an Evidence-Based Early Childhood Program from a High-income to a Low-income Africa Country: Processes and Impacts" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, <Not Available>. 2019-10-20 <>
Publication Type: Presentation
Abstract: Children in Sub-Saharan-Africa (SSA), comprising about 50% of the total region population, grow up in environments characterized by extreme poverty and violence and many are victims of abuse and neglect (WHO, 2005, 2011). Toxic stressors and a range of social determinants combine to yield high levels of child mental health problems and poor development (UNICEF, 2008; WHO, 2004). Despite the success of numerous interventions for promoting socioemotional development in young children, most evidence-based programs (EBPs) are not available in SSA. This study seeks to apply a potentially cost-effective population-level strategy to address existing behavioral and developmental service gaps by adapting and implementing an evidence-supported school-based child mental health promotion program, ParentCorps (PC), to schools in Uganda. This study evaluates the process and feasibility of disseminating PC from the US to a developing country, and examines the impact of program implementation in Ugandan schools.

The design of the study is based on the Framework of Dissemination in Health Services Intervention Research (Mendel, Meredith, Schoenbaum, Sherbourne, & Wells, 2008), which includes 3 stages: 1) understanding the fit of EBPs in Ugandan schools and communities; 2) carrying out program adaptation and implementation, and 3) evaluating program outcomes (see Figure 1). To understand the fit of the EBPs in Ugandan schools and communities (Stage 1 study), a cross-sectional study design was applied, and qualitative and quantitative data were collected from 30 Ugandan school principals, 130 teachers from 11 schools and 450 caregivers. To study impacts of program implementation (Stages 2 & 3 study), a cluster randomized controlled trial was carried out, with 80 teachers recruited from 10 schools (5 intervention and 5 wait-list control) in Kampala, Uganda. This study focuses on the evaluation of teacher outcomes (e.g., EBP knowledge, EBP strategy utilization, observed classroom practices).

The Stage 1 study supported the fit and feasibility of transporting PC to Uganda. Specifically, PC targets aspects of knowledge and skills that are relevant for Ugandan teachers and families; the PC model that relies on school staff for implementation is pertinent and appealing to Ugandan teachers; and there is potential to feasibly implement PC in Ugandan schools. The Stages 2 & 3 study also supported the feasibility and value of implementing PC. We found that PC with a well structural implementation manual can be easily adapted and implemented with high fidelity in developing countries. In addition, initial teacher outcome evaluation found expected program impacts. For example, there was significant impact on teachers’ EBP knowledge (d=1.36-1.60), and on their use of EBP strategies and observed classroom practices (e.g., decreased use of harsh discipline and negative classroom climate; improved teacher-student relationships and positive classroom climate).

This study documents the utility of applying dissemination and implementation frameworks to guide translational research and to increase the utilization of EBPs in diverse populations. Findings also suggest the transportability of EBPs from developed countries to developing countries to promote child development. Implications for disseminating other EBPs will be discussed.

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