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Seminar: Anna Haskins - Cornell University

Schools as Surveilling Institutions? Paternal Incarceration, System Avoidance, and Parental Involvement in Schooling
When Mar 11, 2019
from 12:00 PM to 01:00 PM
Where 1101 Morrill Hall
Contact Name
Contact Phone 301-405-6403
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About the Presentation

Parents play important roles in their children’s lives, and parental involvement in elementary school in particular is meaningful for a range of child outcomes. Given the increasing number of school-aged children with incarcerated parents, this study explores the ways paternal incarceration is associated with mothers’ and fathers’ reports of home- and school-based involvement in schooling. Findings suggest that paternal incarceration is associated with lower parental involvement in schooling and highlight the role of system avoidance in this association. Attachment to social institutions like schools is quite consequential, and this work highlights another way mass incarceration influences social life in the United States.

About the Speaker

Anna Haskins

Anna R. Haskins is an Assistant Professor of Sociology at Cornell University and an affiliate of the Center for the Study of Inequality, the Institute for the Social Sciences, the Cornell Prison Education Program, the Cornell Population Center and the Roper Center for Public Opinion Research. Her research examines how three of America’s most powerful social institutions—the education system, the family, and the criminal justice system—connect and interact in ways that both preserve and mitigate social inequality, with emphasis on early educational outcomes, intergenerational impacts, and disparities by race/ethnicity. Her work has been published in the American Sociological Review, Social Forces, Sociology of Education and Social Science Research, among other scholarly outlets, and she is co-editor of a recent book – When Parents are Incarcerated: Interdisciplinary Research and Interventions to Support Children (2018, APA Press). Her current projects explore meso-level processes through which schools inhibit or promote institutional engagement among criminal justice-involved families, as well as studying more complicated intersections between schooling and punishment such as public attitudes around college-in-prison programs.

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