Instructor Resource

Harnois, Analyzing Inequalities

SAGE Publishing, 2018

Answers to In-Text Questions: Essays

Chapter 8: Analyzing Inequalities in Education

Use the data analysis skills you learned in the previous chapters to answer the questions below.
1. How and to what extent is respondents’ mothers’ educational attainment related to
respondents’ educational attainment? Does this relationship differ for men and women
respondents? Construct cross-tabs using the variables MADEG and DEGREE, using SEX as
a control variable, to answer this question. Use the filter “YEAR (2010-2014) AGE (25-
95).” Interpret your results.

Figures 8.1 and 8.2 show the analyses that the students should produce. Note that, though
they are represented with separate figures here, both emerge from a single analysis, due
to the control variable.

When interpreting their results, students should follow the examples presented at the
end of the chapter. The basic steps are:
1. Remind your audience of the basics
a. Restate your research question
b. Remind your audience of the data source and the specific variables you
used to answer the question
c. Identify and describe the dependent and independent variables, clearly
stating how each variable was coded
d. Specify the number of cases included in each analysis
2. Focus on specifics
3. Consider the big picture
4. Consider limitations
5. Summarize your conclusions

Figure 8.1
Variables
Role Name Label Range MD Dataset
Row MADEG MOTHERS HIGHEST DEGREE 0-4 7,8,9 1
Column DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
Control SEX RESPONDENTS SEX 1-2 0 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
YEAR(2010-
Filter GSS YEAR FOR THIS RESPONDENT 1972-2014 1
2014)
Filter AGE(25-95) AGE OF RESPONDENT 18-89 0,98,99 1
 Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
Statistics for SEX = 1(MALE)
DEGREE
Cells contain:
-Column percent 0 1 2
3 4 ROW
-Weighted N LT HIGH HIGH JUNIOR
BACHELOR GRADUATE TOTAL
SCHOOL SCHOOL COLLEGE
0: LT HIGH 74.7 29.0 23.0 13.6 17.4 29.9
SCHOOL 238.2 328.1 38.4 70.6 51.6 726.8
1: HIGH 22.1 58.0 50.2 50.5 40.4 49.0
SCHOOL 70.4 656.7 84.0 261.1 120.0 1,192.2
2: JUNIOR 1.3 5.4 8.4 5.3 8.3 5.4
COLLEGE 4.2 61.3 14.0 27.4 24.5 131.4
MADEG
3: 1.5 4.8 15.0 19.4 19.4 9.9
BACHELOR 4.7 53.9 25.1 100.3 57.7 241.6
4: .4 2.9 3.5 11.2 14.5 5.8
GRADUATE 1.2 33.0 5.8 57.9 43.1 141.1
100.0 100.0 100.0 100.0 100.0 100.0
COL TOTAL
318.6 1,132.9 167.3 517.3 297.0 2,433.1

Figure 8.2
Statistics for SEX = 2(FEMALE)
DEGREE
Cells contain:
-Column percent 0 1 2
3 4 ROW
-Weighted N LT HIGH HIGH JUNIOR
BACHELOR GRADUATE TOTAL
SCHOOL SCHOOL COLLEGE
0: LT HIGH 75.4 37.0 20.6 13.8 17.3 33.6
SCHOOL 285.9 531.3 56.4 79.6 58.9 1,012.1
1: HIGH 21.7 52.4 54.8 53.8 41.8 47.8
SCHOOL 82.4 753.5 150.3 311.6 142.6 1,440.3
2: JUNIOR 1.7 4.0 12.0 7.7 6.6 5.4
COLLEGE 6.3 57.8 32.9 44.5 22.4 164.0
MADEG
3: 1.0 4.8 8.8 16.3 21.5 8.8
BACHELOR 3.8 68.9 24.2 94.1 73.1 264.2
4: .2 1.8 3.8 8.5 12.9 4.3
GRADUATE .9 25.9 10.5 48.9 43.9 130.2
100.0 100.0 100.0 100.0 100.0 100.0
COL TOTAL
379.4 1,437.3 274.4 578.8 341.0 3,010.8

2. How and to what extent does respondents’ perception of their financial status when
they were growing up relate to their educational attainment? Construct cross-tabs using
 Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
the variables INCOM16 and DEGREE, using SEX as a control variable, to answer this
question. Use the filter “YEAR (2010-2014) AGE (25-95).” Interpret your results.

Figures 8.3 and 8.4 show the analyses that the students should produce. Note that, though
they are represented with separate figures here, both emerge from a single analysis, due
to the control variable.

When interpreting their results, students should follow the examples presented at the
end of the chapter. The basic steps are:
1. Remind your audience of the basics
a. Restate your research question
b. Remind your audience of the data source and the specific variables you
used to answer the question
c. Identify and describe the dependent and independent variables, clearly
stating how each variable was coded
d. Specify the number of cases included in each analysis
2. Focus on specifics
3. Consider the big picture
4. Consider limitations
5. Summarize your conclusions

Figure 8.3
Variables
Role Name Label Range MD Dataset
Row DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
RS FAMILY INCOME WHEN 16 YRS -1,7.0-
Column INCOM16 1-9 1
OLD 2.147483647E9
Control SEX RESPONDENTS SEX 1-2 0 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
YEAR(2010-
Filter GSS YEAR FOR THIS RESPONDENT 1972-2014 1
2014)
Filter AGE(25-95) AGE OF RESPONDENT 18-89 0,98,99 1

Statistics for SEX = 1(MALE)

INCOM16
Cells contain: 1 5
-Column percent 2 4
FAR 3 FAR 8 9 ROW
-Weighted N BELOW ABOVE
BELOW AVERAGE ABOVE DK NA TOTAL
AVERAGE AVERAGE
AVERAGE AVERAGE
0: LT HIGH 35.3 18.2 9.5 4.8 7.2 27.5 92.0 14.1
SCHOOL 97.7 129.5 103.0 21.8 5.0 9.8 4.7 371.5
DEGREE 1: HIGH 38.8 50.9 52.9 37.7 28.0 39.4 .0 47.3
SCHOOL 107.5 362.1 573.1 172.0 19.3 14.0 .0 1,248.0
2: JUNIOR 7.7 7.4 7.4 3.9 5.7 7.1 .0 6.8
 Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
COLLEGE 21.2 52.9 80.6 17.8 4.0 2.5 .0 179.0
3: 9.7 15.4 19.1 36.4 32.3 14.6 .0 20.3
BACHELOR 26.8 109.3 206.6 165.8 22.3 5.2 .0 536.0
4: 8.5 8.1 11.2 17.2 26.8 11.4 8.0 11.5
GRADUATE 23.6 57.7 121.0 78.6 18.5 4.1 .4 303.9
100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
COL TOTAL
276.7 711.5 1,084.3 455.9 69.1 35.6 5.1 2,638.3

Figure 8.4
Statistics for SEX = 2(FEMALE)
INCOM16
Cells contain: 1 5
-Column percent 2 4
FAR 3 FAR 8 9 ROW
-Weighted N BELOW ABOVE
BELOW AVERAGE ABOVE DK NA TOTAL
AVERAGE AVERAGE
AVERAGE AVERAGE
0: LT HIGH 31.3 16.8 10.3 5.2 14.7 30.9 10.6 13.9
SCHOOL 105.0 144.6 146.8 23.9 9.8 17.5 .9 448.5
1: HIGH 43.8 51.8 51.6 34.5 44.5 36.4 46.9 47.9
SCHOOL 146.8 444.3 736.6 159.9 29.7 20.6 3.9 1,541.8
2: JUNIOR 6.2 10.1 8.6 9.4 11.6 7.6 37.1 9.0
COLLEGE 20.9 86.4 123.4 43.6 7.8 4.3 3.1 289.5
DEGREE
3: 11.0 12.5 19.3 33.0 13.7 15.0 5.4 18.4
BACHELOR 37.0 107.1 276.1 153.1 9.1 8.5 .4 591.3
4: 7.6 8.9 10.2 17.9 15.5 10.1 .0 10.8
GRADUATE 25.4 76.0 145.8 82.7 10.3 5.7 .0 346.0
100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
COL TOTAL
335.1 858.4 1,428.7 463.2 66.7 56.6 8.3 3,216.9

3. How have racial-ethnic disparities in educational attainment changed since 2000?

Construct a cross-tab using the variables RACEHISP and DEGREE, using SEX as a control
variable, using the filter “YEAR (2000) AGE (25-95).” Then create a second cross-tab
using the variables RACEHISP and DEGREE, using SEX as a control variable, using the
filter “YEAR (2014) AGE (25-95)” Interpret your results.

Figures 8.5 -8.8 show the analyses that the students should produce. Note that, though
they are represented with separate figures here, the Figures 8.5 and 8.6 emerge from a
single analysis, as do Figures 8.7-8.8, due to the control variable.

When interpreting their results, students should follow the examples presented at the
end of the chapter. The basic steps are:
1. Remind your audience of the basics
a. Restate your research question
b. Remind your audience of the data source and the specific variables you
used to answer the question
 Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
c. Identify and describe the dependent and independent variables, clearly
stating how each variable was coded
d. Specify the number of cases included in each analysis
2. Focus on specifics
3. Consider the big picture
4. Consider limitations
5. Summarize your conclusions

Figure 8.5
Variables
Role Name Label Range MD Dataset
Row DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
Column RACEHISP Race with Hispanic (2000 and later) 1-4 9 1
Control SEX RESPONDENTS SEX 1-2 0 1
Composite weight = WTSSALL * OVERSAMP * .1913-
Weight COMPWT 1
FORMWT 11.1261
Filter YEAR(2000) GSS YEAR FOR THIS RESPONDENT 1972-2014 1
Filter AGE(25-95) AGE OF RESPONDENT 18-89 0,98,99 1

Statistics for SEX = 1(MALE)

Cells contain: RACEHISP
-Column percent 1 2 3 4 ROW
-Weighted N White Black Hispanic Other TOTAL
12.9 24.4 25.7 8.2 15.1
0: LT HIGH SCHOOL
108.2 33.5 20.9 3.8 166.4
50.7 53.6 51.4 27.1 50.1
1: HIGH SCHOOL
425.1 73.6 41.7 12.6 553.1
7.3 4.4 6.8 17.6 7.3
2: JUNIOR COLLEGE
61.0 6.0 5.5 8.2 80.7
DEGREE
17.0 11.2 12.2 22.4 16.2
3: BACHELOR
142.8 15.4 9.9 10.4 178.5
12.1 6.4 4.1 24.7 11.3
4: GRADUATE
101.1 8.8 3.3 11.5 124.7
100.0 100.0 100.0 100.0 100.0
COL TOTAL
838.2 137.3 81.3 46.7 1,103.5

Figure 8.6
Statistics for SEX = 2(FEMALE)
Cells contain: RACEHISP
-Column percent 1 2 3 4 ROW
-Weighted N White Black Hispanic Other TOTAL
11.3 25.6 27.0 6.6 14.6
0: LT HIGH SCHOOL
112.6 55.5 28.6 2.7 199.4
DEGREE
54.7 55.2 50.7 40.8 54.0
1: HIGH SCHOOL
544.9 119.7 53.7 17.0 735.4
 Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
8.3 7.9 7.3 14.5 8.4
2: JUNIOR COLLEGE
82.9 17.0 7.7 6.0 113.7
18.5 8.6 10.4 30.3 16.6
3: BACHELOR
184.0 18.6 11.0 12.6 226.2
7.3 2.8 4.7 7.9 6.4
4: GRADUATE
72.5 6.0 4.9 3.3 86.8
100.0 100.0 100.0 100.0 100.0
COL TOTAL
996.9 216.9 105.9 41.7 1,361.4

Figure 8.7
Variables
Role Name Label Range MD Dataset
Row DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
Column RACEHISP Race with Hispanic (2000 and later) 1-4 9 1
Control SEX RESPONDENTS SEX 1-2 0 1
Composite weight = WTSSALL * OVERSAMP * .1913-
Weight COMPWT 1
FORMWT 11.1261
Filter YEAR(2014) GSS YEAR FOR THIS RESPONDENT 1972-2014 1
Filter AGE(25-95) AGE OF RESPONDENT 18-89 0,98,99 1

Statistics for SEX = 1(MALE)

Cells contain: RACEHISP
-Column percent 1 2 3 4 ROW
-Weighted N White Black Hispanic Other TOTAL
7.2 14.1 27.4 5.1 11.0
0: LT HIGH SCHOOL
51.6 14.7 45.2 2.2 113.7
51.0 59.8 49.0 27.2 50.5
1: HIGH SCHOOL
366.5 62.0 80.9 12.1 521.5
5.8 5.7 6.8 3.1 5.8
2: JUNIOR COLLEGE
41.4 5.9 11.3 1.4 59.9
DEGREE
23.3 13.9 8.6 39.4 20.7
3: BACHELOR
167.7 14.4 14.2 17.4 213.8
12.7 6.5 8.2 25.2 11.9
4: GRADUATE
91.5 6.7 13.6 11.2 123.0
100.0 100.0 100.0 100.0 100.0
COL TOTAL
718.7 103.6 165.3 44.3 1,031.9

Figure 8.8
Statistics for SEX = 2(FEMALE)
Cells contain: RACEHISP
-Column percent 1 2 3 4 ROW
-Weighted N White Black Hispanic Other TOTAL
7.8 14.0 36.9 11.4 13.7
DEGREE 0: LT HIGH SCHOOL
61.9 28.0 76.5 6.8 173.1
 Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
49.0 56.3 43.5 32.4 48.5
1: HIGH SCHOOL
390.3 112.8 90.2 19.3 612.7
9.4 10.1 4.5 13.4 8.9
2: JUNIOR COLLEGE
74.9 20.2 9.2 8.0 112.4
22.0 11.5 10.5 21.5 18.4
3: BACHELOR
174.8 23.0 21.8 12.9 232.4
11.8 8.1 4.6 21.3 10.5
4: GRADUATE
94.1 16.2 9.6 12.7 132.6
100.0 100.0 100.0 100.0 100.0
COL TOTAL
795.9 200.3 207.2 59.7 1,263.1

4. To what extent is education related to beliefs about immigration? Construct cross-tabs using
the variables DEGREE, IMMCULT, IMMEDUC, and LETIN1A. Interpret your results.

Correct answers to this question may vary, depending upon what variable students use to
measure education (EDUC and DEGREE are the most likely options). In all cases views
about immigration should be the dependent variable, and respondents’ educational
attainment should be the independent variable. IMMCULT, IMMEDUC, and LETIN1A
were all included in only the 2014 surveys.

Figures 8.9-8.11 show one correct example.

Figure 8.9
Variables
Role Name Label Range MD Dataset
IMMIGRANTS UNDERMINE AMERICAN
Row IMMCULT 1-5 0,8,9 1
CULTURE
Column DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
Frequency Distribution
DEGREE
Cells contain:
-Column percent 0 1 2
3 4 ROW
-Weighted N LT HIGH HIGH JUNIOR
BACHELOR GRADUATE TOTAL
SCHOOL SCHOOL COLLEGE
1: Agree 5.0 4.6 1.7 1.9 .5 3.4
Strongly 6.7 27.2 1.8 4.5 .7 40.9
22.6 15.3 14.4 13.7 7.4 14.9
2: Agree
IMMCULT 30.4 91.0 15.5 32.7 9.8 179.3
3: Neither
23.7 27.3 25.7 13.9 14.5 22.7
Agree nor
32.0 162.1 27.7 33.2 19.0 274.0
Disagree
 Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
41.0 48.8 47.9 56.5 58.3 50.4
4: Disagree
55.1 289.6 51.6 134.6 76.5 607.4
7.7 4.0 10.3 13.9 19.3 8.6
5
10.4 24.0 11.1 33.1 25.3 103.9
COL 100.0 100.0 100.0 100.0 100.0 100.0
TOTAL 134.6 593.8 107.7 238.1 131.3 1,205.5

Figure 8.10
Variables
Role Name Label Range MD Dataset
LEGAL IMMIGRANTS SHOULD HAVE
Row IMMEDUC 1-5 0,8,9 1
SAME EDUCATION AS AMERICANS
Column DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
Frequency Distribution
DEGREE
Cells contain:
-Column percent 0 1 2
3 4 ROW
-Weighted N LT HIGH HIGH JUNIOR
BACHELOR GRADUATE TOTAL
SCHOOL SCHOOL COLLEGE
1: Agree 19.5 21.2 21.8 26.6 34.8 23.6
Strongly 29.3 131.2 23.5 64.6 46.1 294.7
63.6 59.9 66.8 60.4 55.6 60.6
2: Agree
95.4 370.3 72.1 146.4 73.7 757.9
3: Neither
8.4 9.8 3.2 5.5 4.8 7.7
Agree nor
12.6 60.8 3.4 13.2 6.3 96.4
IMMEDUC Disagree
6.3 6.9 7.4 5.3 4.1 6.3
4: Disagree
9.5 42.9 8.0 12.8 5.5 78.6
2.1 2.1 .8 2.3 .7 1.9
5
3.1 12.9 .9 5.5 .9 23.3
COL 100.0 100.0 100.0 100.0 100.0 100.0
TOTAL 150.0 618.1 107.9 242.4 132.6 1,251.0

Figure 8.11
Variables
Role Name Label Range MD Dataset
NUMBER OF IMMIGRANTS NOWADAYS
Row LETIN1A 1-5 0,8,9 1
SHOULD BE
 Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
Column DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
Frequency Distribution
DEGREE
Cells contain:
-Column percent 0 1 2
3 4 ROW
-Weighted N LT HIGH HIGH JUNIOR
BACHELOR GRADUATE TOTAL
SCHOOL SCHOOL COLLEGE
1: Increased a 3.9 3.3 1.4 4.2 3.8 3.5
lot 5.2 18.4 1.3 9.1 4.3 38.3
2: Increased a 7.2 7.8 4.3 19.1 19.9 10.8
little 9.7 42.9 4.0 41.0 22.7 120.3
3: Remain the 45.8 43.8 37.7 41.0 40.3 42.6
same as it is 61.7 242.1 35.3 87.9 45.8 472.7
LETIN1A
4: Reduced a 22.8 24.5 32.6 19.7 22.2 23.8
little 30.7 135.6 30.5 42.2 25.2 264.2
5: Reduced a 20.3 20.6 24.0 16.0 13.8 19.3
lot, or 27.4 114.2 22.5 34.4 15.7 214.1
100.0 100.0 100.0 100.0 100.0 100.0
COL TOTAL
134.7 553.2 93.7 214.6 113.6 1,109.7

When interpreting their results, students should follow the examples presented at the
end of the chapter. The basic steps are:
1. Remind your audience of the basics
a. Restate your research question
b. Remind your audience of the data source and the specific variables you
used to answer the question
c. Identify and describe the dependent and independent variables, clearly
stating how each variable was coded
d. Specify the number of cases included in each analysis
2. Focus on specifics
3. Consider the big picture
4. Consider limitations
5. Summarize your conclusions

5. Analyze three variables from the 2012 Special Module on Gender to assess the extent to which
views about children differ for people with different levels of educational attainment.
 Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
Correct answers to this question may vary widely, and might include comparisons of
means and/or cross-tabs. In all cases views about children should be the dependent
variable, and respondents’ educational attainment should be the independent variable.

When interpreting their results, students should follow the examples presented at the
end of the chapter. The basic steps are:
1. Remind your audience of the basics
a. Restate your research question
b. Remind your audience of the data source and the specific variables you
used to answer the question
c. Identify and describe the dependent and independent variables, clearly
stating how each variable was coded
d. Specify the number of cases included in each analysis
2. Focus on specifics
3. Consider the big picture
4. Consider limitations
5. Summarize your conclusions