alexander

Karl L. Alexander

Research Professor of Sociology; Academy Professor in The Academy at JHU/KSAS

Greenhouse 106
410.516.6178
karl@jhu.edu
Curriculum Vitae

Biography
Research
Publications
In the Media
Books

I received my B.A. degree from Temple University and my Ph.D. in Sociology from the University of North Carolina at Chapel Hill. I have spent my entire academic career at Johns Hopkins.  I have been President of the Southern Sociological Society and editor of the Journal Sociology of Education, and I am a  Fellow of the American Education Research Association.

My research tries to understand why some children, and some kinds of children, are more successful in school than others and how this affects them later in life. I am particularly interested in the role schools play in society's system of stratification, and how youngsters perform in school is an important part of the picture. Patterns of social inequality from generation to generation in large measure are maintained through the educational system. Children from disadvantaged family circumstances don't perform as well academically as do those from more advantaged families, and later, when they embark on careers or seek employment, their academic qualifications and credentials carry less value. This helps perpetuate historic patterns of advantage and disadvantage. "Success" in school can mean many things, but my work deals mainly with persistence in the school system (i.e., staying in school), academic performance, self-attitudes in the student role, and children's goals for the future (e.g., educational and occupational aspirations). Through survey studies of school age-youngsters, I try to identify features of the home, of the school, and of the individual that seem to promote or impede positive school adjustment.

My work generally adopts a social-psychological, life-course perspective. In broad terms, it explores how aspects of personal development that are relevant to school success respond to influences at home and at school, and to the intersection of experiences across these two institutional contexts. The main data base I've been working with in recent years is the Beginning School Study, which since 1982 has been monitoring the personal and academic development of a large, representative sample of youngsters who began first grade that year in 20 Baltimore City Public Schools. An ongoing study, the BSS now is in its 18th year and in 1999 we successfully re-interviewed 80% of the original group as young adults (age 23 - 24). I'm presently working on the question of high school dropout. Forty-two percent of the BSS cohort left school without degrees. My research tries to identify early precursors of dropout back as far as first grade and tries to understand the impact of this decision for their later life prospects.

2014, K. L. Alexander, D. R. Entwisle and L. S. Olson.  The Long Shadow: Family Background, Disadvantaged Urban Youth and the Transition to
Adulthood
. Rose Series in Sociology,  Russell Sage Foundation.

2005, D. R. Entwisle, K. L. Alexander and L. S. Olson. "First Grade and Educational Attainment by Age 22: A New Story." American Journal of Sociology 110(5): 1458-1502.

2005, D. R. Entwisle, K. L. Alexander and L. S. Olson. "Urban Teenagers: Work and Dropout." Youth and Society 37(1): 3-32.

2003, K. L. Alexander, D. R. Entwisle and S. L. Dauber. On the Success of Failure: A Reassessment of the Effects of Retention in the Primary Grades. Second Edition. Cambridge University Press.

1994/2003, K. L. Alexander, D. R. Entwisle and S. L. Dauber. On the Success of Failure: A Reassessment of the Effects of Retention in the Primary Grades. Cambridge University Press. (second edition published in 2003)

1988, K. L. Alexander and D. R. Entwisle. Achievement in the First Two Years of School: Patterns and Processes. Monographs of the Society for
Research in Child Development 53 (2), Serial No. 218.