Stephen L. Morgan
Born
United States
Alma materHarvard University (A.B., M.A., Ph.D.)
Oxford University (M.Phil.)
Known forSociological Methodology
Education
Causality
Social stratification
Policy Evaluation
Counterfactuals
AwardsBloomberg Distinguished Professorships (2014)
Leo Goodman Award (2013)
Robert A. & Donna B. Paul Award for Excellence in Mentoring and Advising (2011)
Scientific career
FieldsSociology
Education
InstitutionsJohns Hopkins University

Stephen Lawrence Morgan (born 1971) is a Bloomberg Distinguished Professor[1] of Sociology and Education at the Johns Hopkins University School of Arts and Sciences and Johns Hopkins School of Education.[2] A quantitative methodologist, he is known for his contributions to quantitative methods in sociology as applied to research on schools, particularly in models for educational attainment, improving the study of causal relationships, and his empirical research focusing on social inequality and education in the United States.[3]

Biography

Stephen "Steve" Morgan graduated summa cum laude with a Bachelor of Arts degree in Sociology from Harvard University in 1993. He then spent two years on a Rhodes Scholarship at Oxford University earning a Masters of Philosophy in Comparative Social Research in 1995 before returning to Harvard to complete a Masters of Arts in Sociology and a Ph.D. in sociology in 2000. Morgan joined the faculty of Cornell University as an assistant professor of sociology in 2000.[4] He rose to the associate rank in 2003 and to a full professorship in 2009.[5] During this time, Morgan also directed the Center for the Study of Inequality and was awarded a Provost's Award for Distinguished Scholarship "for his work on class and mobility, using advanced modeling techniques."[6] He was also awarded Cornell's 2010-2011 Robert A. & Donna B. Paul Award for Excellence in Mentoring and Advising for "demonstrated exceptional effectiveness as an advisor and/or mentor of undergraduates."[7] In 2012, he was named the Jan Rock Zubrow '77 Professor in the Social Sciences and became the director of graduate studies for the field of sociology.[8]

In June 2014, Morgan was named a Bloomberg Distinguished Professor at Johns Hopkins University for his accomplishments as an interdisciplinary researcher and excellence in teaching.[9][10] The Bloomberg Distinguished Professorship program was established in 2013 by a gift from Michael Bloomberg.[11][12] Morgan holds joint appointments in the Johns Hopkins School of Education[13] and the Johns Hopkins University School of Arts and Sciences's Department of Sociology.[14]

He is an elected member of the Sociological Research Association (2009) and an elected fellow of the Society for Sociological Science (2014). He is also a member of the American Sociological Association and Population Association of America, and secretary of the Society for Sociological Science.[5] In 2013, Morgan received the American Sociological Association Section on Methodology's Leo Goodman Award, which recognized Morgan for "contributions to sociological methodology or innovative uses of sociological methodology made by a scholar who is no more than fifteen years past the doctorate."[15]

Research

Stephen Morgan is a distinguished scholar in the area of the sociology of education whose quantitatively-oriented research spans from racial differences in educational attainment to wealth and inequality in the United States. His cross-disciplinary scholarship centers on three interrelated themes: models of achievement and attainment in the sociology of education; models of labor market and wealth inequality in social stratification; and, counterfactual models of causality in quantitative methodology.[3]

Morgan has taught graduate courses on topics such as linear methods, social inequality, and the demography of education and inequality. His undergraduate teaching has included courses on controversies about inequality and the economic sociology of earnings. At Johns Hopkins, he is teaching an undergraduate course on schooling, racial inequality, and public policy in America, and a graduate course on causal inference.[5]

Models of achievement and attainment

Morgan's research in this area has centered on racial differences in educational achievement and attainment. His early studies addressed black-white differences in the construction of educational expectations and the formation of alternative student identities, which set the stage for a decade long effort to synthesize the differing perspectives of sociologists and economists on the mechanisms that generate differential student achievement.[16][17] This work has undertaken to integrate socialization-based models in sociology and rational-choice-based models in economics.

In his 2005 volume, On the Edge of Commitment: Educational Attainment and Race in the United States, he introduced a stochastic decisions tree model to formalize the modeling of students' beliefs and the commitment behavior that follows from them.[18] More recently, he has applied this line of research in a project that centers on the coding of verbatim responses to occupational plans questions of approximately 13,000 students across three points in time, 2002–2006. Papers resulting from that work demonstrate how uncertainty and inaccuracy of students' beliefs predict commitment-related behavior in high school, and then bear upon academic achievement and subsequent patterns of college entry.[19] These studies provide empirical support for the models laid out in his 2005 book, now characterized as "stutter-step models" of performance and choice.[20]

Recent extensions include a focus on college entry processes and trajectories of performance in college, with a paper on gender differences in the selection of first major.[21] Another extension examines the experience of immigrant children and their college persistence and completion patterns.[22]

Studies of earnings, wealth, and changes in inequality

Morgan has written a series of papers that evaluate whether selective rent-destruction is a plausible explanation for recent increases in earnings inequality in the United States.[23][24] This work uses the concept of "rent" to specify the structural advantages inherent in labor market positions, both as workers' rent paid out in wages that exceed counterfactual competitive equilibrium wages and as owners' rent paid out in stock purchase and incentive bonus schemes beyond base compensation. Among the results of this work are conclusions that implicate how structural changes in the economy have altered the ways in which rents are distributed to workers of different types.[25] Morgan's studies also have evaluated consequences of the recent growth of inequality, one of which finds little evidence that the growth of earnings inequality has triggered sympathetic growth in inequality of educational attainment.[26][27]

Quantitative methodology

Stephen Morgan's empirical studies have explored a logic of inference appropriate to the social sciences.[28] His 2007 volume with Christopher Winship, Counterfactuals and Causal Inference: Methods and Principles for Social Research, was unique in both synthesizing and integrating the literature from sociology, statistics, and econometrics on counterfactual models in causal analysis in sociology.[29] Morgan's other contributions to the logic and methods of causal inference in social research include research on diagnostic routines for detecting heterogeneity in causal effect estimates and applications of the causal graph methodology, including applications to the tradition of educational transitions modeling and to experimental data in survey research.[30][31]

Awards

  • 2014 Named Bloomberg Distinguished Professor
  • 2014 Elected Fellow, Society for Sociological Science
  • 2013 Leo Goodman Award, American Sociological Association
  • 2011 Robert A. & Donna B. Paul Award for Excellence in Mentoring and Advising
  • 2009 Elected Member, Sociological Research Association[32]

Publications

Stephen Morgan has been published in top tier journals for sociological research and has been cited more than 10,000 times in the academic literature.[33]

Google Scholar citations

Books

  • 2015, Counterfactuals and Causal Inference: Methods and Principles for Social Research. with co-author Christopher Winship, Second Edition, Cambridge University Press.
  • 2007, Counterfactuals and Causal Inference: Methods and Principles for Social Research. with co-author Christopher Winship, Cambridge University Press.
  • 2005, On the Edge of Commitment: Educational Attainment and Race in the United States. Stanford University Press.

Highly cited articles.[34]

  • 2018, with DJ Benjamin, JO Berger, M Johannesson, BA Nosek, EJ Wagenmakers, et al., Redefine statistical significance, in: Nature human behaviour. Vol. 2, nº 1; 6–10.
  • 2013, with Dafna Gelbgiser, Kim A. Weeden, Feeding the Pipeline: Gender, Occupational Plans, and College Major Selection, in Social Science Research. Vol. 42; 989–1005.
  • 2008, with Jennifer J. Todd, A Diagnostic Routine for the Detection of Consequential Heterogeneity of Causal Effects, in Sociological Methodology. Vol. 38; 231–281.
  • 2006, with David Harding, Matching Estimators of Causal Effects: Prospects and Pitfalls in Theory and Practice, in: Sociological Methods & Research. Vol. 35; 3-60.
  • 2001, Counterfactuals, Causal Effect Heterogeneity, and the Catholic School Effect on Learning, in: Sociology of Education. Vol. 74; 341–374.
  • 1999, with Aage Sørensen, Parental networks, social closure, and mathematics learning: A test of Coleman's social capital explanation of school effects, in: American Sociological Review. Vol. 64; 661–681.
  • 1999, with Christopher Winship, The estimation of causal effects from observational data inference, in: Annual Review of Sociology. Vol. 25; 659–706.
  • 1998, Adolescent Educational Expectations: Rationalized, Fantasized, or Both?, in: Rationality and Society. Vol. 10; 131–162.

See also

References

  1. ↑ "Bloomberg Distinguished Professorships".
  2. ↑ "Stephen L. Morgan Faculty Profile".
  3. 1 2 Brooks, Kelly "Johns Hopkins appoints three new Bloomberg Distinguished Professors", JHU Hub, Baltimore, 11 June 2014. Retrieved on 11 May 2015.
  4. ↑ "Stephen Morgan, PhD". JHU School of Education. Retrieved 2021-06-03.
  5. 1 2 3 "Stephen L. Morgan CV: Professional Service" (PDF).
  6. ↑ "Five receive Provost's 2004 Award for Distinguished Scholarship". 1 April 2004.
  7. ↑ "Robert A. & Donna B. Paul Award for Excellence in Mentoring and Advising". Retrieved 3 August 2015.
  8. ↑ "Cornell University Faculty Profile: Stephen L. Morgan".
  9. ↑ "Michael R. Bloomberg commits $350 million to Johns Hopkins for transformational academic initiative". 2013-01-26.
  10. ↑ Anderson, Nick. " Bloomberg pledges $350 million to Johns Hopkins University ", The Washington Post, Washington, D.C., 23 January 2013. Retrieved on 12 March 2015.
  11. ↑ Barbaro, Michael. "$1.1 Billion in Thanks From Bloomberg to Johns Hopkins", The New York Times, New York, 26 January 2013. Retrieved on 1 March 2015.
  12. ↑ "Michael R. Bloomberg Commits $350 Million to Johns Hopkins for Transformational Academic Initiative 2013".
  13. ↑ "Johns Hopkins School of Education Bloomberg Professors".
  14. ↑ "Johns Hopkins Department of Sociology". July 2014.
  15. ↑ "The Section on Methodology's Leo Goodman Award". 2011-10-03.
  16. ↑ Morgan, Stephen; Mehta, Jal (January 2004). "Beyond the Laboratory: Evaluating the Survey Evidence for the Disidentification Explanation of Black-White Differences in Achievement". Sociology of Education. 77 (1): 82–101. doi:10.1177/003804070407700104. S2CID 15802610.
  17. ↑ Morgan, Stephen (October 1996). "Trends in Black-White Differences in Educational Expectations: 1980-92". Sociology of Education. 69 (4): 308–319. doi:10.2307/2112717. JSTOR 2112717.
  18. ↑ Morgan, Stephen (2005). On the Edge of Commitment: Educational Attainment and Race in the United States. Stanford: Stanford University Press. ISBN 9780804744195.
  19. ↑ Morgan, Stephen; Leenman, Theodore; Todd, Jennifer; Weeden, Kim (2013). "Occupational Plans, Beliefs About Educational Requirements, and Patterns of College Entry". Sociology of Education. 86 (3): 197–217. doi:10.1177/0038040712456559. hdl:1813/52205. S2CID 18760724.
  20. ↑ Morgan, Stephen; Leenman, Theodore; Todd, Jennifer; Weeden, Kim (2013). "Stutter-Step Models of Performance in School". Social Forces. 91 (4): 1451–1474. doi:10.1093/sf/sot037. hdl:1813/52646.
  21. ↑ Morgan, Stephen; Gelbgiser, Dafna; Weeden, Kim (2013). "Feeding the pipeline: Gender, occupational plans, and college major selection" (PDF). Social Science Research. 42 (4): 989–1005. doi:10.1016/j.ssresearch.2013.03.008. hdl:1813/52655. PMID 23721669. Retrieved 21 July 2015.
  22. ↑ Morgan, Stephen; Gelbgiser, Dafna (2014). "Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States" (PDF). Sociological Science. 1: 397–422. doi:10.15195/v1.a23. Retrieved 21 July 2015.
  23. ↑ Morgan, Stephen; Tang, Zun (31 December 2007). "Social Class and Workers' Rent, 1983–2001". Research in Social Stratification and Mobility. 25 (4): 273–293. doi:10.1016/j.rssm.2007.08.003.
  24. ↑ Morgan, Stephen; McKerrow, Mark (2004). "Social class, rent destruction, and the earnings of black and white men, 1982–2000". Research in Social Stratification and Mobility. 21: 215–251. doi:10.1016/S0276-5624(04)21011-3.
  25. ↑ Morgan, Stephen; McKerrow, Mark (January 2007). "Social class, rent destruction, and the earnings of black and white men, 1982–2000". American Behavioral Scientist. 50 (5): 677–701. CiteSeerX 10.1.1.1020.9787. doi:10.1177/0002764206295018. S2CID 144257391.
  26. ↑ Morgan, Stephen & Kim, Young-Mi (January 2007) [1st pub. 2006]. "Chapter 7: Inequality of Conditions and Intergenerational Mobility: Changing Patterns of Educational Attainment in the United States". In Morgan, Stephen (ed.). Mobility and Inequality: Frontiers of Research in Sociology and Economics. Book Publishers. pp. 165–194. ISBN 978-0804752497.
  27. ↑ Morgan, Stephen; Scott, John (September 2007). "Intergenerational Transfers and the Prospects for Increasing Wealth Inequality". Social Science Research. 36 (3): 1105–1134. doi:10.1016/j.ssresearch.2006.09.006.
  28. ↑ Morgan, Stephen; Harding, David (1 October 2006). "Matching Estimators of Causal Effects: Prospects and Pitfalls in Theory and Practice". Sociological Methods & Research. 35 (1): 3–60. doi:10.1177/0049124106289164. S2CID 17406298.
  29. ↑ Morgan, Stephen; Winship, Christopher (2007). Counterfactuals and Causal Inference: Methods and Principles for Social Research. Cambridge: Cambridge University Press. ISBN 978-1139465908. Retrieved 21 July 2015.
  30. ↑ Morgan, Stephen; Winship, Christopher (1 January 1999). "The estimation of causal effects from observational data". Annual Review of Sociology. 25: 659–706. doi:10.1146/annurev.soc.25.1.659. JSTOR 223520. S2CID 18415121.
  31. ↑ Morgan, Stephen; Todd, Jennifer (1 December 2008). "A Diagnostic Routine for the Detection of Consequential Heterogeneity of Causal Effects". Sociological Methodology. 38 (1): 231–281. doi:10.1111/j.1467-9531.2008.00204.x. S2CID 18723628.
  32. ↑ "Stephen L. Morgan". Sociology. July 2014. Retrieved 2021-05-04.
  33. ↑ "Stephen L. Morgan". scholar.google.com. Retrieved 2021-05-19.
  34. ↑ Google Scholar "Author: Stephen L. Morgan", Google Scholar, 22 July 2015. Retrieved on 22 July 2015.
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