Jane Rochmes was a Postdoctoral Fellow in the Stanford School of Education and Center for Education Policy Analysis. She received her M.A. in Sociology and Ph.D. in Public Policy and Sociology from the University of Michigan (2014), where she was also a trainee in social demography at the Population Studies Center. She received her B.A. in Sociology from Rice University (2006). Jane’s research integrates interests in social context, stratification, and education. She is particularly interested in how aspects of schooling perpetuate or ameliorate racial and socioeconomic inequality. Her dissertation drew inspiration from personal accounts of so-called “transformational” schools—where students of color and from low-income families perform far better than their social background predicts—to examine whether beliefs among teachers of empowerment to overcome student disadvantages are a key aspect of school success among students and schools more broadly. Using nationally representative data, she analyzed the prevalence of teachers’ beliefs of helplessness or empowerment to overcome students’ social disadvantage, and the relationship between these beliefs and teachers’ other characteristics, features of the high school context, and students’ educational outcomes. Another project studied how provision of preventive and physical health services on school campus relates to adolescents’ academic performance, especially for disadvantaged students. Jane is also currently conducting research to examine the effects of attending a for-profit college versus other types of college attendance on degree receipt and labor market outcomes.
Research interests: Sociology of Education, Inequality and Social Stratification, Race and Ethnicity, Education Policy, Social Demography
Ph.D. in Public Policy and Sociology, University of Michigan, 2014
M.A. in Sociology, University of Michigan, 2010
B.A. in Sociology, Rice University, 2006
Center for Education Policy Analysis
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