<p> Collaborative efforts like modern scientific research depend on methods to evaluate and absorb participants&rsquo; contributions, and at the research frontier this evaluative step is often accomplished through the peer review of grants and manuscripts. With billions of dollars and space in prestigious journals hinging on the decisions of reviewers, the review system has attracted consistent scrutiny. Many of the thousands of studies scrutinizing peer review focus on the reliability, validity, and fairness of the reviewers&rsquo; decisions. Largely absent in this debate about peer review&rsquo;s internal practices are the consequences of these practices for the character and diffusion of published knowledge. This dissertation shifts the focus to the consequences of peer review practices through four case studies. The first case investigates the negotiation of revisions authors of quantitative sociological manuscripts undertake during peer review and reveals that substantial changes concern primarily manuscripts&rsquo; theoretical framing, while the data analyses remain relatively stable. The case argues that the greater relative value placed on data and analysis over frames incentivizes investment into the former over the latter. The second case interrogates the common practice of using post-publication citations to evaluate the validity of review decisions. Analysis of the reviews of manuscripts submitted to the <i>American Sociological Review</i> from 1977 to 1981 and the manuscripts&rsquo; subsequent citations reveals no relationship. However, reviewers&rsquo; comments show that reviewers focused on the soundness of the manuscripts&rsquo; arguments, not their potential impact. The case shows that a review process that results in publications of variable impact is not necessarily a failing of peer review, but rather a consequence of reviewers and citers draw on different dimensions of value. The third case study examines the consequences for quantitative sociology of the common bias for positive findings in peer review. Using hundreds of studies that use the <i>General Social Survey,</i> the published statistical relationships are perturbed by slight changes to the model specifications. Results show that at the time of publication, results are relatively robust to this perturbation. Additionally, the published relationships are estimated using waves of the Survey that appeared after publication. Results indicate that published findings are weakened much more by social change. The last case focuses on the consequences of scientific peer review judgments outside of the sphere of science. By measuring rates at which millions of scientific journals are used as sources in Wikipedia, the largest online encyclopedia, I show that Wikipedia editors preferentially use high impact and the more accessible (open access) journals. The case shows that increased accessibility of the scientific literature improves its diffusion to the lay public and that a status ordering that review practices establish in one sphere, science, may be exported wholesale to a disparate context, Wikipedia.</p>

<p> The dissertation analyzes multilevel models to predict mortgage origination and the allocation of subprime credit pre-and-post Great Recession. With representative samples from two full years of mortgage applications filed in the top 100 U.S. metropolitan areas, the dissertation uncovers evidence of persistent disparities by race and neighborhood minority concentration despite controls for socioeconomic, demographic, assimilation and housing variables. Mortgage outcomes varied by applicant race, neighborhood racial composition and neighborhood racial change. Findings suggest evidence of Fair Housing Act violations and disparate impacts towards minority homebuyers and minority neighborhoods. Results lend support for spatial assimilation theories in explaining much of the gap white-Asian gap and non-Hispanic white-Hispanic gap. Notable gaps remain between blacks and whites that are better explained by the place stratification model. In both 2004 and 2010 black, Asian and Hispanic prospective homebuyers were less likely to originate their mortgage relative to whites. In the earlier 2004 mortgage sample, black and Hispanic borrowers were much more likely to take out subprime loans relative to whites and Asians less likely. In 2010, the results held that black homebuyers were more likely than whites to take on subprime mortgages and Asian homebuyers less likely. The applicant coefficient for Hispanic was not a significant predictor of subprime in 2010. Asian homebuyers were indeed at a disadvantage relative to white homebuyers, both before and after the Great Recession and the disparity did not change significantly over time. Women were more likely than men to be denied mortgages and also to obtain subprime mortgages. Black neighborhoods were disadvantaged in 2004 and 2010, and increasing numbers of black neighbors reduced the likelihood of mortgage origination in 2004, but not in 2010. In 2004 and 2010, the presence of Asian and Hispanic neighbors increased the likelihood of mortgage origination but neighborhood racial ethnic change was less well received&mdash;with negative impacts for increasing numbers of Asian neighbors in both years and reduced mortgage odds for increasingly Hispanic neighborhoods in 2010. Neighborhoods with concentrated single mother households experienced disinvestment including denied mortgages and higher likelihood of subprime status when lenders infuse mortgage capital, though the effect size was very small. The research overcomes limitations of previous studies by employing advanced methods which account for neighborhood effects and by incorporating dynamic measures such as house-price-to-income ratios and regional credit score averages. The primary novel contribution of the dissertation is that this is the first study to examine the effect of neighborhood racial ethnic change on mortgage outcomes and the allocation of subprime mortgage credit. Explicit Fair Housing Act violations spur recommendations for reducing unequal disbursement of mortgage credit by race and gender, most importantly, by urging American schools to provide compulsory primary school coursework in financial literacy.</p><p>

<p> This paper examines the association between race blame attitudes with support for policies aimed at improving the nation&rsquo;s large cities among White and Black Americans. Although legislative safeguards protect the constitutional rights of all Americans, Blacks trail Whites on nearly all quality of life indicators. By extension, the quality of life within cities with disproportionate and segregated Black populations is decidedly worse than in other cities. That said, the current study largely finds that black and white Americans maintain different motivations for supporting increased or decreased funding for large urban American cities, which often serves as a code word for Black cities. According to the General Social Survey (2014), among whites, individuals that believe that racial inequality result from a lack of Black effort are more likely than others to believe that that the government does not need to offer any additional help to large American cities. This relationship, however, does not hold up for Blacks, suggesting perhaps that the word &ldquo;city&rdquo; operates as a code word for Whites that spurs racial resentment.</p>

Experience, buttressed by a school survey, attested to the presence of homeless children in our schools. These children evince special needs which demand attention, or we may suffer their loss from the school systems, and pay a staggering social cost, later. The problem is that their special needs cannot be met if these children are not identified as homeless, and rarely do they self-identify. The dissertation develops a screening test for the identification of the homeless children in our schools in order to treat their special needs. After a pre-test survey, the test was piloted at an inner-city school, refined, and administered as circumstances suggested. The results confirmed the existence of homeless children with special needs in the schools. An increased ability to identify these children, coupled with enhanced teacher training and curriculum development, can help retain and treat these children within the educational process--and, it is hoped, avoid the social cost.