In this study, we draw on longitudinal, state‐level data to analyze the impact of four distinct forms of school racial segregation on black/white achievement gaps in math and reading. Pooled time‐series analyses with two‐way fixed effects suggest that increases in black–white dissimilarity and black student isolation contribute to black/white achievement gaps, increases in black–white exposure reduce achievement gaps, and increases in exposure of black students to other minority students have no impact. We conclude by discussing the implications of school racial segregation as a source of academic achievement disparities between black and white students in the contemporary United States.

The military constitutes a complex occupational field for women — one in which embodied masculinity is legitimized and rewarded, and women's bodies are often perceived as problems to the extent that they deviate from this masculine standard. Drawing from 33 in‐depth interviews with men and women who served on active duty in the US military between 2005 and 2015, we ask: How does female embodiment raise barriers to the full incorporation of women as equal workers in a total institution? Our analysis focuses on three primary aspects of what we call symbolic embodiment (female bodies as physically weak, as leaky/unclean and as sexually distracting), as they are rooted in the cultural imagination more than in any biological or experiential reality. We show how the symbolic embodiment of female workers effectively undermines individual claims of honorary masculinity by reasserting the pre‐eminence of naturalized capacities over individual performance and experience, and constructs women as second‐class workers within the masculine culture of the military. Our results extend the literature on the embodied self at work and reveal potential limits to Bourdieu's theory of the gendered habitus.

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The authors use 2014–2018 data from the American Community Survey to answer two questions: To what extent is military service associated with higher rates of earning a bachelor’s degree in a science, technology, engineering, and mathematics (STEM) field (vs. a non-STEM field)? To what extent is this relationship gendered? The findings suggest that military service is associated with higher odds of completing a STEM degree and that this association is particularly strong for female veterans. Comparison across multiple STEM definitions suggests that military service does not simply channel women into traditionally female-dominated STEM fields. Instead, the findings show the biggest boost for women earning degrees in traditionally male-dominated STEM fields. The authors situate these findings in light of extant empirical and theoretical research on gender gaps in STEM and discuss implications for policy and research.

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