Anna R. Haskins
Areas of Expertise & Civic Involvements
Haskins studies processes and institutions that mitigate or exacerbate social inequalities, with a particular emphasis on better understanding the persistence of racial and class disparities in educational outcomes and the implications these have for later-life academic and labor market trajectories, in addition to the transmission of inequality across generations. Her current work explores the impact paternal incarceration has on children’s cognitive and non-cognitive development during the early elementary years. Haskins is a former elementary school teacher.
Suggests that paternal incarceration is associated with lower parental involvement in schooling and highlights the role of system avoidance in this association. Attachment to social institutions like schools is quite consequential, and this work highlights another way mass incarceration influences social life in the United States.
Provides estimates of the impact of paternal incarceration on children's behavioral functioning at age 9 using children's own self-reports. Suggests the incarceration of a father increases the antisocial behaviors children self-report, but has null effects on pro-social skill development.
Discusses that elementary school teachers may play an important role in the lives of children experiencing paternal incarceration and, more generally, highlight yet another way in which the large-scale incarceration of men limits their children’s potential.
Argues that the racial and gendered dynamics that influence schooling trajectories for U.S. children from disadvantaged backgrounds are driven, in part, by the race- and gender-specific effects of mass incarceration on early educational outcomes.
Demonstrates that paternal incarceration experienced during middle childhood is detrimental to the cognitive development (math, reading and attentional capacities) of both boys and girls, illustrating how mass imprisonment contributes to the persistence of educational disparities.
Explains how Families and Schools Together (FAST) failed to reduce mobility overall but substantially reduced the mobility of Black students, who were especially likely to change schools. Improved relationships among families helps explain this finding.