Natalie Young's research is concerned with the implications of social inequality for the well-being of children and families, with a particular focus on education and health. She is currently at the U.S. Census Bureau, where she is investigating connections between childhood disability, poverty, and education in the United States. In addition to this work, she is engaged in research on social inequality in comparative perspective. Her work has been published in Social Forces, The China Quarterly, Comparative Education, and Identities and she has contributed to an edited volume on urbanization and social change in China. She received her Ph.D. from the University of Pennsylvania in 2019. Her dissertation examined how families at the top of the new social hierarchy in China are circumventing equalizing features of the highly competitive educational system to give their children an extra boost, and how this is contributing to diverging developmental contexts for children.
Recent Publication:
Natalie A E Young, Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom, Social Forces