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Robert Crosnoe

Associate FacultyPh.D., Stanford

Professor and Chair of Sociology, College of Liberal Arts
Robert Crosnoe


  • Phone: 512-471-3255 (Chair's Office), 512-471-8329 (PRC)
  • Office: CLA 2.406F
  • Campus Mail Code: G1800


Human Development, Education, Family, Health, Immigration


Rob Crosnoe received his Ph.D. in Sociology from Stanford University and then completed a post-doctoral fellowship at the Carolina Population Center and the Center for Developmental Science at the University of North Carolina at Chapel Hill.  His main research area is the life course and human development; specifically, the connections among children’s and adolescents’ health, psychosocial development, and educational trajectories and how these connections contribute to population-level inequalities (e.g., race, social class, immigration).

Dr. Crosnoe's newest books are:

Crosnoe, Robert and Tama Leventhal. (2015). Debating Early Child Care: The Relationship between Developmental Science and the Media. New York: Cambridge University Press.

Crosnoe, Robert, Claude Bonazzo, and Nina Wu. (2015). Healthy Learners: Poverty, Immigration, and Opportunity in Early Childhood Education. New York: Teachers College Press.

His past books include:

Gordon, Rachel, Robert Crosnoe, and Xue Wang. 2013. Physical Attractiveness and the Accumulation of Social and Human Capital in Adolescence and Young Adulthood: Assets and Distractions. Ann Arbor, MI: Monographs of the Society for Research in Child Development.

Crosnoe, Robert. 2011. Fitting In, Standing Out: Navigating the Social Challenges of High School to Get an Education. New York: Cambridge University Press.

Crosnoe, Robert. 2006. Mexican Roots, American Schools: Helping Mexican Immigrant Children Succeed. Palo Alto, CA: Stanford University Press.

Some representative articles include:

Crosnoe, Robert, Arya Ansari, Kelly Purtell, and Nina Wu. (forthcoming). “Latin American Immigration, Maternal Education, and Approaches to Managing Children’s Schooling in the U.S.” Journal of Marriage and Family.

Crosnoe, Robert, Kate Chambers Pickett, Chelsea Smith, and Shannon Cavanagh. 2014. “Changes in Young Children’s Family Structures and Child Care Arrangements.” Demography 51: 459–483.

Crosnoe, Robert and Chandra Muller. 2014. “Family Socioeconomic Status, Peers, and Adolescents’ Path to College.” Social Problems 61: 1-23.

Crosnoe, Robert, Jennifer Augustine, and Aletha C. Huston. 2012. “Children’s Early Child Care and
Mother’s Later Involvement with Schools.” Child Development 83: 758–772.

Crosnoe, Robert and Carey E. Cooper. 2010. “Economically Disadvantaged Children’s Transitions into Elementary School: Linking Family Processes, School Contexts, and Educational Policy.” American Educational Research Journal 47: 258-291.

Crosnoe, Robert. 2009. “Low-Income Students and the Socioeconomic Composition of Public High Schools.” American Sociological Review 74: 709-730.

Crosnoe, Robert, Kenneth Frank, and Ann Strassman Mueller. 2008. “Gender, Body Size, and Social Relations in American High Schools.” Social Forces 86: 1189-1216.

Crosnoe, Robert and Aletha C. Huston. 2007. “Socioeconomic Status, Schooling, and the Developmental Trajectories of Adolescents.” Developmental Psychology 43: 1097-1110.

Some representative reviews and policy briefs include:

Crosnoe, Robert and Aprile Benner. 2015. “Children at School.” Pp. 268-304 in Handbook of Child Psychology and Developmental Science, Vol. 4: Ecological Settings and Processes, edited by Marc Bornstein & Tama Leventhal (series editor: Richard M. Lerner). New York: Wiley.

Crosnoe, Robert. 2013. “Preparing the Young Children of Immigrants for Academic Success.” Washington, DC: Migration Policy Institute.

Robert Crosnoe and Monica Kirkpatrick Johnson. 2011. “Research on Adolescence in the 21st Century.” Annual Review of Sociology 37: 439-460.

Crosnoe, Robert and Ruth Lopez-Turley. 2011. “The K-12 Educational Outcomes of Immigrant Youth.” Future of Children 21: 129-152.

Crosnoe, Robert and Shannon E. Cavanagh. 2010. “Families with Children and Adolescents: A Review, Critique, and Future Agenda.” Journal of Marriage and Family 72: 1-18.

This research has been supported by several current or past grants from the National Institute of Child Health and Human Development as well as from the William T. Grant Scholars Program and the Foundation for Child Development Changing Faces of American Children Scholars Program. Professor Crosnoe has been a member of the NICHD Early Child Care Research Network, the Collaborative on the Analysis of Pathways from Childhood to Adulthood, and the Institute of Medicine Study Group on Young Adult Health and Safety, and he has won early career awards from the Society for Research in Child Development, the Society for Research on Human Development, and the Children and Youth Section of the American Sociological Association.  He currently is the Deputy Editor of Journal of Marriage and Family and sits on the Governing Council of Society for Research in Child Development and the Board of the Council on Contemporary Families.

Professor Crosnoe teaches Introduction to Sociology, Sociology of the Family, and Difficult Dialogues: Race and Social Policy in the U.S. on the undergraduate level. He is also faculty member in the Children and Society Bridging Disciplines Program for undergraduates and serves on the UT Signature Course Advisory Board.  At Texas, he has won the President’s Associates Award for Teaching Excellence and the Dad’s Association Centennial Teaching Award for Undergraduate Instruction.


UGS 303 • Difficult Dialog: Race/Policy

63950 • Spring 2010
Meets M 200pm-500pm GAR 1.134

See attached syllabus in pdf form.

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