No abstract

Researchers rely on metadata systems to prepare data for analysis. As the complexity of data sets increases and the breadth of data analysis practices grow, existing metadata systems can limit the efficiency and quality of data preparation. This article describes the redesign of a metadata system supporting the Fragile Families and Child Wellbeing Study on the basis of the experiences of participants in the Fragile Families Challenge. The authors demonstrate how treating metadata as data (i.e., releasing comprehensive information about variables in a format amenable to both automated and manual processing) can make the task of data preparation less arduous and less error prone for all types of data analysis. The authors hope that their work will facilitate new applications of machine-learning methods to longitudinal surveys and inspire research on data preparation in the social sciences. The authors have open-sourced the tools they created so that others can use and improve them.

This article assesses how the economic context of higher education expansion since the mid-20th century has shaped families’ financial lives—in terms of income and wealth/debt—as well as how these trends have differed for Black and White women and men. We use data from the NLSY-79 (comprising trailing-edge Baby Boomers) and NLSY-97 (comprising early Millennials) to show how academically similar students in these two cohorts fared in terms of educational attainment, household income, household wealth, and total student debt accrued by age 35. While we discuss findings across race-gender groups, our results call attention to the education-related economic disadvantages faced by Black women that have accelerated across cohorts. Over time, Black women’s educational attainment has increased substantially, and high-achieving Black women, in particular, have become uniquely likely to progress beyond the BA. But while high-achieving Black women have made many advances in higher education, they also have become more likely than similarly high-achieving White men, White women, and Black men to have zero or negative wealth at the household level, and to accrue student debt for themselves and for their children. Our findings demonstrate that the costs of expanded access to credit for higher education have not been borne equally across race, gender, and achievement, and that these patterns have multigenerational financial consequences for college attendees and their families.