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Angran Li

Assistant Professor of Sociology, NYU Shanghai

Angran Li

Assistant Professor of Sociology, NYU Shanghai

About Me

Hi, my name is Angran Li (李昂然). I am an Assistant Professor of Sociology at New York University-Shanghai. Before joining NYU Shanghai, I was an Assistant Professor of Sociology at Zhejiang University. I completed my Ph.D. in sociology at the University of Connecticut.

My research interests lie in social stratification/inequality, sociology of education, family, urban sociology, higher education, and quantitative methods. Broadly defined, my work seeks to examine the mechanisms through which social, spatial, and temporal contexts shape various individual outcomes. In particular, I study how various social settings (e.g., families, schools, communities, and neighborhoods), independently or jointly, influence parental practices and educational outcomes. I explore how those relationships affect the intergenerational transmission of advantages/disadvantages across social locations from a comparative perspective. I am also interested in causal inference based on rigorous research design with a focus on using big data in social science research. My recent substantive research has been published in the Social ForcesSociology of Education, Social Science Research, and

Please feel free to email me at al8090@nyu.edu if you would like to know any more information.

Please contact me at al8090@nyu.edu if you would like to know more information about replication.

Parenting and Inequality

Li, Angran. 2024. “Parenting Approaches, Parental Involvement, and Academic Achievement in US Elementary Schools.” British Journal of sociology of Education 455):798-819.

Li, Angran, Simon Cheng, and Todd E. Vachon. 2023. “Too Much of a Good Thing? Testing the Curvilinear Relationship between Parental Involvement and Student Outcomes in Elementary School.” Social Forces 101(3):1230-1257.

Li, Angran. 2023. “The Marketization of Educational Resources and Individual Choice: Examining the Heterogeneous Treatment Effect of Private Tutoring in Middle Schools.” Chinese Journal of Sociology 9(2):250-282.

Li, Angran, and Daniel Hamlin. 2019. “Is Daily Parental Help with Homework Helpful? Reanalyzing National Data Using a Propensity Score-based Approach.” Sociology of Education 92(4):367-85.

Hamlin, Daniel, and Angran Li. 2019. “The Relationship between Parent Volunteering in School and School Safety in Disadvantaged Urban Neighborhoods.” Journal of School Violence 19(3):362-376.

Li, Angran, and Mary J. Fischer. 2017. “Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School.” Sociology of Education 90(4):355-77.

Beliefs, Values, and Meritocracy

Tang, Minghao, Angran Li, and Xiaogang Wu. 2025. “Meritocratic Myth in Mind? Socioeconomic Backgrounds and Shifting Beliefs about Meritocracy among College Students in China.” Sociology of Education.

Li, Angran, and Anning Hu. 2021. “Community Contexts, Socioeconomic Status, and Meritocratic Beliefs and Perceptions in China.” Chinese Journal of Sociology 7(3):470-493.

Li, Angran. 2019. “Unfulfilled Promise of Educational Meritocracy? Academic Ability and China’s Urban-Rural Gap in Access to Higher Education.” Chinese Sociological Review 51(2):115-46.

Stata软件入门教程 (A Brief Introduction to Stata, Chinese Version)

Li, Angran, and Scott Davies.2025.”Are Networks Great Equalizers? Intergenerational Closure, Cultural Capital, and Capital Conversion in Elementary Schools.” Sociological Perspectives (2025): 07311214251390957.

Li, Angran. 2025. “Rethinking Parenting: A Sociological Review of Concepts, Debates, and Directions.” Sociology Compass 19, no. 9: e70116.

Tang, MinghaoAngran Li, and Xiaogang Wu. 2025. “Meritocratic Myth in Mind? Socioeconomic Backgrounds and Shifting Beliefs about Meritocracy among College Students in China.” Sociology of Education: 00380407251360432.

Davies, Scott, and Angran Li. 2024. Effects of summer numeracy interventions among French-language students in OntarioCanadian Journal of Behavioural Science / Revue canadienne des sciences du comportement56(3), 195-204.

Angran Li .2024. “Parenting approaches, parental involvement, and academic achievement in US elementary schools”  British Journal of Sociology of Education 45 (5), 798-819

李昂然,潘芷迪. 2024 父母“鸡娃”,过犹不及?——初中家长教育参与和学生认知能力的非线性关系探究. 《当代青年研究》,392(5):1-15.

Angran Li. 2024. “Parenting approaches, parental involvement, and academic achievement in US elementary schools.” British Journal of Sociology of Education: 1-21.

Karl Yan, Shan Jiang, Lili Xia, Tianye Jin, Anran Dai, Chudie Gu, and Angran Li. 2023. “China’s zero-COVID policy and psychological distress: a spatial quasi-experimental design.” Journal of Social Policy: 1-18. doi: 10.1017/S0047279423000430.

Todd E. Vachon, Michael Wallace, and Angran Li. 2023. “Unions, democracy, and Trump: Deconstructing the COVID-19 vaccination crisis of 2021.” Social Science Research, 115: 102918.

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