Paul Hanselman

Postdoctoral FellowPhD, University of Wisconsin, Madison

Paul Hanselman



Stratification/Inequality, Education, Quantitative Methods, Treatment Effect Heterogeneity, Data Visualization


Paul Hanselman is a sociologist working to understand how school processes contribute to social inequalities and the potential for educational policies to improve equity. His research addresses both organizational (such as the structure of course-taking opportunities) and social-psychological (such as stereotype threat) sources of educational inequality, with a particular focus on how these influences vary across local contexts. As a Postdoctoral Fellow at the Population Research Center at the University of Texas at Austin, he is applying these perspectives to work on the National Mindset Study, an experimental test of an effort to promote growth mindset in a nationally representative sample of high schools (David Yeager, Robert Crosnoe, and Chandra Mueller). Prior to coming to Austin, Paul earned a Ph.D. in Sociology at the University of Wisconsin-Madison and completed a Training Fellowship at the School of Education at the University of California, Irvine.


Selected publications

Hanselman, Paul, Christopher S. Rozek, Jeffrey Grigg, and Geoffrey D. Borman. 2016. "New Evidence on Self-affirmation Effects and Theorized Sources of Heterogeneity from Large-scale Replications." Journal of Educational Psychology. doi: 10.1037/edu0000141

Domina, Thurston, Paul Hanselman, NaYoung Hwang, and Andrew McEachin. 2016. "Detracking and Tracking up: Mathematics Course Placements in California Middle Schools, 2003-2013." American Educational Research Journal. 53(4): 1229-1266. doi: 10.3102/0002831216650405

Hanselman, Paul, Sarah K. Bruch, Adam Gamoran, and Geoffrey D. Borman. 2014. "Threat in Context: School Moderation of the Impact of Social Identity Threat on Racial/Ethnic Achievement Gaps." Sociology of Education 87: 106-124. doi: 10.1177/0038040714525970

Curriculum Vitae

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