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Jacob Hibel


  • Ph.D., Sociology and Demography, Pennsylvania State University, 2009
  • M.A., Sociology and Demography, Pennsylvania State University, 2005
  • B.A., Sociology, Johns Hopkins University, 2003


Much of Jacob Hibel’s current research focuses on large-scale immigration's consequences for children, schools, and communities. He is particularly interested in community-level effects: the consequences of living and attending school in an immigrant-rich community versus one with lower historical immigration levels. Specific projects in this thread include examinations of cross-community discrepancies in immigrant children's disability identification, neighborhood influences on Mexican American immigrant children's academic achievement, and historical trends in migration, segregation and public school funding in the U.S. With support from the William T. Grant Foundation, Professor Hibel is conducting a series of studies examining cross-community variation in the formation and implementation of policies designed to increase access to special education, English acquisition and gifted/talented education services among children of immigrants.

Research Focus

  • Sociology of Education: schooling and stratification; early childhood achievement gaps; disability and special education disparities; links between schooling and demographic change
  • Migration: stratification among children of immigrants; impacts of international and domestic migration on educational policy and practice

Additional information here: http://jhibel.faculty.ucdavis.edu/research/


Selected Publications

Hibel, J., Penn, D. M., & Morris, R. C. (2016) Ethnoracial concordance in the association between academic self-efficacy and achievement during elementary and middle school. Sociological Studies of Children & Youth 20:31-63.


Hu, A., & Hibel, J. (2015) Where do STEM majors lose their advantage? Contextualizing horizontal stratification of higher education in urban China. Research in Social Stratification and Mobility 41:66-78.


Hibel, J., & Hall, M. (2014) Neighborhood coethnic concentration and Mexican American children’s early academic trajectories. Population Research and Policy Review 33:365-391.


Hu, A., & Hibel, J. (2014) Changes in college attainment and the economic returns to a college degree in urban China, 2003-2010: Implications for social equality. Social Science Research 40: 173-186.


Hibel, J., & Jasper, A. (2012) Delayed special education placement for learning disabilities among children of immigrants. Social Forces 91(2):503-530.


Hibel, J., Farkas, G., & Morgan, P. L. (2010) Who is placed into special education? Sociology of Education 83:312-332.


Morgan, P. L., Frisco, M., Farkas, G., & Hibel, J. (2010) A propensity score matching analysis of the effects of special education services. The Journal of Special Education 43:236-254.


Hibel, J. (2009) Roots of assimilation: Generational status differentials in ethnic minority children's school readiness. Journal of Early Childhood Research 7:135-152.



Professor Hibel teaches graduate and undergraduate courses in quantitative research methods (i.e., statistics) and the sociology of education. Information about each of his courses can be found here: http://jhibel.faculty.ucdavis.edu/teaching/


William T. Grant Foundation Scholars Award 2016
Outstanding Reviewer Award, Sociology of Education 2015

University of California, Davis:
Chancellor's Fellowship 2017
Division of Social Sciences Dean's Award for Innovation in Research and Scholarship 2015
Faculty Fellow, DSS Institute for Social Sciences 2013-14

Purdue University:
Faculty Excellence in Research Award, Center for Research on Diversity and Inclusion 2013