Yi studies social institutions and policies that shape racial, ethnic, and immigrant inequality in the United States. She is currently working on projects in three areas: (1) the impact of undocumented status and immigration policies on various domains of the lives and social integration/exclusion of immigrants, including labor market experiences and family formation, (2) the consequences of mass incarceration on the wellbeing of the incarcerated and their families, and (3) racial/ethnic differences and inequalities in the transition to adulthood that emerge at the intersection of family processes and other social institutions (i.e. criminal justice system and higher education). Yi previously worked as a policy researcher examining the economic security and labor market experiences of women and their families, particularly women of color and women working in low-wage occupations.
Argues that conventional omission of residential transitions to non-family/household social institutions (i.e. college/university dormitories, military barracks, and incarceration facilities) in estimates of departures from the parental home, results in the masking of important racial and ethnic differences in home-leaving trajectories and exposure to impactful social contexts in the transition to adulthood.
Provides an overview of the sociological literature on occupational segregation as well as updated measures of occupational segregation with respect to gender, race, and ethnicity in the United States.
Uses never-before-available data from the Fragile Families and Child Wellbeing Study to examine potential differences in the impact of fathers’ incarceration on family functioning across facility types. Finds that paternal incarceration is associated with higher odds of mother-father separation as well as of mother’s re-partnering, but does not find evidence of substantial differences in the intensity of this association across local jails, state prisons, and federal prisons.
Summarizes perspectives of 50 experts in higher education and education policy, including professors, academic administrators, representatives of government, professional societies, corporate sector, and policy organizations, on barriers for women faculty of color’s advancement in STEM fields, key programmatic and policy shifts that would promote their success, as well as strategies for implementing promising changes and taking them to scale.
Reports on several domains of women and girls’ current status, progress, and change in the state of Colorado over 20 years (1990-2010), including employment and earnings, educational attainment, economic security and poverty, health and wellbeing, and political participation and representation, with particular attention to variation across regions of Colorado, across subpopulations, and compared to the United States as a whole.