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Effectively maintained inequality (EMI) was proposed as a general theory of inequality. While the theory flows from a decades-long tradition of studying social background effects on educational attainment, it also has resonances with theories in other domains. After conveying the tenets of EMI, I consider its proposed mechanisms and patterned implications for inequality. Given this foundation, I identify affinities between EMI and selected theoretical predecessors. In the penultimate section, selected implications for policy development and reform strategies are conveyed. A concluding section reflects upon the implications of EMI as a resource for social action.

Effectively maintained inequality (EMI) was proposed as a general theory of inequality, but the theory flows from a decades-long tradition of studying social background effects on educational attainment. After an orienting discussion of several historic challenges of the study of social background effects on educational inequality, proposed and adopted solutions to those challenges, and subsequent critiques of those solutions, we offer and justify seven principles that, if followed, produce a solid assessment of EMI. After conveying the seventh principle, two illustrative ways in which EMI addresses historic challenges with studying inequality are conveyed.

Qualitative comparative analysis (QCA) appears to offer a systematic means for case-oriented analysis. The method not only offers to provide a standardized procedure for qualitative research but also serves, to some, as an instantiation of deterministic methods. Others, however, contest QCA because of its deterministic lineage. Multiple other issues surrounding QCA, such as its response to measurement error and its ability to ascertain asymmetric causality, are also matters of interest. Existing research has demonstrated the use of QCA on real data, but such data do not allow one to establish the method's efficacy, because the true causes of real social phenomena are always contestable. In response, the authors analyze several simulated data sets for which true causal processes are known. They find that QCA finds the correct causal story only 3 times across 70 different solutions, and even these rare successes, on closer examination, actually reveal additional fundamental problems with the method. Further epistemological analyses of the results find key problems with QCA's stated epistemology, and results indicate that QCA fails even when its stated epistemological claims are ontologically accurate. Thus, the authors conclude that analysts should reject both QCA and its epistemological justifications in favor of existing effective methods and epistemologies for qualitative research.

In the United States, equally performing students of different racial/ethnic groups may have different prospects for enrollment in rigorous curricular positions. Over time, the processes and operation of curricular systems have changed, and those changes may matter for the existence of racial/ethnic differences in access. We first outline dimensions that distinguish forms of in-school structural differentiation. We then use those dimensions to describe in-school structural differentiation at different points in time in the United States. Next, the time-period-specific evidence on racial/ethnic inequality is outlined, thus embedding findings in historical time. Finally, we array findings on racial/ethnic inequality into life-course trajectories for studied cohorts, revealing that different cohorts may have documented differences in their experience with respect to race and curricular placement.