The Graduate School Pipeline and First-Generation/Working-Class Inequalities

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Allison L. Hurst, Vincent J. Roscigno, Anthony Abraham Jack, Monica McDermott, Deborah M. Warnock, José A. Muñoz, Wendi Johnson, Elizabeth M. Lee, Colby R. King, David Brady, Robert D. Francis, Kevin J. Delaney, M. W. Vitullo
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引用次数: 0

Abstract

Sociological research has long been interested in inequalities generated by and within educational institutions. Although relatively rich as a literature, less analytic focus has centered on educational mobility and inequality experiences within graduate training specifically. In this article, we draw on a combination of survey and open-ended qualitative data from approximately 450 graduate students in the discipline of sociology to analyze graduate school pipeline divergences for first-generation and working-class students and the implications for inequalities in tangible resources, advising and support, and a sense of isolation. Our results point to an important connection between private undergraduate institutional enrollment and higher-status graduate program attendance—a pattern that undercuts social-class mobility in graduate training and creates notable precarities in debt, advising, and sense of belonging for first-generation and working-class graduate students. We conclude by discussing the unequal pathways revealed and their implications for merit and mobility, graduate training, and opportunity within our and other disciplines.
研究生院渠道与第一代/工薪阶层的不平等
长期以来,社会学研究一直对教育机构及其内部产生的不平等现象感兴趣。虽然作为文献相对丰富,但较少的分析焦点集中在研究生培训中的教育流动性和不平等经验。在这篇文章中,我们结合了来自大约450名社会学研究生的调查和开放式定性数据,分析了第一代和工薪阶层学生的研究生院管道分歧,以及在有形资源、建议和支持以及孤立感方面的不平等的影响。我们的研究结果指出,私立本科院校的入学率与较高地位的研究生课程出勤率之间存在重要联系——这种模式削弱了研究生培训中的社会阶级流动性,并在债务、咨询和第一代和工薪阶层研究生的归属感方面造成了显著的不稳定。最后,我们讨论了揭示的不平等途径及其对我们和其他学科的绩效和流动性、研究生培训和机会的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.90
自引率
5.10%
发文量
15
期刊介绍: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
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