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Sociology of Education最新文献

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Message from the Editors
IF 3.9 1区 教育学
Sociology of Education Pub Date : 2024-12-24 DOI: 10.1177/00380407241299625
William Carbonaro, Anna R. Haskins
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引用次数: 0
Curricular Differentiation and Informal Networks: How Formal Grouping and Ranking Practices Shape Friendships among Students in College
IF 3.9 1区 教育学
Sociology of Education Pub Date : 2024-12-17 DOI: 10.1177/00380407241300602
Wesley Jeffrey
{"title":"Curricular Differentiation and Informal Networks: How Formal Grouping and Ranking Practices Shape Friendships among Students in College","authors":"Wesley Jeffrey","doi":"10.1177/00380407241300602","DOIUrl":"https://doi.org/10.1177/00380407241300602","url":null,"abstract":"This study draws on complete friendship network data on two first-year biological sciences cohorts at a selective university in the United States to investigate how and to what extent allocating students to curricular groups and grading their performance in class shape (1) processes of friend selection at the dyadic level and (2) friendship clustering at the network level. Through a set of stochastic actor-oriented models, results show that students tend to befriend peers from the same curricular group versus a different one (i.e., curricular group homophily) and befriend higher-performing peers (i.e., performance-based status). Follow-up analyses reveal that friendship clustering by curricular group placement is largely due to course co-enrollment (i.e., proximity), whereas academic-performance-based clustering is primarily the result of students aligning their own performance to match the average performance of their friends (i.e., influence). I discuss implications of these findings for helping to promote learning in higher education.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"30 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142841974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sent out, Kept In: Detainment-Based Discipline in a Public High School
IF 3.9 1区 教育学
Sociology of Education Pub Date : 2024-12-07 DOI: 10.1177/00380407241300640
Karlyn J. Gorski
{"title":"Sent out, Kept In: Detainment-Based Discipline in a Public High School","authors":"Karlyn J. Gorski","doi":"10.1177/00380407241300640","DOIUrl":"https://doi.org/10.1177/00380407241300640","url":null,"abstract":"Exclusionary discipline receives considerable scholarly attention, but the concept homogenizes practices that rely on the physical detainment of youth, such as in-school suspension, and practices that do not, such as out-of-school suspension. In this article, I argue that school discipline should be evaluated not only on the basis of whether it is exclusionary but also whether it is detainment-based. Whereas a practice such as in-school suspension relies on students’ physical detention, out-of-school suspension releases them from the school’s carceral control. I draw on three years of ethnographic observations and 108 interviews in a public high school to explore why and how students and adults differently evaluated detainment-based versus non-detainment-based practices. Although both groups drew parallels between detainment-based discipline and carcerality, adults insisted that detainment-based discipline was less “severe.” Students, however, strongly preferred non-detainment-based discipline because it released them to relative “freedom.” I explore the implications of these findings for both researchers and practitioners.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"7 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Month of Birth, Early Academic Achievement, and Parental Expectations of University Completion: A New Test on Sticky Expectations 出生年月、早期学习成绩和父母对完成大学学业的期望：粘性期望的新测试
IF 3.9 1区 教育学
Sociology of Education Pub Date : 2024-11-26 DOI: 10.1177/00380407241300306
Fabrizio Bernardi, Manuel T. Valdés
{"title":"Month of Birth, Early Academic Achievement, and Parental Expectations of University Completion: A New Test on Sticky Expectations","authors":"Fabrizio Bernardi, Manuel T. Valdés","doi":"10.1177/00380407241300306","DOIUrl":"https://doi.org/10.1177/00380407241300306","url":null,"abstract":"Previous studies have shown that educational expectations of individuals with high socioeconomic status (SES) are relatively unaffected by low academic performance, a phenomenon called “sticky expectations.” However, this result might be biased by endogeneity and reverse causality between academic achievement and educational expectations. Using data from the Trends in International Mathematics and Science Study from 11 countries with a strict school-entry rule and building on the well-established finding that children born in the months before the school-entry cutoff underperform at school, we use birth month as an instrument to identify the causal effect of early academic achievement on parents’ expectations of university completion by parental education. Our findings based on the instrumental variable (IV) regression show that the moderation of social origin in the relationship between children’s performance and parental expectations is moderately overestimated in cross-sectional data. Nonetheless, the stickiness of high-SES parental expectations is confirmed in the IV model, proving that parental expectations are less affected by children’s early achievement when the parents are highly educated.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"77 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142718399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Role of Schooling in Equalizing Achievement Disparity by Migrant Background 学校教育在缩小移民背景成就差距中的作用
IF 3.9 1区 教育学
Sociology of Education Pub Date : 2024-11-21 DOI: 10.1177/00380407241293692
Giampiero Passaretta, Jan Skopek
{"title":"The Role of Schooling in Equalizing Achievement Disparity by Migrant Background","authors":"Giampiero Passaretta, Jan Skopek","doi":"10.1177/00380407241293692","DOIUrl":"https://doi.org/10.1177/00380407241293692","url":null,"abstract":"Does schooling equalize achievement disparities among students with and without a migrant background? This question remains largely unanswered in sociology. We hypothesized that children of migrants would benefit more from schooling, thereby making schools engines of educational integration. Our study tests this hypothesis in the context of German primary schooling using data from the National Educational Panel Study. We compared the achievements of students from native families and those with Western, non-Western (including Turkey), and former Soviet Union migrant backgrounds. Using the differential exposure approach, we decomposed learning into two causally distinct components: learning due to school exposure and learning due to being older at the time of testing. Our findings do not support the notion that schooling equalizes migrant–native achievement gaps. Instead, our results suggest that school exposure may widen the gap between the two largest groups of migrants in Germany, with students from the former Soviet Union disproportionally benefiting from school compared to other non-Western students. We conclude that German primary schools are not functioning as engines of educational integration because schooling does not reduce the migrant–native achievement gap and migrant groups with the greatest educational disadvantage benefit the least from schooling.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"34 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142684133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Complicating the “Suburban Advantage”: Examining Racial and Gender Inequality in Suburban and Urban School Settings 使 "郊区优势 "复杂化：考察郊区和城市学校环境中的种族和性别不平等现象
IF 3.9 1区 教育学
Sociology of Education Pub Date : 2024-11-14 DOI: 10.1177/00380407241291997
Emily E. N. Miller, Alejandro Schugurensky
{"title":"Complicating the “Suburban Advantage”: Examining Racial and Gender Inequality in Suburban and Urban School Settings","authors":"Emily E. N. Miller, Alejandro Schugurensky","doi":"10.1177/00380407241291997","DOIUrl":"https://doi.org/10.1177/00380407241291997","url":null,"abstract":"This article investigates the racial and gender dynamics of educational inequality in suburban public schools in the United States during an era of rapid demographic change. As suburban schools transition from predominantly White enclaves to more diverse settings, it is unclear to what extent the popular narrative of “suburban advantage” holds for newcomers. Using a longitudinal data set of majority non-White, lower-income students (the Future of Families and Child Wellbeing Study), we explore how these students fare compared to urban counterparts during this transformative period. Our findings suggest that suburban schools are higher resourced than their urban counterparts, yet there are minimal urban–suburban differences in educational outcomes after accounting for individual and family characteristics. Furthermore, we reveal disparities in urban–suburban differences by race and gender. Our research challenges narratives that treat suburban institutions as monoliths and suggests the purported advantages of suburban schooling are not conferred uniformly to all students.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"47 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142637548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Expectational Liminality of Insecure College Graduates 缺乏安全感的大学毕业生的期望极限性
IF 3.9 1区 教育学
Sociology of Education Pub Date : 2024-11-11 DOI: 10.1177/00380407241296851
Elena Ayala-Hurtado
{"title":"The Expectational Liminality of Insecure College Graduates","authors":"Elena Ayala-Hurtado","doi":"10.1177/00380407241296851","DOIUrl":"https://doi.org/10.1177/00380407241296851","url":null,"abstract":"Graduating from college is widely associated with social and personal advancement, yet many young graduates are not experiencing these benefits. Drawing on 127 interviews with college graduates in the United States and Spain who face employment precarity or economic instability, this study asks: How do these graduates understand their social positions and worth? How does the institution of higher education shape these understandings? The data demonstrate that respondents in both countries largely describe themselves as stalled or stuck. I argue that these are perceptions of “expectational liminality” stemming from the disjuncture between respondents’ expectations and their experiences as college graduates. In addition, I show how three narratives describing the professional/financial success, life course progression, and internal transformation expected of graduates shape respondents’ sense of expectational liminality. I discuss the effects of higher education on graduates’ self-perceptions in uncertain contexts and the relevance of expectational liminality to other contexts where there are disjunctures between expectations and reality.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"155 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142599405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
2024 Reviewer Thank You 2024 评审员 感谢您
IF 3.9 1区 教育学
Sociology of Education Pub Date : 2024-10-08 DOI: 10.1177/00380407241282204
{"title":"2024 Reviewer Thank You","authors":"","doi":"10.1177/00380407241282204","DOIUrl":"https://doi.org/10.1177/00380407241282204","url":null,"abstract":"","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"13 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142386282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Intermediate Educational Transitions, Alignment, and Inequality in U.S. Higher Education 美国高等教育的中级教育转型、调整和不平等
IF 3.9 1区 教育学
Sociology of Education Pub Date : 2024-04-20 DOI: 10.1177/00380407241245392
Christina Ciocca Eller, Katharine Khanna, Greer Mellon
{"title":"Intermediate Educational Transitions, Alignment, and Inequality in U.S. Higher Education","authors":"Christina Ciocca Eller, Katharine Khanna, Greer Mellon","doi":"10.1177/00380407241245392","DOIUrl":"https://doi.org/10.1177/00380407241245392","url":null,"abstract":"Substantial social stratification research conceptualizes education as a series of standard transitions from one stage to the next, such as from high school to college. Yet less research examines mandatory transitions within each educational stage, which we call “intermediate educational transitions.” In this article, we examine a crucial intermediate transition in U.S. higher education, shifting from an undeclared to a declared major by major declaration deadlines, to provide a novel perspective on educational transitions. Bridging theoretical approaches from symbolic interactionism, social stratification, structural functionalism, and neo-institutionalism, we argue that successful major declaration transitions depend on students’ individual-level alignment between socially structured actions and culturally informed goals and organization-level alignment between organizational intentions and organizational actions. We use longitudinal interview data paired with 4.5 years of administrative records to assess this argument, finding that both individual- and organization-level alignment contribute to whether students experience seamless, stalled and restarted, or persistently stalled major declaration transitions. We further find that access to compensatory college organizational support determines whether stalled students can restart their major declaration trajectories. These findings indicate that colleges and universities can help to mitigate inequality in intermediate transitions by providing timely, high-quality support.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"219 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Capital Flight: Examining Teachers’ Socioeconomic Status and Early Career Retention 资本外逃：考察教师的社会经济地位和早期职业留用情况
IF 3.9 1区 教育学
Sociology of Education Pub Date : 2024-04-16 DOI: 10.1177/00380407241242768
Andrew Brantlinger, Ashley Anne Grant
{"title":"Capital Flight: Examining Teachers’ Socioeconomic Status and Early Career Retention","authors":"Andrew Brantlinger, Ashley Anne Grant","doi":"10.1177/00380407241242768","DOIUrl":"https://doi.org/10.1177/00380407241242768","url":null,"abstract":"This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu’s theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district, and professional retention at five years. We find teacher SES to be significantly related to retention at five years, and this is independent of teacher race. Practically, the study suggests that incorporating teacher SES into teacher recruitment and selection efforts, as has been done with teacher race, might be a valuable next step for schools and districts in which teacher retention has been a long-standing, serious issue.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"173 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140557267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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