Sociology of Education最新文献

The Terms of Inclusion: Transitional School Programs in a Racialized Organizational Field

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-02-19 DOI: 10.1177/00380407251319511

Dominic Terrel Walker

{"title":"The Terms of Inclusion: Transitional School Programs in a Racialized Organizational Field","authors":"Dominic Terrel Walker","doi":"10.1177/00380407251319511","DOIUrl":"https://doi.org/10.1177/00380407251319511","url":null,"abstract":"As organizations committed to providing upward social mobility and leadership development for academically high-achieving working-class youth of color, transitional school programs (TSPs) prepare students to transition from urban public schools to elite, mostly private high schools. However, TSPs’ dependence on wealthy, White institutions to achieve these goals highlights racialized contradictions in the organizational field. How do TSPs navigate the race and class conflicts between the goals of their program and the racial organizational field of elite schools on which they depend for survival? Drawing on two years of ethnographic research at Ascend, a TSP in a northeastern city, this article demonstrates how because of racialized dependencies, Ascend is compelled to adopt the inequitable practices and assumptions of the racialized organizational field of elite education. Yet over time, the organization begins to resist this organizational order by decoupling their practices from elite schools. Student voice and activism contributed to destabilizing this racialized organizational order through direct action. As Ascend’s loose coupling to the field became untenable during national student protests, the organization sought to recouple to the demands of student protesters by explicitly renegotiating the terms of inclusion for their students in the racialized organizational field. These findings contribute to a limited literature about TSPs, organizations critical to the desegregation of elite schools. The findings also demonstrate how studying an organization in the context of its organizational field can reveal how organizations become racialized in practice. Finally, the case of Ascend shows that decoupling, previously theorized to be a method of evading commitments to equity, may also be a method of subverting racialized dependencies.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"5 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143452368","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

Stratification in Countries with Flatter (Institutional) Hierarchies? Insights from Administrative Data in Canada

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-02-10 DOI: 10.1177/00380407241311551

David Zarifa, Yujiro Sano, Roger Pizarro Milian

{"title":"Stratification in Countries with Flatter (Institutional) Hierarchies? Insights from Administrative Data in Canada","authors":"David Zarifa, Yujiro Sano, Roger Pizarro Milian","doi":"10.1177/00380407241311551","DOIUrl":"https://doi.org/10.1177/00380407241311551","url":null,"abstract":"Researchers have repeatedly found that within modern higher education systems, students from wealthier backgrounds tend to be concentrated in the most advantageous sectors. Dubbed “effectively maintained inequality,” this process allows these groups to maintain a competitive advantage in the labor market by virtue of acquiring more elite credentials. But what happens in nations with flatter university hierarchies, where there is relatively modest vertical differentiation in the brand strength of domestic universities? Through this study, we provide the first national-level analysis of the relationship between parental income and access to more selective, better resourced, and higher ranking Canadian universities. We also assess the extent to which there is an earnings premium associated with attending these more elite institutions. Our results suggest there are few differences in the types of universities attended by Canadians from different economic strata. Moreover, any earnings premium associated with attending a more elite Canadian university disappears once we account for basic demographic and field of study controls. We theorize that Canadian universities’ flatter institutional hierarchy drives wealthy families to seek advantages through enrollment in elite majors (e.g., business, engineering) and other tactics that take place outside the higher education system.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"111 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143375312","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

Message from the Editors 编辑们的话

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

引用次数: 0

Curricular Differentiation and Informal Networks: How Formal Grouping and Ranking Practices Shape Friendships among Students in College 课程分化和非正式网络：正式分组和排名实践如何塑造大学学生之间的友谊

IF 3.9 1区教育学

Sociology of Education Pub Date : 2024-12-17 DOI: 10.1177/00380407241300602

Wesley Jeffrey

引用次数: 0

Sent out, Kept In: Detainment-Based Discipline in a Public High School 送出去，留在家：一所公立高中的拘留纪律

IF 3.9 1区教育学

Sociology of Education Pub Date : 2024-12-07 DOI: 10.1177/00380407241300640

Karlyn J. Gorski

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

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

引用次数: 0

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