Sociology of Education最新文献

Every Break You Take: Advancing Seasonal Comparison Research with Digital Trace Data 每一次休息你采取：推进季节性比较研究与数字跟踪数据

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-10-17 DOI: 10.1177/00380407261489205

Emil Smith, Hanna Dumont, David Reimer

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2026 Reviewer Thank You 谢谢

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-09-29 DOI: 10.1177/00380407261481587

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Teacher Bias, Socioeconomic Inequality, and the Role of Academic Reputations: Evidence from a Grading Reform 教师偏见、社会经济不平等和学术声誉的作用：来自评分改革的证据

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-09-04 DOI: 10.1177/00380407261479708

Jesper Fels Birkelund

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Feeling the Best Fit: The Role of Emotions in College Decisions 感觉最适合：情绪在大学决策中的作用

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-08-03 DOI: 10.1177/00380407261470787

Madison Garcia

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Hidden Advantage along the Pipeline: Family Wealth and Educational Transitions from High School through Graduate School 管道中的隐性优势：家庭财富和从高中到研究生的教育转变

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-06-29 DOI: 10.1177/00380407261457391

Wesley Jeffrey, Christian Michael Smith, Laura T. Hamilton

{"title":"Hidden Advantage along the Pipeline: Family Wealth and Educational Transitions from High School through Graduate School","authors":"Wesley Jeffrey, Christian Michael Smith, Laura T. Hamilton","doi":"10.1177/00380407261457391","DOIUrl":"https://doi.org/10.1177/00380407261457391","url":null,"abstract":"Research shows a link between wealth and educational attainment, but little work has examined wealth relationships from high school degree through graduate degree completion. We use data from the National Longitudinal Survey of Youth 1997 to study when and how wealth may advantage students along their entire educational trajectory. Using sequential logistic regression models (“Mare models”), we find that across transitions, wealth relationships are separate from income and parental education relationships. As observed for other socioeconomic dimensions, wealth relationships decrease at the transition to graduate school entry. However, we show that the wealth relationship substantially increases at the graduate degree completion transition, running counter to the waning pattern found for family income and parental education. We also reveal that, like other socioeconomic dimensions, these wealth relationships partially attenuate when we include early indicators of academic performance differentials. Our findings thus shed new light on the nature of wealth-based educational inequality in the United States.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"31 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148342097","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}

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From Bow to Brain: Reducing Educational Inequalities through Music Education? Evidence from a Quasi-Experiment on a Violin Program for Young, Disadvantaged Children 从弓到大脑：通过音乐教育减少教育不平等？一项针对弱势儿童的小提琴项目的准实验证据

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-06-23 DOI: 10.1177/00380407261452622

Julie Pereira, Philippe Coulangeon

{"title":"From Bow to Brain: Reducing Educational Inequalities through Music Education? Evidence from a Quasi-Experiment on a Violin Program for Young, Disadvantaged Children","authors":"Julie Pereira, Philippe Coulangeon","doi":"10.1177/00380407261452622","DOIUrl":"https://doi.org/10.1177/00380407261452622","url":null,"abstract":"This study evaluates the effects of intensive music education on disadvantaged children in the northern suburbs of Paris, using a quasi-experimental design with entropy balancing. We focus on a four-year compulsory violin program delivered during school hours to children ages four to seven. Data were collected between 2020 and 2024 from academic assessments and national standardized tests across 57 schools. We investigate whether intensive music training improves cognitive and academic outcomes and how these effects vary by socioeconomic background. Preliminary findings reveal short-term gains in writing, numeracy, and syllabic skills—particularly among socially disadvantaged preschoolers—but these benefits diminish over time. By the end of second grade, negative effects appear in language skills, notably for lower socioeconomic status students. These patterns may result from reduced instructional time in core subjects and unequal compensatory support at home. The study underscores the risks of embedding intensive extracurricular programs within school hours and cautions against relying solely on academic outcomes to justify arts education.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"19 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321847","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}

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Caught in a Downward Spiral? The Relative Attractiveness Deficit of Vocational Education and Training 陷入恶性循环？职业教育与培训的相对吸引力不足

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-05-07 DOI: 10.1177/00380407261440275

Patrick Emmenegger, Matthias Haslberger, Anna Wilson

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From Aspiration to Action: Socioeconomic Disparity in the Translation of Educational Goals into Time Investment 从愿望到行动：教育目标转化为时间投入的社会经济差异

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-04-15 DOI: 10.1177/00380407261432647

Anna Yong

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Care, Success, and Accountability: Cultural Logics, Expectation Drift, and the Complex Nature of Teacher Expectations 关怀、成功和责任：文化逻辑、期望漂移和教师期望的复杂性

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-03-31 DOI: 10.1177/00380407261432655

Maia Cucchiara, Sherelle Ferguson, Sidra Sheikh

{"title":"Care, Success, and Accountability: Cultural Logics, Expectation Drift, and the Complex Nature of Teacher Expectations","authors":"Maia Cucchiara, Sherelle Ferguson, Sidra Sheikh","doi":"10.1177/00380407261432655","DOIUrl":"https://doi.org/10.1177/00380407261432655","url":null,"abstract":"Teacher expectations are key predictors of student outcomes, yet how they are produced and negotiated in practice remains understudied. Drawing on ethnographic research in two progressive high schools serving low-income students of color, we show expectations function less as individually held stable beliefs than as institutionally situated judgments that are continuously produced and revised through interaction and interpretation. We identify three shared, institutionally sanctioned cultural logics—care, success, and accountability—guiding teachers’ decisions, showing how tensions between them created uncertainty about responding to students’ needs. Sometimes, these tensions produced expectation drift: the process through which what teachers ask of students decreases or shifts over time. Rather than a simple lowering of standards, expectation drift reflects negotiated responses to structural constraints and institutional pressures. By portraying expectations as socially constructed and context-dependent, we show how expectation drift may both support student learning and school engagement and contribute to processes of reproduction.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"32 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147578428","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

Who Can Afford to Be an English Major? Economic Origins, Debt, and Public Beliefs about Higher Education 谁能负担得起英语专业？经济起源、债务和公众对高等教育的看法

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-03-12 DOI: 10.1177/00380407261427410

Emma D. Cohen, Natasha Quadlin, Shiva Rouhani

{"title":"Who Can Afford to Be an English Major? Economic Origins, Debt, and Public Beliefs about Higher Education","authors":"Emma D. Cohen, Natasha Quadlin, Shiva Rouhani","doi":"10.1177/00380407261427410","DOIUrl":"https://doi.org/10.1177/00380407261427410","url":null,"abstract":"In recent years, many Americans have grown critical of the cost of college, often drawing distinctions between which degrees are more and less worthwhile. These discussions have emerged at the same time that working-class and indebted students have become increasingly prevalent in higher education, underscoring vast differences in social origins and economic resources even among students at the same institution. Do Americans tend to make sharp distinctions between degrees they consider worthwhile and not? Or are these considerations reserved mostly for students with social and economic disadvantages? In this article, we assess how social class and educational debt affect public beliefs about what students should study in college. We conducted a nationally representative survey experiment ( N = 1,121) that asked respondents how likely they would be to recommend fields of study for students with different combinations of social class background and educational debt. We find that Americans make clear class-based distinctions in recommending fields of study. Working-class students, much more than upper-middle-class students, are expected to study majors with high pay and employability. By comparison, we find few effects of student loans net of social class. Data from the open-ended portion show that Americans are more likely to consider upper-middle-class students’ skills and interests and working-class students’ chances of getting a good job, suggesting that working-class students face a societal emphasis on attaining financial security that encourages their restraint in young adulthood. Implications for the study of social class and higher education are discussed.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"5 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147454675","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