Sociology of Education最新文献

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IF 3.9 1区教育学

Sociology of Education Pub Date : 2024-10-08 DOI: 10.1177/00380407241282204

引用次数: 0

Comparing the Efficacy of Fixed-Effects and MAIHDA Models in Predicting Outcomes for Intersectional Social Strata 比较固定效应模型和 MAIHDA 模型在预测交叉社会阶层结果方面的功效

IF 3.9 1区教育学

Sociology of Education Pub Date : 2024-06-06 DOI: 10.1177/00380407241254092

B. Van Dusen, Heidi Cian, Jayson M. Nissen, Lucy Arellano, Adrienne D. Woods

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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":null,"pages":null},"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

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Match Pathways and College Graduation: A Longitudinal and Multidimensional Framework for Academic Mismatch 匹配途径与大学毕业：学业不匹配的多维纵向框架

IF 3.9 1区教育学

Sociology of Education Pub Date : 2024-04-09 DOI: 10.1177/00380407241238726

Dafna Gelbgiser, Sigal Alon

{"title":"Match Pathways and College Graduation: A Longitudinal and Multidimensional Framework for Academic Mismatch","authors":"Dafna Gelbgiser, Sigal Alon","doi":"10.1177/00380407241238726","DOIUrl":"https://doi.org/10.1177/00380407241238726","url":null,"abstract":"Academic mismatch, the incompatibility between applicants’/students’ aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal and multidimensional framework that classifies mismatches along the college pipeline by direction (match, overmatch, undermatch) and stage (application, admission, enrollment). We combined them into match pathways and evaluated how these configurations shape graduation outcomes. Analyses of administrative data on all applicants and students at universities in Israel between 1998 and 2003 demonstrate the added value of this framework. We show that academic mismatch is substantially more prevalent and complex than previously depicted, with only a third of all students fully matched at all stages. Mismatch at each stage affects graduation chances, but the effect is also path-dependent. Thus, it is important to study the entire match pathway to understand how academic mismatch shapes inequality in graduation outcomes. Our findings have important implications for policies designed to increase degree attainment and diversity.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140542094","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 Shape of the Sieve: Which Components of the Admissions Application Matter Most in Particular Institutional Contexts? 筛子的形状：在特定院校背景下，入学申请的哪些要素最为重要？

IF 3.9 1区教育学

Sociology of Education Pub Date : 2024-03-06 DOI: 10.1177/00380407241230007

Barrett J. Taylor, Kelly Rosinger, Karly S. Ford

引用次数: 0

Social Inequalities in Study Trajectories: A Comparison of the United States and Germany 学习轨迹中的社会不平等：美国与德国的比较

IF 3.9 1区教育学

Sociology of Education Pub Date : 2024-02-21 DOI: 10.1177/00380407241228553

Christina Haas, Andreas Hadjar

引用次数: 0

Looking for Trouble: How Teachers’ Racialized Practices Perpetuate Discipline Inequities in Early Childhood 寻找麻烦：教师的种族化做法如何使幼儿教育中的纪律不平等现象永久化

IF 3.9 1区教育学

Sociology of Education Pub Date : 2024-02-09 DOI: 10.1177/00380407241228581

Calvin Rashaud Zimmermann

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Looking for Trouble: How Teachers’ Racialized Practices Perpetuate Discipline Inequities in Early Childhood 寻找麻烦：教师的种族化做法如何使幼儿教育中的纪律不平等现象永久化

IF 3.9 1区教育学

Sociology of Education Pub Date : 2024-02-09 DOI: 10.1177/00380407241228581

Calvin Rashaud Zimmermann

引用次数: 0

Socio-emotional Skills and the Socioeconomic Achievement Gap 社会情感技能与社会经济成就差距

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-12-18 DOI: 10.1177/00380407231216424

R. Gruijters, Isabel J. Raabe, Nicolas Hübner

{"title":"Socio-emotional Skills and the Socioeconomic Achievement Gap","authors":"R. Gruijters, Isabel J. Raabe, Nicolas Hübner","doi":"10.1177/00380407231216424","DOIUrl":"https://doi.org/10.1177/00380407231216424","url":null,"abstract":"Empirical evidence suggests children’s socio-emotional skills—an important determinant of school achievement—vary according to socioeconomic family background. This study assesses the degree to which differences in socio-emotional skills contribute to the achievement gap between socioeconomically advantaged and disadvantaged children. We used data on 74 countries from the 2018 Programme for International Student Assessment, which contains an extensive set of psychological measures, including growth mindset, self-efficacy, and work mastery. We developed three conceptual scenarios to analyze the role of socio-emotional skills in learning inequality: simple accumulation, multiplicative accumulation, and compensatory accumulation. Our findings are in line with the simple accumulation scenario: Socioeconomically advantaged children have somewhat higher levels of socio-emotional skills than their disadvantaged peers, but the effect of these skills on academic performance is largely similar in both groups. Using a counterfactual decomposition method, we show that the measured socio-emotional skills explain no more than 8.8 percent of the socioeconomic achievement gap. Based on these findings, we argue that initiatives to promote social and emotional learning are unlikely to substantially reduce educational inequality.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175451","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