Sociology of Education最新文献

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

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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

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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

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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":"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}

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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":"6 1","pages":""},"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

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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":"118 ","pages":""},"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

The Graduate School Pipeline and First-Generation/Working-Class Inequalities 研究生院渠道与第一代/工薪阶层的不平等

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-12-03 DOI: 10.1177/00380407231215051

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

{"title":"The Graduate School Pipeline and First-Generation/Working-Class Inequalities","authors":"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","doi":"10.1177/00380407231215051","DOIUrl":"https://doi.org/10.1177/00380407231215051","url":null,"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.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"90 19","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138606265","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