Sociology of Education最新文献

Social Reproduction at a Minority Serving Institution: STEM Capital Disparities among Children of Immigrants 少数族裔服务机构的社会再生产：移民子女的STEM资本差异

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-09-03 DOI: 10.1177/00380407251352785

María G. Rendón, Ashley Hernandez, David R. Schaefer

引用次数: 0

The Logics of Teaching: How Institutionalized Ideas about Teaching Shape Teachers’ Professional Identities 教学的逻辑：制度化的教学观念如何塑造教师的专业认同

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-09-03 DOI: 10.1177/00380407251359628

Maya Kaul

{"title":"The Logics of Teaching: How Institutionalized Ideas about Teaching Shape Teachers’ Professional Identities","authors":"Maya Kaul","doi":"10.1177/00380407251359628","DOIUrl":"https://doi.org/10.1177/00380407251359628","url":null,"abstract":"Teachers’ professional identities are the foundation of their practice. Previous scholarship has largely overlooked the extent to which the broader institutional environment shapes teachers’ professional identities. In this study, I bridge institutional logics with theory on teacher professional identity to empirically examine the deeply institutionalized, taken-for-granted ways U.S. society has come to think of teaching (e.g., as a moral calling, as a profession, as labor), which are internalized by PK–12 teachers. I draw on survey data from 950 teachers across four U.S. states (California, New York, Florida, and Texas) and develop an original survey measure to capture what I term teachers’“institutionalized conceptions of teaching.” Across diverse state policy contexts, I find that teachers’ conceptions of teaching are guided by three underlying logics: (1) an accountability logic, (2) a democratic logic, and (3) a moral calling logic. I then examine the relationship between institutional logics and teachers’ professional identities. I find that the taken-for-granted ways society frames teaching may be associated with dimensions of teachers’ professional identity, such as self-efficacy and professional commitment. The findings suggest that supporting the professional well-being of PK–12 teachers may require shifting the deeply institutionalized norms of the profession to be more aligned with teachers’ democratic aims—rather than maintaining our system’s deep norms around external accountability and view of teaching as a moral calling. The study offers methodological contributions to the study of logics and practical implications for the field of teaching.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"44 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144930321","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

White Flight in Public Higher Education? Racial Avoidance of Hispanic-Serving Institutions 公立高等教育中的白人流失？西班牙裔服务机构的种族回避

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-08-25 DOI: 10.1177/00380407251352786

Laura T. Hamilton, Charlie Eaton, Simon Cheng

{"title":"White Flight in Public Higher Education? Racial Avoidance of Hispanic-Serving Institutions","authors":"Laura T. Hamilton, Charlie Eaton, Simon Cheng","doi":"10.1177/00380407251352786","DOIUrl":"https://doi.org/10.1177/00380407251352786","url":null,"abstract":"Latine college students in the United States face increasing isolation in universities designated as Hispanic-Serving Institutions (HSIs). We contend that this pattern is not just a function of Latine selection into particular universities. Using enrollment data for public four-year undergraduate institutions from 1990 to 2019, we show that White student enrollment declines after universities cross the 25 percent Latine threshold and become designated as HSIs. Our layered model of college choice identifies multiple factors that activate White racial avoidance, pulling White students to Predominately White Institutions and pushing them away from HSIs. Controlling for local demographics in states and counties where HSIs are located, we estimate White student enrollments are 6 percent to 16 percent lower after HSI status. Student application and admission data for California and Texas four-year public universities illustrate that national patterns of White enrollment decline at HSI transition are likely driven by student and family preferences rather than organizational processes or seat constraints. Applications from White students are 12 percent lower after HSI status, yet admissions data, over which universities exert considerable control, show no change. Overall, our findings suggest White students respond to the high concentration of Latine students at HSIs with “white flight,” contributing to racial segregation in higher education.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"44 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898799","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

Underemployed and Penalized: Education–Occupation Mismatch and Racial/Ethnic Inequality among Highly Educated Workers 未充分就业和受到惩罚：高学历工人中的教育-职业不匹配和种族/民族不平等

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-08-25 DOI: 10.1177/00380407251356275

Yao Lu, Xiaoguang Li, Christina Ciocca Eller

{"title":"Underemployed and Penalized: Education–Occupation Mismatch and Racial/Ethnic Inequality among Highly Educated Workers","authors":"Yao Lu, Xiaoguang Li, Christina Ciocca Eller","doi":"10.1177/00380407251356275","DOIUrl":"https://doi.org/10.1177/00380407251356275","url":null,"abstract":"How does education–occupation mismatch shape racial/ethnic labor market inequality among highly educated workers? Bridging the literatures on racial/ethnic discrimination and labor market signaling, we propose a new concept, “racialized signaling,” to explain inequality in the college-to-work transition, operationalized through education–occupation mismatch. We then use longitudinal data to examine the labor market consequences of racialized signaling, analyzing vertical and horizontal dimensions of mismatch. We find that Black and Hispanic graduates experience the negative consequences of mismatch most strongly at the point of occupational allocation relative to their White peers, whereas Asian graduates experience the greatest negative consequences of mismatch regarding wage penalties. Advanced degrees, STEM degrees, and degrees from more selective institutions have some moderating effects, but they do not fully level the playing field for minority graduates. Overall, our findings suggest education–occupation mismatch is a powerful, although heterogeneous, mechanism reproducing racial/ethnic inequality among the most educated segment of the U.S. population.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"18 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144901703","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

2025 Reviewer Thank You 2025审稿人谢谢

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-08-20 DOI: 10.1177/00380407251369567

引用次数: 0

When Money Matters Most: Unpacking the Effectiveness of School Spending 当钱最重要的时候：拆解学校开支的有效性

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-07-10 DOI: 10.1177/00380407251349165

Emily Rauscher, Greer Mellon, Susanna Loeb, Carolyn Abott

引用次数: 0

The Great Leveler? Juvenile Arrest, College Attainment, and the Future of American Inequality 伟大的平等者？青少年被捕、大学学历和美国不平等的未来

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-06-18 DOI: 10.1177/00380407251338844

Garrett Baker, David S. Kirk, Robert J. Sampson

引用次数: 0

Consequences of Eviction-Led Forced Mobility for School-Age Children in Houston 驱逐导致的休斯敦学龄儿童被迫流动的后果

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-04-26 DOI: 10.1177/00380407251333651

Peter Hepburn, Danny Grubbs-Donovan, Nick Graetz, Olivia Jin, Matthew Desmond

引用次数: 0

The Labeling Power of Critical Race Theory: Evidence from a National Survey Experiment 批判种族理论的标签力：来自全国调查实验的证据

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-04-22 DOI: 10.1177/00380407251327971

Andrew Myers, Crista Urena Hernandez

{"title":"The Labeling Power of Critical Race Theory: Evidence from a National Survey Experiment","authors":"Andrew Myers, Crista Urena Hernandez","doi":"10.1177/00380407251327971","DOIUrl":"https://doi.org/10.1177/00380407251327971","url":null,"abstract":"Discussions about educational content on race and racism have captured widespread public and political attention, with much of this debate falling under the umbrella of critical race theory (CRT). Despite this attention, we currently do not know whether it is the content in these lessons or the CRT label that is influencing opinion on this issue. Are critics of CRT reacting to the content that CRT encapsulates? Or does the phrase “CRT” trigger partisan beliefs that are unrelated or only weakly tied to the central claims CRT advances? We use original data from two experiments in national surveys (N = 1,983) to answer these questions. In the first experiment, respondents were randomly assigned to one of three vignette conditions that described a local high school board’s decision to ban a lesson by either (1) describing the content of the lesson, (2) labeling the lesson as CRT, or (3) both describing and labeling the lesson. In the second experiment, a subset of respondents was assigned to conditions where the school board approved the lesson rather than banning it. Results indicate that labeling a lesson as CRT leads to opposition—either agreeing with its ban or disagreeing with its approval—regardless of whether a description of the lesson is included. Subgroup analyses are suggestive of the idea that although baseline levels of support varied, this label impacts individuals across a wide array of sociodemographic and political groups.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"254 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143862896","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

Guidance Counseling Can Reduce Inequality in University Enrollment in Germany: Results from a Randomized Controlled Trial 指导咨询可以减少德国大学入学不平等：一项随机对照试验的结果

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-03-25 DOI: 10.1177/00380407251323888

Irena Pietrzyk, Melinda Erdmann, Juliana Schneider, Marita Jacob, Marcel Helbig

引用次数: 0