Sociology of Education最新文献

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

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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

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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}

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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

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Racial Threat, Schools, and Exclusionary Discipline: Evidence from New York City 种族威胁、学校和排他性纪律：来自纽约市的证据

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-03-17 DOI: 10.1177/00380407251321387

Richard O. Welsh, Luis A. Rodriguez, Blaise Joseph

{"title":"Racial Threat, Schools, and Exclusionary Discipline: Evidence from New York City","authors":"Richard O. Welsh, Luis A. Rodriguez, Blaise Joseph","doi":"10.1177/00380407251321387","DOIUrl":"https://doi.org/10.1177/00380407251321387","url":null,"abstract":"Given the mixed evidence on the role of school-level factors in contributing to racial inequality in exclusionary discipline, there is a need to revisit how the demographic composition of schools relates to the prevalence of and disparities in disciplinary outcomes. In this study, we extend the racial threat theoretical framework by illustrating the associations between racial composition and changes in the racial composition of schools and school-level disciplinary outcomes, such as rates of and disparities in office discipline referrals (ODRs) and suspensions, and student-level disciplinary outcomes, such as the likelihood of receiving an ODR and suspensions in New York City Public Schools. Similar to most prior studies, the findings indicate a significant association between the proportion of Black students in a school and overall suspensions and ODRs at both the school and student levels. At the school level, racial change in all other student groups except Black students is not significantly related to disciplinary outcomes. Our findings illustrate that a change in the percentage of Black students at a school is associated with an increased likelihood of receiving an ODR and suspension. Racial threat may be more pronounced in predominantly White schools compared to majority Black schools. The findings suggest that school climate, educator ethno-racial diversity, and principal experience moderate the relationship for school racial composition, with suggestive but inconsistent evidence for racial change. The results provide empirical evidence of anti-blackness in school discipline and support investments in school climate and educator diversity to disrupt discipline disparities.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"89 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143635667","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

Experimental Effects of “Opportunity Gap” and “Achievement Gap” Frames “机会差距”和“成就差距”框架的实验效应

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-03-13 DOI: 10.1177/00380407251321372

David M. Quinn

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The Terms of Inclusion: Transitional School Programs in a Racialized Organizational Field 包容的条件：种族化组织领域中的过渡性学校项目

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 等级制度扁平化国家的分层现象？来自加拿大行政数据的见解

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

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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

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