Sociology of Education最新文献_第2页

Epistemic Dynamics and Intersectionality in Faculty Hiring: Who Presents as Engaged Scholars? 教师招聘中的认知动态和交叉性：谁是敬业的学者？

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-03-12 DOI: 10.1177/00380407261424498

Jessica R. Gold

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Intergenerational Educational Mobility in Scandinavia and the United States 斯堪的纳维亚和美国的代际教育流动

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-03-11 DOI: 10.1177/00380407261424502

Jens-Peter Thomsen, Stefan Bastholm Andrade, Florian R. Hertel, Max Thaning, Øyvind Nicolay Wiborg

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“Who Is Anybody to Judge?” Educational Resistance through Recognition “谁有资格评判？”承认教育阻力

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-02-21 DOI: 10.1177/00380407261419106

Christina Ciocca Eller, Elena Ayala-Hurtado

{"title":"“Who Is Anybody to Judge?” Educational Resistance through Recognition","authors":"Christina Ciocca Eller, Elena Ayala-Hurtado","doi":"10.1177/00380407261419106","DOIUrl":"https://doi.org/10.1177/00380407261419106","url":null,"abstract":"The United States is a “schooled society”: one where formal education is viewed as a primary conduit between American cultural ideals and people's moral worth and social value. Sociologists of education have described resistance against this dominant model through disinvestment from school, particularly among some students from traditionally underrepresented backgrounds. Yet it remains unclear if “school-invested” students also enact resistance and if so, what such resistance entails and means for educational and social inequality. Bringing together the literatures on recognition and educational resistance, we argue that recognition of stigmatized educational groups by school-invested students may serve as an important form of educational resistance. We build this argument by drawing on unique multiwave interview data (n = 168) to investigate college students’ perceptions of college dropouts. We find that although a minority of respondents discursively deploy stigmatizing frames when describing dropouts, more draw on recognition frames to bridge moral and symbolic gaps between college students and particular dropouts. We also find that certain college experiences, particularly exposure to peers with complicated college trajectories, appear to change students’ narratives on dropout over time. We consider the implications of recognition-based resistance and the associated opportunities and limitations concerning inequality.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"11 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146260917","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

Contested Diversity? The Institutionalization of LGBTQ-Supportive Features in U.S. Higher Education, 1980 to 2018 有争议的多样性?1980 - 2018年美国高等教育中支持lgbtq特征的制度化

IF 3.9 1区教育学

Sociology of Education Pub Date : 2026-02-12 DOI: 10.1177/00380407251407954

Hannah K. D’Apice, Christine Min Wotipka

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Cultivating Familiarity: Social Class and Help-Seeking in Academic Advising 培养熟悉度：社会阶层与学术辅导中的求助

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-11-20 DOI: 10.1177/00380407251391756

Junhow Wei

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Gender Peer Effects on Educational Achievement in Swedish Compulsory Schools: A Study of Contemporaneous and Cumulative Effects 性别同伴对瑞典义务学校教育成就的影响：同期效应和累积效应的研究

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-11-13 DOI: 10.1177/00380407251391761

Tünde Lénárd

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The Achievement Narrative and Alienation in School: A Typology of Academic Disconnection 学校中的成就叙事与疏离：一种学术脱节的类型

IF 3.9 1区教育学

Sociology of Education Pub Date : 2025-10-30 DOI: 10.1177/00380407251381695

Sean J. Drake, Jeffrey Guhin

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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

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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