Sociology of Education最新文献_第2页

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

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":"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

Trends and Determinants of Intergenerational Educational Inequality in Sub-Saharan Africa for Birth Cohorts 1974 to 2003 撒哈拉以南非洲 1974 年至 2003 年出生组群代际教育不平等的趋势和决定因素

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-11-27 DOI: 10.1177/00380407231210279

Ilze Plavgo, Fabrizio Bernardi

{"title":"Trends and Determinants of Intergenerational Educational Inequality in Sub-Saharan Africa for Birth Cohorts 1974 to 2003","authors":"Ilze Plavgo, Fabrizio Bernardi","doi":"10.1177/00380407231210279","DOIUrl":"https://doi.org/10.1177/00380407231210279","url":null,"abstract":"This article expands the scope of comparative social stratification research in education to rapidly developing, largely low-income sub-Saharan Africa. First, we investigate trends in the association between parental socioeconomic status (SES) and children’s chances to attend and complete primary education, exploring whether and where educational expansion of the early twenty-first century led to equalization of educational opportunities. Drawing on data from 153 Demographic and Health Surveys and Multiple Indicator Cluster Surveys (1990–2017) from 40 countries, findings indicate that inequality in attendance declined, but inequality in completing six grades largely persisted. Cross-country analyses reveal a large variation in inequality levels and trends. We explore the role of national contextual factors and find that underweight prevalence, fertility rates, school fees, public spending on education, and the ratio of pupils to teaching staff systematically explain variation in SES gaps across countries and cohorts. Findings underline the importance of absolute material deprivation and school teaching resources in the stratification of educational opportunities in this region.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"1 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139233923","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

My School District Isn’t Segregated: Experimental Evidence on the Effect of Information on Parental Preferences Regarding School Segregation 我的学区没有隔离：信息对家长学校隔离偏好影响的实验证据

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-11-27 DOI: 10.1177/00380407231213342

M. Thompson, Sam Trejo

引用次数: 0

Non-native Accents among School Beginners and Teacher Expectations for Future Student Achievements 初学学生的非母语口音与教师对学生未来成就的期望

1区教育学

Sociology of Education Pub Date : 2023-11-07 DOI: 10.1177/00380407231202978

Georg Lorenz, Irena Kogan, Sarah Gentrup, Cornelia Kristen

{"title":"Non-native Accents among School Beginners and Teacher Expectations for Future Student Achievements","authors":"Georg Lorenz, Irena Kogan, Sarah Gentrup, Cornelia Kristen","doi":"10.1177/00380407231202978","DOIUrl":"https://doi.org/10.1177/00380407231202978","url":null,"abstract":"Based on sociological, economic, and social-psychological theories of discrimination and bias, this study addresses non-native accents among ethnic minority students as they begin school and explores effects of such accents on their teachers’ achievement expectations. Using a unique data set of first graders in Germany, the analysis reveals that a non-native accent is relevant to teachers’ expectations net of student skills, abilities, and other background variables. Associations are stronger in the language domain than in mathematics, indicating that teachers perceive accent-free speech as a language-learning requirement. However, residual influences of non-native accents on teacher expectations also exist in the math domain and persist even after prolonged periods of teacher-student interaction. Mechanisms of statistical discrimination and stereotype-based discrimination can partially explain these effects. However, the overall pattern of results suggests a stigmatization of non-native accents, potentially resulting from the activation of negative associations related to foreignness and disfluency.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"80 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135539969","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

School-Level Bureaucrats: How High School Counselors Inhabit the Conflicting Logics of Their Work 校级官僚:高中辅导员如何适应他们工作中的矛盾逻辑

1区教育学

Sociology of Education Pub Date : 2023-10-30 DOI: 10.1177/00380407231204596

Mary Kate Blake

{"title":"School-Level Bureaucrats: How High School Counselors Inhabit the Conflicting Logics of Their Work","authors":"Mary Kate Blake","doi":"10.1177/00380407231204596","DOIUrl":"https://doi.org/10.1177/00380407231204596","url":null,"abstract":"Through three years of training, school counselors build a professional identity based on providing social-emotional, academic, and postsecondary guidance to students. But school counselors face conflict in meeting these expectations in a bureaucratic environment that asks them to prioritize efficiency when meeting with students rather than building one-on-one relationships. I draw from interviews with high school counselors and school personnel and a year of observations to study the institutional logics that govern their work and use inhabited institutional theory to study how time scarcity shaped how counselors interpreted these conflicting macro-level logics in their micro-level interactions. The counselors in this study developed patterns of practice that helped them manage this conflict, negotiating but eventually settling with nonideal strategies in the best way they could with the resources made available to them. Efforts to reject the efficiency model were met with pushback from school leaders and unintended consequences for counselors and students alike. The conflict inherent in their work left little room for the mental health or postsecondary counseling they expect and are trained to provide.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136023116","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

Translating Authentic Selves into Authentic Applications: Private College Consulting and Selective College Admissions 将真实的自我转化为真实的申请:私立大学咨询和选择性大学录取

1区教育学

Sociology of Education Pub Date : 2023-10-30 DOI: 10.1177/00380407231202975

Tiffany J. Huang

引用次数: 0