Sociology of Education最新文献_第3页

Test Participation or Test Performance: Why Do Men Benefit from Test-Based Admission to Higher Education? 考试参与或考试表现:为什么男性从应试录取中受益?

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-07-10 DOI: 10.1177/00380407231182682

C. Finger, Heike Solga

{"title":"Test Participation or Test Performance: Why Do Men Benefit from Test-Based Admission to Higher Education?","authors":"C. Finger, Heike Solga","doi":"10.1177/00380407231182682","DOIUrl":"https://doi.org/10.1177/00380407231182682","url":null,"abstract":"This study illuminates the male advantage in test-based admissions to higher education. In contrast to many other countries, admission tests in Germany are optional, and test-free programs are available. This context offers a unique opportunity to investigate whether the male advantage in test-based admissions is caused by gender differences in test performance or in test participation. We use novel register data for the whole population of 300,000 applicants to highly selective and prestigious medical programs in Germany. We find that men perform better in tests and that female applicants are more likely to withdraw from admission tests. Both differences, however, depend on high school grade point average (GPA): The male advantage in test performance emerges only among test-takers with a lower GPA, and female applicants’ stronger test avoidance appears only among women with a medium GPA. Ultimately, both mechanisms contribute to a male advantage in test-based admissions (ceteris paribus of GPA), with better test performance being the major source for male applicants’ higher admission chances. As a consequence, we find the female advantage in school performance and the male advantage in test-based admissions almost neutralize each other.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80741642","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 Social Structure of School Resource Disparities: How Social Capital and Interorganizational Relationships Matter for Educational Equity 学校资源差异的社会结构:社会资本和组织间关系对教育公平的影响

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-07-07 DOI: 10.1177/00380407231176541

E. Bridwell-Mitchell, J. Jack, J. Childs

{"title":"The Social Structure of School Resource Disparities: How Social Capital and Interorganizational Relationships Matter for Educational Equity","authors":"E. Bridwell-Mitchell, J. Jack, J. Childs","doi":"10.1177/00380407231176541","DOIUrl":"https://doi.org/10.1177/00380407231176541","url":null,"abstract":"One potentially underestimated aspect of resource inequity in U.S. public schools is access to social capital in external organizational environments. This research examines partnerships among 211 New York City high schools and 918 partner organizations from 2001 to 2005 as sources of external school social capital providing resources that can strengthen organizational capacity to improve educational opportunities and outcomes. The findings, based on an innovative analysis combining content analysis, social network analysis, and multilevel modeling, demonstrate that four partnership characteristics are important in this context: (1) how long partnerships last versus how many there are, (2) partners concentrating resources in a particular area versus across diverse complementary areas, (3) partners being densely connected to other schools and partners rather than being central in the overall school–partner network, and (4) partners conveying instructional resources versus other kinds of resources. Hence, educational research and policy should more broadly conceptualize how schools’ external organizational environments matter for educational equity and the role particular kinds of partnerships can play.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80049824","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

College Promise Programs as Symbolic Politics 作为象征政治的大学承诺项目

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-07-07 DOI: 10.1177/00380407231183459

David B. Monaghan, Paul A. Attewell

引用次数: 0

New Experimental Evidence on Anti-Asian Bias in White Parents’ School Preferences 白人父母择校中反亚裔偏见的新实验证据

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-06-13 DOI: 10.1177/00380407231173933

Greer Mellon, Bonnie Siegler

引用次数: 2

Explaining Social Selectivity in Study Abroad Participation of German Students between 1994 and 2016 解释1994 - 2016年德国学生出国留学参与的社会选择性

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-05-03 DOI: 10.1177/00380407231167087

Nathalie Aerts, Christof Van Mol

引用次数: 1

Optimism and Obstacles: Racialized Constraints in College Attitudes and Expectations among Teens of the Prison Boom 乐观与障碍:监狱潮青少年对大学态度与期望的种族化约束

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-04-19 DOI: 10.1177/00380407231167412

Anna R. Haskins, Wade C. Jacobsen, Joel Mittleman

引用次数: 0

Advanced Placement Gatekeeping and Racialized Tracking 先进的安置把关和种族跟踪

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-04-03 DOI: 10.1177/00380407231161334

Noah Hirschl, Christian Michael Smith

引用次数: 4

The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition. 九年级学生教师公平感知与数学认同的关系:学生种族与学校种族构成的差异。

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-04-01 DOI: 10.1177/00380407221149016

Dara Shifrer, Kate Phillippo, Ned Tilbrook, Karisma Morton

{"title":"The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition.","authors":"Dara Shifrer, Kate Phillippo, Ned Tilbrook, Karisma Morton","doi":"10.1177/00380407221149016","DOIUrl":"https://doi.org/10.1177/00380407221149016","url":null,"abstract":"<p><p>Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders' perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents' race and gender? and (2) Do differences in the percentage of students at the school who share the adolescent's race moderate (i.e., differentiate) the salience of perceptions of math teachers for adolescents' math identities? Our results suggest that adolescents who perceive their math teachers as equitable typically have higher levels of math identity regardless of their race or gender. Adolescents' perceptions of their math teachers as equitable are most salient for adolescents' math identity in racially diverse schools, where racial differences and stereotypes may be more visible. Findings also indicate the seeming resistance of Black youth to racist stereotypes, whose math identity remains high regardless of their perceptions of their teachers.</p>","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10099518/pdf/nihms-1871567.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9678961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating the Risks of Party Rape in Historically White Greek Life at an Elite College: Women’s Accounts 在精英大学历史上白人希腊生活中驾驭派对强奸的风险:女性的叙述

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-03-30 DOI: 10.1177/00380407231163799

Simone Ispa-Landa, Sara E. Thomas

引用次数: 0

Does Cumulative Exposure to High-Poverty Schools Widen Test-Score Inequality? 高贫困学校的累积暴露会扩大考试成绩不平等吗?

IF 3.9 1区教育学

Sociology of Education Pub Date : 2023-01-17 DOI: 10.1177/00380407221147889

William Carbonaro, Douglas L. Lauen, Brian L. Levy

引用次数: 1