Sociology of Education最新文献_第5页

Spatial Mismatch and the Share of Black, Hispanic, and White Students Enrolled in Charter Schools 空间不匹配与黑人、西班牙裔和白人学生在特许学校注册的比例

IF 3.9 1区教育学

Sociology of Education Pub Date : 2022-07-04 DOI: 10.1177/00380407221108976

Patrick Denice

引用次数: 2

Diffusing “Destandardization” Reforms across Educational Systems in Low- and Middle-Income Countries: The Case of the World Bank, 1965 to 2020 在低收入和中等收入国家的教育体系中推行“去标准化”改革:以世界银行为例，1965年至2020年

IF 3.9 1区教育学

Sociology of Education Pub Date : 2022-07-04 DOI: 10.1177/00380407221109209

Mobarak Hossain

引用次数: 3

Adding Insult to Injury: Arrests Reduce Attendance through Institutional Mechanisms 雪上加霜:逮捕通过制度机制减少出席率

IF 3.9 1区教育学

Sociology of Education Pub Date : 2022-05-20 DOI: 10.1177/00380407221099649

Nicholas D. E. Mark, A. Geller, J. Engberg

引用次数: 4

School Closures and the Gentrification of the Black Metropolis 学校关闭和黑人都市的中产阶级化

IF 3.9 1区教育学

Sociology of Education Pub Date : 2022-05-13 DOI: 10.1177/00380407221095205

F. A. Pearman, Danielle Marie Greene

{"title":"School Closures and the Gentrification of the Black Metropolis","authors":"F. A. Pearman, Danielle Marie Greene","doi":"10.1177/00380407221095205","DOIUrl":"https://doi.org/10.1177/00380407221095205","url":null,"abstract":"Largely overlooked in the empirical literature on gentrification are the potential effects school closures have in the process. This study begins to fill this gap by integrating longitudinal data on all U.S. metropolitan neighborhoods from the Neighborhood Change Database with data on the universe of school closures from the National Center for Educational Statistics. We found that the effects of school closures on patterns of gentrification were concentrated among black neighborhoods. School closures increased the probability that the most segregated black neighborhoods experienced gentrification by 8 percentage points and increased the extent to which these neighborhoods experienced gentrification by .21 standard deviations. We found no evidence that school closures increased the likelihood or extent that white or Latinx neighborhoods experienced gentrification. Substantive conclusions were consistent across multiple measures of gentrification, alternative model specifications, and a variety of sample restrictions and were robust to a series of falsification tests. Results suggest school closures do not simply alter the educational landscape. School closures are also emblematic of a larger spatial and racial reimagining of U.S. cities that dispossesses and displaces black neighborhoods.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83548783","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: 9

Creating Sacred Spaces: Buddhist, Hindu, Jewish, and Muslim Student Groups at U.S. Colleges and Universities 创造神圣空间:美国高校的佛教、印度教、犹太教和穆斯林学生团体

IF 3.9 1区教育学

Sociology of Education Pub Date : 2022-04-25 DOI: 10.1177/00380407221084695

Jonathan S. Coley, Dhruba Das, G. Adler

引用次数: 2

Corrigendum to “Educational Meaning Making and Language Learning: Understanding the Educational Incorporation of Unaccompanied, Undocumented Latinx Youth Workers in the United States” “教育意义的创造和语言学习:理解美国无人陪伴、无证件的拉丁裔青年工人的教育结合”的勘误表

IF 3.9 1区教育学

Sociology of Education Pub Date : 2022-04-07 DOI: 10.1177/00380407221091070

引用次数: 0

Solving for X: Constructing Algebra and Algebra Policy During a Time of Change 求解X:在变化时期构造代数和代数策略

IF 3.9 1区教育学

Sociology of Education Pub Date : 2022-04-02 DOI: 10.1177/00380407221087479

Emily Handsman, Caitlin C. Farrell, C. Coburn

引用次数: 1

Racial Preferences for Schools: Evidence from an Experiment with White, Black, Latinx, and Asian Parents and Students. 对学校的种族偏好：白人、黑人、拉美裔和亚裔家长与学生的实验证据》（Evidence from an Experiment with White, Black, Latinx, and Asian Parents and Students.

IF 3.3 1区教育学

Sociology of Education Pub Date : 2022-04-01 Epub Date: 2021-12-29 DOI: 10.1177/00380407211065179

Chantal A Hailey

{"title":"Racial Preferences for Schools: Evidence from an Experiment with White, Black, Latinx, and Asian Parents and Students.","authors":"Chantal A Hailey","doi":"10.1177/00380407211065179","DOIUrl":"10.1177/00380407211065179","url":null,"abstract":"<p><p>Most U.S. students attend racially segregated schools. To understand this pattern, I employ a survey experiment with New York City families actively choosing schools and investigate whether they express racialized school preferences. I find school racial composition heterogeneously affects white, black, Latinx, and Asian parents' and students' willingness to attend schools. Independent of characteristics potentially correlated with race, white and Asian families preferred white schools over black and Latinx schools, Latinx families preferred Latinx schools over black schools, and black families preferred black schools over white schools. Results, importantly, demonstrate that racial composition has larger effects on white and Latinx parents' preferences compared with white and Latinx students and smaller effects on black parents compared with black students. To ensure results were not an artifact of experimental conditions, I validate findings using administrative data on New York City families' actual school choices in 2013. Both analyses establish that families express heterogenous racialized school preferences.</p>","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11178056/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85378825","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

Should I Start at MATH 101? Content Repetition as an Academic Strategy in Elective Curriculums 我应该从数学101开始学吗?内容重复作为选修课的学习策略

IF 3.9 1区教育学

Sociology of Education Pub Date : 2022-02-16 DOI: 10.1177/00380407221076490

Monique H. Harrison, Philip A. Hernandez, M. Stevens

{"title":"Should I Start at MATH 101? Content Repetition as an Academic Strategy in Elective Curriculums","authors":"Monique H. Harrison, Philip A. Hernandez, M. Stevens","doi":"10.1177/00380407221076490","DOIUrl":"https://doi.org/10.1177/00380407221076490","url":null,"abstract":"How do undergraduates make their first course decisions, and are these decisions fateful? Drawing on serial interviews (N = 200) of 53 students at an admissions-selective university, we show that incoming students with disparate precollege experiences differ in their orientations toward and strategies for considering first college math courses. Content repeaters opt for courses that repeat material covered in prior coursework, whereas novices opt for courses covering material new to them. Content repeaters receive high grades and report confidence in their math ability, whereas novices in the same classes receive lower grades and report invidious comparisons with classmates. These strategies vary with students’ socioeconomic background and prior exposure to institutions of higher education, suggesting the role of content repetition in maintaining class disparities in science, technology, engineering, and mathematics (STEM) pathways. Findings encourage researchers to resist equating content repetition with remediation, attend to the agentic and social-psychological dimensions of academic progress, and recognize that elective curriculums create conditions for the performative reproduction of academic and socioeconomic inequalities.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82853085","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: 5

Schools as a Relatively Standardizing Institution: The Case of Gender Gaps in Cognitive Skills 学校作为一个相对标准化的机构:以认知技能的性别差异为例

IF 3.9 1区教育学

Sociology of Education Pub Date : 2022-01-27 DOI: 10.1177/00380407211070319

Douglas B. Downey, Megan Kuhfeld, Margriet van Hek

引用次数: 4