Sociology of Education最新文献_第6页

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":"29 1","pages":"233 - 253"},"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

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":"113 1","pages":"133 - 152"},"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

Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality 学术取向作为道德契合的函数:道德个体化的作用

IF 3.9 1区教育学

Sociology of Education Pub Date : 2022-01-11 DOI: 10.1177/00380407211072428

Kerby Goff, E. Silver, I. Sigfusdottir

{"title":"Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality","authors":"Kerby Goff, E. Silver, I. Sigfusdottir","doi":"10.1177/00380407211072428","DOIUrl":"https://doi.org/10.1177/00380407211072428","url":null,"abstract":"Researchers have studied academic orientation—students’ valuing of and commitment to education—as in part a function of a cultural fit between students’ cultural capital, competencies, identity, and the institutional culture of the education system. Recent research on students’ aspirations and commitment highlights the moral undertones of such cultural fit. Scholars have identified the perceived moral connotations of becoming “an educated person” and illustrated how students’ academic orientation may be intertwined with the unique moral culture of the education system. Neoinstitutional scholars have examined modern education systems’ emphasis on an individualizing type of moral culture, that is, an institutional moral culture emphasizing individual autonomy, rights, and achievement over traditional mores, knowledge, and social hierarchies. Scholars have yet to bridge these streams of research by examining the link between students’ personal moral culture and the institutional moral culture of education systems. In this study, we consider whether students whose moral orientation matches the individualizing moral culture of education systems are more academically oriented. We conceptualize this link as moral fit, and we use moral foundations theory to identify students’ personal moral culture. Analysis of a unique sample of students drawn from all secondary schools in Iceland (N = 10,525) shows (1) individualizing moral intuitions (those that emphasize the individual as the basic moral unit) are associated with a greater academic orientation, net of parental involvement, cultural capital, and other important controls, and (2) this association is only lightly moderated by differences in the school structure.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"5 1","pages":"153 - 170"},"PeriodicalIF":3.9,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73227337","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: 4

Message from the Editors 编辑们的话

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-12-19 DOI: 10.1177/00380407211063529

John B. Diamond, Odis Johnson, Jr.

引用次数: 0

The Effect of Community Socioeconomic Context on High School Attendance in China: A Generalized Propensity Score Approach 社区社会经济背景对中国高中入学率的影响:一个广义倾向得分方法

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-12-07 DOI: 10.1177/00380407211057305

Lei Lei

引用次数: 2