Sociology of Education最新文献_第6页

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

Social Capital and Student Achievement: An Intervention-Based Test of Theory 社会资本与学生成绩:一个基于干预的理论检验

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-10-01 DOI: 10.1177/00380407211040261

Adam Gamoran, Hannah K. Miller, Jeremy E. Fiel, J. L. Valentine

{"title":"Social Capital and Student Achievement: An Intervention-Based Test of Theory","authors":"Adam Gamoran, Hannah K. Miller, Jeremy E. Fiel, J. L. Valentine","doi":"10.1177/00380407211040261","DOIUrl":"https://doi.org/10.1177/00380407211040261","url":null,"abstract":"Social capital is widely cited as benefiting children’s school performance, but close inspection of existing research yields inconsistent findings. Focusing on intergenerational closure among parents of children in the same school, this article draws from a field experiment to test the effects of social capital on children’s achievement in reading and mathematics. When children were in first grade, their schools were randomly assigned to an after-school family-based intervention that boosts social capital. A total of 52 schools in Phoenix, Arizona, and San Antonio, Texas, containing over 3,000 first graders, participated in the study, with half the schools in each city assigned to the treatment group and half serving as no-treatment controls. Two years later, no differences in third-grade achievement were evident between children who had been in treatment schools versus control schools. By contrast, nonexperimental analyses of survey-based measures of social capital suggest positive effects on achievement, indicating that naïve estimates based on survey measures may be upwardly biased by unobserved conditions that lead to both stronger ties among parents and higher test scores. This article adds to a growing literature that raises doubts about the effects of this type of social capital for achievement outcomes among young children.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"64 1","pages":"294 - 315"},"PeriodicalIF":3.9,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90456177","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

Continuing Education and Stratification at Midlife. 中年继续教育与分层。

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-10-01 Epub Date: 2021-08-29 DOI: 10.1177/00380407211041776

Eric Grodsky, Catherine Doren, Koit Hung, Chandra Muller, John Robert Warren

{"title":"Continuing Education and Stratification at Midlife.","authors":"Eric Grodsky, Catherine Doren, Koit Hung, Chandra Muller, John Robert Warren","doi":"10.1177/00380407211041776","DOIUrl":"10.1177/00380407211041776","url":null,"abstract":"We ask whether patterns of racial/ethnic and socioeconomic stratification in educational attainment are amplified or attenuated when we take a longer view of educational careers. We propose a model of staged advantage to understand how educational inequalities evolve over the life course. Distinct from cumulative advantage, staged advantage asserts that inequalities in education ebb and flow over the life course as the population at risk of making each educational transition changes along with the constraints they confront in seeking more education. Results based on data from the 2014 follow-up of the sophomore cohort of High School and Beyond offer partial support for our hypotheses. The educational attainment process was far from over for our respondents as they aged through their 30s and 40s: more than six of ten continued their formal training during this period and four of ten earned an additional credential. Patterns of educational stratification at midlife became more pronounced in some ways, as women pulled further ahead of men in their educational attainments and parental education (but not income), and high school academic achievement continued to shape educational trajectories at the bachelor's degree level and beyond. However, African American respondents gained on White respondents during this life phase through continued formal (largely academic) training and slightly greater conditional probabilities of graduate or professional degree attainment; social background fails to predict earning an associate degree. These results, showing educational changes and transitions far into adulthood, have implications for our understanding of the complex role of education in stratification processes.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"94 4","pages":"341-360"},"PeriodicalIF":3.9,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8494235/pdf/nihms-1739767.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39498005","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

Corrigendum to “Examining High School Students’ Gendered Beliefs about Math: Predictors and Implications for Choice of STEM College Majors” “调查高中生对数学的性别观念:对STEM大学专业选择的预测因素和影响”的勘误表

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-10-01 DOI: 10.1177/00380407211040071

引用次数: 0