Sociology of Education最新文献_第7页

Schools as Refractors: Comparing Summertime and School-Year Skill Inequality Trajectories 学校作为折射:比较夏季和学年的技能不平等轨迹

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-10-01 DOI: 10.1177/00380407211041542

D. J. Condron, Douglas B. Downey, Megan Kuhfeld

{"title":"Schools as Refractors: Comparing Summertime and School-Year Skill Inequality Trajectories","authors":"D. J. Condron, Douglas B. Downey, Megan Kuhfeld","doi":"10.1177/00380407211041542","DOIUrl":"https://doi.org/10.1177/00380407211041542","url":null,"abstract":"How does schooling affect inequality in students’ academic skills? Studies comparing children’s trajectories during summers and school years provide a provocative way of addressing this question, but the most persuasive seasonal studies (1) focus primarily on skill gaps between social categories (e.g., social class, race/ethnicity), which constitute only a small fraction of overall skill inequality, and (2) are restricted to early grades, making it difficult to know whether the patterns extend into later grades. In this study, we use seasonal comparisons to examine the possibilities that schooling exacerbates, reduces, or reproduces overall skill inequality in math, reading, language use, and science with recent national data on U.S. public school students spanning numerous grade levels from the Northwest Evaluation Association. Our results suggest that schooling has a compensatory effect on inequality in reading, language, and science skills but not math skills. We conclude by discussing the theoretical implications of our findings, possible reasons why the math findings differ from those of other subjects, and discrepant seasonal patterns across national data sets.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"1 1","pages":"316 - 340"},"PeriodicalIF":3.9,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83615351","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: 7

Intensive Mothering and the Unequal School-Search Burden 密集的母亲和不平等的择校负担

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-09-28 DOI: 10.1177/00380407211048453

Bailey A. Brown

引用次数: 11

Reconceptualizing College Knowledge: Class, Race, and Black Students in a College-Counseling Field 重新定义大学知识:大学咨询领域的阶级、种族和黑人学生

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-09-24 DOI: 10.1177/00380407211046053

M. Gast

{"title":"Reconceptualizing College Knowledge: Class, Race, and Black Students in a College-Counseling Field","authors":"M. Gast","doi":"10.1177/00380407211046053","DOIUrl":"https://doi.org/10.1177/00380407211046053","url":null,"abstract":"Past work and college–access programs often treat college knowledge as discrete pieces of information and focus on the amount of available college information. I use ethnographic and multiwave interview data to compare college–aspiring working- and middle–class black 9th and 11th graders across almost two years in high school along with their post–high school updates. Respondents were exposed to college–going messages but faced racial constraints and unclear expectations for college preparation and help seeking. Working-class respondents drew on hopeful uncertainty—a repertoire of hope for college admissions but uncertainty in the specifics—and they waited for assistance. Twelfth-grade working–class respondents experienced the effects of counseling problems and frustrations near application time. Middle-class and some working–class respondents used a repertoire of competitive groundwork to improve their competitiveness for four–year admissions, targeting their help seeking to navigate impending deadlines and late–stage counseling problems. My findings point to the timing and process of activating repertoires of college knowledge within a high school counseling field, suggesting the need to reconceptualize college knowledge in research on racial and class inequality in college access.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"4 1","pages":"43 - 60"},"PeriodicalIF":3.9,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83322772","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

Message from the Outgoing Editor 来自外发编辑器的消息

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-09-24 DOI: 10.1177/00380407211041609

L. Renzulli

引用次数: 0

2021 Reviewer Thank You 2021审稿人谢谢

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-09-24 DOI: 10.1177/00380407211041634

引用次数: 0

It’s Who You Know (and Who You Are): Social Capital in a School-Based Parent Network 《你认识谁(和你是谁):基于学校的家长网络中的社会资本》

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-07-03 DOI: 10.1177/00380407211029655

A. Cox, Amy C. Steinbugler, Rand Quinn

引用次数: 5

Habitus Adaptation and First-Generation University Students’ Adjustment to Higher Education: A Life Course Perspective 习惯适应与第一代大学生的高等教育适应:一个生命历程的视角

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-05-26 DOI: 10.1177/00380407211017060

Biörn Ivemark, Anne Ambrose

{"title":"Habitus Adaptation and First-Generation University Students’ Adjustment to Higher Education: A Life Course Perspective","authors":"Biörn Ivemark, Anne Ambrose","doi":"10.1177/00380407211017060","DOIUrl":"https://doi.org/10.1177/00380407211017060","url":null,"abstract":"In recent years, research has brought attention to the heterogeneity of resources that first-generation students bring with them to higher education and the factors that assist in these students’ social and academic adjustment to university life. However, few studies have focused on how these students’ early socialization and experiences over the life course influence their adjustment experiences to university. Drawing on Bourdieu’s habitus concept to explore the life histories of first-generation students at a midranked Swedish university, we identify three types of adjustment profiles—Adjusters, Strangers, and Outsiders—and highlight five key factors over the life course that explain why they differ: family resources, early social environment, educational experiences and opportunities, peers, and partners. Our findings suggest that class-related adjustment challenges in college can be traced to different levels of cultural capital acquired during first-generation students’ early socialization but also to capital acquired through sustained contact with cultural capital–abundant social environments throughout their life course, resulting in subtle but consequential habitus adaptations. This study extends previous research in the field by exploring a broader set of social contexts that can spur first-generation students’ cultural capital acquisition before college and facilitate their adjustment to higher education.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"23 1","pages":"191 - 207"},"PeriodicalIF":3.9,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78453129","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: 20

Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools 拆解特殊教育依从性的逻辑:郊区学校纪律种族差异的情境影响

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-05-18 DOI: 10.1177/00380407211013322

Catherine Kramarczuk Voulgarides, A. Aylward, Adai A. Tefera, Alfredo J. Artiles, Sarah Alvarado, P. Noguera

{"title":"Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools","authors":"Catherine Kramarczuk Voulgarides, A. Aylward, Adai A. Tefera, Alfredo J. Artiles, Sarah Alvarado, P. Noguera","doi":"10.1177/00380407211013322","DOIUrl":"https://doi.org/10.1177/00380407211013322","url":null,"abstract":"The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights–based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate to IDEA remedies designed to address problem behaviors. We qualitatively examine how educators interpret and respond to citations for racial discipline disproportionality via IDEA at both the district and the school level in a suburban locale. We find that educators interpret the inequity in ways that neutralize the racialized implications of the citation, which in turn affects how they respond to the citation. These interpretations contribute to symbolic and race-evasive IDEA compliance responses. The resulting bureaucratic and organizational structures associated with IDEA implementation become a mechanism through which the visibility of race and racialization processes are erased and muted through acts of policy compliance. Thus, the logic of compliance surrounding IDEA administration serves as a reproductive social force that sustains practices that do not disrupt locally occurring racialized inequities.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"46 1","pages":"208 - 226"},"PeriodicalIF":3.9,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91063613","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: 16

Educational Downgrading: Adult Education and Downward Mobility 教育降级:成人教育与向下流动

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-04-01 DOI: 10.1177/0038040720982890

Corey Moss-Pech, Steven H. Lopez, L. Michaels

引用次数: 4

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:了解美国无人陪伴、无证件的拉丁裔青年工人的教育结合

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-02-22 DOI: 10.1177/0038040721996004

Stephanie L. Canizales

{"title":"Educational Meaning Making and Language Learning: Understanding the Educational Incorporation of Unaccompanied, Undocumented Latinx Youth Workers in the United States","authors":"Stephanie L. Canizales","doi":"10.1177/0038040721996004","DOIUrl":"https://doi.org/10.1177/0038040721996004","url":null,"abstract":"Immigration scholars agree that educational attainment is essential for the success of immigrant youth in U.S. society and functions as a key indicator of how youth will fare in their transition into adulthood. Research warns of downward or stagnant mobility for people with lower levels of educational attainment. Yet much existing research takes for granted that immigrant youth have access to a normative parent-led household, K–12 schools, and community resources. Drawing on four years of ethnographic observations and interviews with undocumented Latinx young adults (ages 18 to 31) who arrived in Los Angeles, California, as unaccompanied youth, I examine the educational meaning making and language learning of Latinx individuals coming of age as workers without parents and legal status. Findings show that Latinx immigrant youth growing up outside of Western-normative parent-led households and K–12 schools and who remain tied to left-behind families across transnational geographies tend to equate education with English language learning. Education—as English language learning—is essential to sobrevivencia, or survival, during their transition to young adulthood as workers and transnational community participants.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"1 1","pages":"175 - 190"},"PeriodicalIF":3.9,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79469564","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