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}
{"title":"Educational Downgrading: Adult Education and Downward Mobility","authors":"Corey Moss-Pech, Steven H. Lopez, L. Michaels","doi":"10.1177/0038040720982890","DOIUrl":"https://doi.org/10.1177/0038040720982890","url":null,"abstract":"Scholarship on adult education throughout the life course focuses on the relationship between education and upward mobility. Scholars rarely examine how adults’ educational aspirations or trajectories are affected by downward mobility or an increasingly precarious labor market. Drawing on in-depth qualitative interviews with 21 job seekers in the post–Great Recession labor market in the United States, this article advances the concept of educational downgrading: returning to school in pursuit of a credential lower than the highest level of education one previously sought or attained. We explore three pathways to downgrading connected to downward mobility: occupational dead ends, career reversals, and educational inflation. In the process, we highlight how individuals adjust their practical educational aspirations as they navigate a contemporary economy in which careers are unstable and credentials are needed for many kinds of jobs across the occupational hierarchy.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"21 1","pages":"143 - 158"},"PeriodicalIF":3.9,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79106406","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}
{"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}
{"title":"Experimentally Estimated Impacts of School Vouchers on Educational Attainments of Moderately and Severely Disadvantaged Students","authors":"Albert Cheng, P. Peterson","doi":"10.1177/0038040721990365","DOIUrl":"https://doi.org/10.1177/0038040721990365","url":null,"abstract":"For decades, social theorists have posited—and descriptive accounts have shown—that students isolated by both social class and ethnicity suffer extreme deprivations that limit the effectiveness of equal-opportunity interventions. Even educational programs that yield positive results for moderately disadvantaged students may not prove beneficial for those who possess less of the economic, social, and cultural capital that play a critical role in improving educational outcomes. Yet evaluations of school choice and other educational interventions seldom estimate programmatic effects on severely disadvantaged students who are isolated by both ethnicity and social class. We experimentally estimate differential effects of a 1997 New York City school voucher intervention on college attainment for minority students by household income and mother’s education. Postsecondary outcomes as of 2017 come from the National Student Clearinghouse. The severely deprived did not benefit from the intervention despite substantial positive effects on college enrollments and degree attainment for the moderately disadvantaged. School choice programs and other interventions or public policies may need to pay greater attention to ensuring that families possess the requisite forms of capital—human, economic, social, and cultural—to realize their intended benefits.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"9 1","pages":"159 - 174"},"PeriodicalIF":3.9,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84596020","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}
{"title":"The Societal Consequences of Higher Education","authors":"Evan Schofer, F. O. Ramirez, John W. Meyer","doi":"10.1177/0038040720942912","DOIUrl":"https://doi.org/10.1177/0038040720942912","url":null,"abstract":"The advent of mass schooling played a pivotal role in European societies of the later nineteenth century, transforming rural peasants into national citizens. The late-twentieth-century global expansion of higher education ushered in new transformations, propelling societal rationalization and organizing, and knitting the world into a more integrated society and economy. We address four key dynamics: (1) Higher education sustains the modern professions and contributes to the rationalization of society and state. (2) The supranational and universalistic orientation of higher education provides elites with shared global cultural frames and identities, facilitating globalization. (3) Consequently, tertiary education provides a foundation for major global movements and sociopolitical change around diverse issues, such as human rights and environmental protection as well as potentially contentious religious and cultural solidarities. (4) Higher education contributes to the reorganization of the economy, creating new monetarized activities and facilitating the reconceptualization of activities distant from material production as economic. In short, many features of the contemporary world arise from the growing legions of people steeped in common forms of higher education. Panel regression models of contemporary cross-national longitudinal data examine these relationships. We find higher-education enrollments are associated with key dimensions of rationalization, globalization, societal mobilization, and expansion of the service economy. Central features of modern society, often seen as natural, in fact hinge on the distinctive form of higher education that has become institutionalized worldwide.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"94 1","pages":"1 - 19"},"PeriodicalIF":3.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84282873","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}
{"title":"Encouraged or Discouraged? The Effect of Adverse Macroeconomic Conditions on School Leaving and Reentry","authors":"D. Witteveen","doi":"10.1177/0038040720960718","DOIUrl":"https://doi.org/10.1177/0038040720960718","url":null,"abstract":"Existing research generally confirms a countercyclical education enrollment, whereby youths seek shelter in the educational system to avoid hardships in the labor market: the “discouraged worker” thesis. Alternatively, the “encouraged worker” thesis predicts that economic downturns steer individuals away from education because of higher opportunity costs. This study provides a formal test of these opposing theories using data from the United States compared with similar sources from the United Kingdom, Germany, and Sweden. I investigate whether macroeconomic stimuli—including recessions and youth unemployment fluctuations—matter for enrollment decisions. Analyses rely on 10 years of detailed individual-level panel data, consisting of birth cohorts across several decades. Across data sources, results show enrollment persistence in secondary education is stronger in response to economic downturns. These patterns differ sharply for tertiary-enrolled students and those who recently left higher education. Surprisingly, U.S. youths display an increased hazard of school leaving and a decreased hazard of educational reenrollment in response to adverse conditions. In contrast, European youths tend to make enrollment decisions supportive of discouraged-worker mechanisms or insensitivity to adverse conditions. The U.S.-specific encouraged-worker mechanism might be explained by the relative importance of market forces in one’s early career and the high costs of university attendance, which induces risk aversion with regard to educational investment. The discussion addresses the consequences for educational inequality.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"36 1","pages":"103 - 123"},"PeriodicalIF":3.9,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88509032","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}
{"title":"Western Colonialism and World Society in National Education Systems: Global Trends in the Use of High-Stakes Exams at Early Ages, 1960 to 2010","authors":"Jared Furuta","doi":"10.1177/0038040720957368","DOIUrl":"https://doi.org/10.1177/0038040720957368","url":null,"abstract":"National high-stakes exams are a fundamental structural feature of education systems around the world. Despite their importance in shaping educational stratification, little is known about the social processes that influence how and why national high-stakes exams are used at early ages on a global basis. I argue that global trends in the use of primary-level high-stakes exams during the postwar period are shaped by competing international and historical pressures. On one hand, Western colonialism instigated path-dependent processes that led former French and British colonies to continue to use high-stakes exams at the primary level, even after gaining independence. On the other hand, a worldwide cultural shift toward universalistic conceptions of education as a human right has led other countries to abandon high-stakes exams at early ages. Drawing on a newly constructed panel data set of 138 countries from 1960 to 2010, I show that national high-stakes exams have declined over time at early ages of schooling. Evidence from a series of panel regression models supports arguments about the importance of Western colonialism and universalistic conceptions of education in world society in shaping the use of high-stakes exams at the primary level.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"23 1","pages":"84 - 101"},"PeriodicalIF":3.9,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80035104","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}
Dyah Indraswati, Dina Anika Marhayani, Deni Sutisna, A. Widodo, M. A. Maulyda
{"title":"CRITICAL THINKING DAN PROBLEM SOLVING DALAM PEMBELAJARAN IPS UNTUK MENJAWAB TANTANGAN ABAD 21","authors":"Dyah Indraswati, Dina Anika Marhayani, Deni Sutisna, A. Widodo, M. A. Maulyda","doi":"10.31571/sosial.v7i1.1540","DOIUrl":"https://doi.org/10.31571/sosial.v7i1.1540","url":null,"abstract":"Artikel ini bertujuan mengkaji pentingnya critical thinking dan problem solving dalam pembelajaran IPS untuk menjawab tantangan abad 21. Metode yang dipergunakan dalam penelitian ini adalah studi literatur. 4 keterampilan abad 21 yaitu: communication , collaboration , critical thinking and problem solving , serta creativity and innovation . Tujuan pembelajaran IPS adalah mengembangkan potensi peserta didik agar terampil mengatasi masalah sosial. Pembelajaran IPS pada abad 21 harus integrative, holistic, saintifik, konstektual, tematik, efektif, kolaboratif, dan berpusat pada siswa. Pentingnya critical thinking dan Problem Solving dalam pembelajaran IPS adalah agar peserta didik dapat merangsang, menganalisis, dan melakukan sintesis tepat dimana masalah itu berada, atas inisiatif sendiri.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"19 1","pages":"12-28"},"PeriodicalIF":3.9,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84137381","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}
{"title":"UPAYA PENINGKATAN HASIL BELAJAR GEOGRAFI MELALUI MEDIA PERMAINAN EDUKATIF ULAR TANGGA TEMATIK PADA SISWA MAN 2 PONTIANAK","authors":"Rina Rina, Rika Anggela","doi":"10.31571/sosial.v7i1.1496","DOIUrl":"https://doi.org/10.31571/sosial.v7i1.1496","url":null,"abstract":"Tujuan umum dalam penelitian ini adalah untuk mengetahui informasi tentang penggunaan alat peraga ular tangga tematik untuk meningkatkan hasil belajar siswa dalam pembelajaran Geografi di kelas XI IPS MAN 2 Pontianak. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas sedangkan bentuk penelitiannya adalah penelitian tindakan kolaboratif . Subjek dalam penelitian ini adalah 1 orang Guru Geografi dan siswa kelas XI IPS 1 sebanyak 38 siswa. Alat pengumpulan data yaitu lembar observasi, soal tes, angket dan dokumentasi. Analisisi data yang digunakan adalah analisis kuantitatif dan kualitatif. Hasil penelitian diperoleh kesimpulan sebagai berikut: 1) Penggunaan alat peraga ular tangga tematik dalam pembelajaran geografi siklus I dan siklus II diperoleh bahwa Penggunaan alat peraga ular tangga tematik yang dilakukan dosen baik sekali, 2) Hasil belajar siswa Pra Siklus dengan ketuntasan klasikal sebesar 44,7%, siklus I dengan ketuntasan klasikal sebesar 42,1%, siklus II dengan ketuntasan klasikal sebesar 100%. Hasil belajar terjadin peningkatan yang signifikan sehingga membawa dampak positif terhadap hasil belajar siswa.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"81 1","pages":"1-11"},"PeriodicalIF":3.9,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82852769","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}
{"title":"Imagining the World: Conceptions and Determinants of Internationalization in Higher Education Curricula Worldwide","authors":"Mike Zapp, Julia C. Lerch","doi":"10.1177/0038040720929304","DOIUrl":"https://doi.org/10.1177/0038040720929304","url":null,"abstract":"Cross-national analyses of university curricula are rare, particularly with a focus on internationalization, commonly studied as impacting higher education through the mobility of people, programs, and campuses. By contrast, we argue that university knowledge shapes globalization by producing various sociopolitical conceptions beyond the nation-state. We examine variants of such a globalized society in 442,283 study programs from 17,129 universities in 183 countries. Three variants stand out, which vary across disciplines: an interstate model (prevalent in business and political science), a regional model (in political science and law), and a global model (in development studies and natural sciences). Regression models carried out on a subset of these data indicate that internationalized curricula are more likely in business schools, in universities with international offices, in those with a large number of social science offerings, and in those with membership in international university associations. We discuss these findings and their links to changes in universities’ environment, stressing the recursive relationship between globalization and higher education.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"83 1","pages":"372 - 392"},"PeriodicalIF":3.9,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84119218","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}