Sociology of Education最新文献_第8页

Experimentally Estimated Impacts of School Vouchers on Educational Attainments of Moderately and Severely Disadvantaged Students 实验估计学校券对中等和重度弱势学生教育成绩的影响

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-02-03 DOI: 10.1177/0038040721990365

Albert Cheng, P. Peterson

{"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}

引用次数: 1

The Societal Consequences of Higher Education 高等教育的社会后果

IF 3.9 1区教育学

Sociology of Education Pub Date : 2021-01-01 DOI: 10.1177/0038040720942912

Evan Schofer, F. O. Ramirez, John W. Meyer

{"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}

引用次数: 58

Encouraged or Discouraged? The Effect of Adverse Macroeconomic Conditions on School Leaving and Reentry 受鼓舞还是泄气?不利的宏观经济条件对离校和重返学校的影响

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-09-24 DOI: 10.1177/0038040720960718

D. Witteveen

{"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}

引用次数: 8

Western Colonialism and World Society in National Education Systems: Global Trends in the Use of High-Stakes Exams at Early Ages, 1960 to 2010 西方殖民主义和国家教育体系中的世界社会:1960年至2010年早期使用高风险考试的全球趋势

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-09-18 DOI: 10.1177/0038040720957368

Jared Furuta

{"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}

引用次数: 6

CRITICAL THINKING DAN PROBLEM SOLVING DALAM PEMBELAJARAN IPS UNTUK MENJAWAB TANTANGAN ABAD 21

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-06-25 DOI: 10.31571/sosial.v7i1.1540

Dyah Indraswati, Dina Anika Marhayani, Deni Sutisna, A. Widodo, M. A. Maulyda

引用次数: 26

UPAYA PENINGKATAN HASIL BELAJAR GEOGRAFI MELALUI MEDIA PERMAINAN EDUKATIF ULAR TANGGA TEMATIK PADA SISWA MAN 2 PONTIANAK 通过教育媒体游戏教育庞蒂亚克学生的专题蛇提升地理学习成绩的努力

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-06-23 DOI: 10.31571/sosial.v7i1.1496

Rina Rina, Rika Anggela

{"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}

引用次数: 0

Imagining the World: Conceptions and Determinants of Internationalization in Higher Education Curricula Worldwide 想象世界:世界高等教育课程国际化的概念与决定因素

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-06-15 DOI: 10.1177/0038040720929304

Mike Zapp, Julia C. Lerch

{"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}

引用次数: 29

Other Duties as Assigned: The Ambiguous Role of the High School Counselor 指派的其他职责:高中辅导员的模糊角色

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-06-10 DOI: 10.1177/0038040720932563

M. Blake

引用次数: 35

Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion 管道梦想:STEM专业持续和完成的职业计划和性别差异

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-06-03 DOI: 10.1177/0038040720928484

Kim A. Weeden, Dafna Gelbgiser, S. Morgan

{"title":"Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion","authors":"Kim A. Weeden, Dafna Gelbgiser, S. Morgan","doi":"10.1177/0038040720928484","DOIUrl":"https://doi.org/10.1177/0038040720928484","url":null,"abstract":"In the United States, women are more likely than men to enter and complete college, but they remain underrepresented among baccalaureates in science-related majors. We show that in a cohort of college entrants who graduated from high school in 2004, men were more than twice as likely as women to complete baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields, including premed fields, and more likely to persist in STEM/biomed after entering these majors by sophomore year. Conversely, women were more than twice as likely as men to earn baccalaureates in a health field, although persistence in health was low for both genders. We show that gender gaps in high school academic achievement, self-assessed math ability, and family-work orientation are only weakly associated with gender gaps in STEM completion and persistence. Gender differences in occupational plans, by contrast, are strongly associated with gender gaps in STEM outcomes, even in models that assume plans are endogenous to academic achievement, self-assessed math ability, and family-work orientation. These results can inform efforts to mitigate gender gaps in STEM attainment.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"27 1","pages":"297 - 314"},"PeriodicalIF":3.9,"publicationDate":"2020-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73721367","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: 38

Great Equalizer or Great Selector? Reconsidering Education as a Moderator of Intergenerational Transmissions 伟大均衡器还是伟大选择器?重新考虑教育在代际传播中的调节作用

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-06-02 DOI: 10.1177/0038040720927886

Jeremy E. Fiel

引用次数: 21