Sociology of Education最新文献_第8页

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

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