Sociology of Education最新文献_第9页

ANALISIS ADIKSI INTERNET TERHADAP KEMAMPUAN INTERPERSONAL SISWA SMA DI KABUPATEN LABUHAN BATU UTARA

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-06-01 DOI: 10.31571/sosial.v7i1.1618

Ika Chastanti

{"title":"ANALISIS ADIKSI INTERNET TERHADAP KEMAMPUAN INTERPERSONAL SISWA SMA DI KABUPATEN LABUHAN BATU UTARA","authors":"Ika Chastanti","doi":"10.31571/sosial.v7i1.1618","DOIUrl":"https://doi.org/10.31571/sosial.v7i1.1618","url":null,"abstract":"Era globalisasi kehidupan manusia tidak bisa dilepaskan dari internet. Pemanfaatan internet digunakan masyarakat untuk mengakses media sosial sebagai sarana untuk komunikasi dan eksistensi diri. Teknologi internet dapat diakses oleh semua kalangan masyarakat. Remaja salah satu pengguna internet aktif. Penelitian ini bertujuan untuk mengetahu adiksi internet terhadap kemampuan interpersonal siswa. Penelitian ini merupakan penelitian deskriptif dengan metode survey. Sampel dalam penelitian ini adalah siswa SMA di Kabupaten Labuhanbatu Utara. Teknik sampling yang digunakan yaitu Stratified random sampling . Teknik pengambilan data dilakukan dengan memberikan angket skala likert dan wawancara mendalam kepada siswa. Teknik analisis data menggunakan Model Miles dan Huberman. Hasil penelitian menunjukkan bahwa adiksi internet pada siswa mempengaruhi kemampuan interpersonal sebesar 76,54% siswa lebih memilih berkomunikasi melalui media sosial daripada harus berkomunikasi langsung kepada temannya. Siswa juga tidak mampu mengontrol diri untuk mengakses internet yang mana 64,73% siswa menjawab sepanjang waktu mengakses internet sehingga menyebabkan siswa malas untuk melaksanakan kegiatan belajar baik di rumah maupun di sekolah.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"95 1","pages":"29-36"},"PeriodicalIF":3.9,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89495934","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

The Right Fit? Classroom Mismatch in Middle School and Its Inconsistent Effect on Student Learning 合适的选择?中学课堂错配及其对学生学习的不一致影响

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-05-28 DOI: 10.1177/0038040720918857

Brian R. Fitzpatrick, Sarah A. Mustillo

引用次数: 2

Biracial Identity Development at Historically White and Historically Black Colleges and Universities 历史上白人和黑人大学的种族认同发展

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-05-25 DOI: 10.1177/0038040720926163

Kristen A. Clayton

{"title":"Biracial Identity Development at Historically White and Historically Black Colleges and Universities","authors":"Kristen A. Clayton","doi":"10.1177/0038040720926163","DOIUrl":"https://doi.org/10.1177/0038040720926163","url":null,"abstract":"This study explores the relationship between biracial identity development and college context. I draw on interviews with 49 black-white biracial first- and second-year students attending historically black colleges/universities (HBCUs) or historically white colleges/universities (HWCUs) and follow-up interviews with the same students at the end of college to explore how and why their racial identities changed over time. Most participants experienced racial identity change over the course of the study, and this change was most often in the direction of a strengthened black identity for both HBCU and HWCU students. An increasing understanding of racism led students at both institutional types to develop stronger black identities. The processes that led to this heightened awareness of racism, however, differed across institutions. Reflected appraisals (HBCU students’ impression that their peers included and accepted them as black and HWCU students’ impression that their white peers excluded and labeled them as nonwhite) also played a role in students’ strengthening black identities, as did increased contact with black peers (especially for HBCU students). This article describes the implications of biracial identity development for biracial students’ psychosocial well-being, campus social adjustment, and college persistence.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"210 1","pages":"238 - 255"},"PeriodicalIF":3.9,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74585622","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: 11

Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-05-19 DOI: 10.1177/0038040720919379

Rob J. Gruijters, Julia A. Behrman

{"title":"Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children","authors":"Rob J. Gruijters, Julia A. Behrman","doi":"10.1177/0038040720919379","DOIUrl":"https://doi.org/10.1177/0038040720919379","url":null,"abstract":"Influential reports about the “learning crisis” in the global South generally pay insufficient attention to social inequalities in learning. In this study, we explore the association between family socioeconomic status and learning outcomes in 10 francophone African countries using data from the Programme for the Analysis of Education Systems, a standardized assessment of pupils’ mathematics and reading competence at the end of primary school. We start by showing that learning outcomes among grade 6 pupils are both poor and highly stratified. We then develop and test a conceptual framework that highlights three mechanisms through which family socioeconomic status might contribute to learning: (1) educational resources at home, (2) health and well-being, and (3) differences in school quality. We find that most of the effect of family background on learning outcomes operates through school quality, which results from a combination of the unequal distribution of resources (such as teachers and textbooks) across schools and high socioeconomic segregation between schools. On the basis of these results, we suggest that most countries in the region could improve equity as well as overall performance by “raising the floor” in school quality.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"12 1","pages":"256 - 276"},"PeriodicalIF":3.9,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83437008","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: 18

Race, Gender, and Parental College Savings: Assessing Economic and Academic Factors 种族、性别和父母大学储蓄:评估经济和学术因素

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-04-25 DOI: 10.1177/0038040720942927

Natasha Quadlin, J. Conwell

{"title":"Race, Gender, and Parental College Savings: Assessing Economic and Academic Factors","authors":"Natasha Quadlin, J. Conwell","doi":"10.1177/0038040720942927","DOIUrl":"https://doi.org/10.1177/0038040720942927","url":null,"abstract":"This article assesses the relationships between race, gender, and parental college savings. Some prior studies have investigated race differences in parental college savings, yet none have taken an intersectional approach, and most of these studies were conducted with cohorts of students who predate key demographic changes among U.S. college goers (e.g., the reversal of the gender gap in college completion). Drawing on theories of parental investment and data from the High School Longitudinal Study of 2009 (HSLS:09), we show that both race and gender are associated with whether parents save for college, as well as how much they save. Both black boys and black girls experience savings disadvantages relative to their white peers. However, black girls experience particularly striking disparities: Black girls with the strongest academic credentials receive savings equivalent to black girls with the weakest academic credentials. Results suggest this is due, at least in part, to the fact that high-achieving black girls tend to come from families that are much less well-off than high achievers in other race-gender groups. As a result, parents of black girls frequently rely on funding sources other than their own earnings or savings to pay for their children’s college. These funding sources include private loans that may pose financial challenges for black girls and their families across generations, thus deepening inequalities along the lines of gender, race, and class. These findings demonstrate the power of taking an intersectional approach to the study of higher education in general and college funding in particular.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"10 1","pages":"20 - 42"},"PeriodicalIF":3.9,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88808687","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: 11

From Major Preferences to Major Choices: Gender and Logics of Major Choice 从专业偏好到专业选择:性别与专业选择逻辑

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-04-01 DOI: 10.1177/0038040719887971

Natasha Quadlin

{"title":"From Major Preferences to Major Choices: Gender and Logics of Major Choice","authors":"Natasha Quadlin","doi":"10.1177/0038040719887971","DOIUrl":"https://doi.org/10.1177/0038040719887971","url":null,"abstract":"Research shows that college students choose majors for a variety of reasons. Some students are motivated by potential economic returns, others want to take engaging classes, and others still would like opportunities to help people in their jobs. But how do these preferences map onto students’ actual major choices? This question is particularly intriguing in light of gender differences in fields of study, as men and women may take divergent pathways in pursuit of the same outcome. Using data from the Pathways through College Study (N = 2,639), I show that men and women choose very different majors even when they cite the same major preferences—what I call gendered logics of major choice. In addition, I use earnings data from the American Community Survey to assess how these gendered logics of major choice may be associated with broader patterns of earnings inequality. I find that among men and women who have the same major preferences, men’s major choices are tied to significantly higher prospective earnings than women’s major choices. This finding demonstrates that the ways men and women translate their preferences into majors are unequal from an earnings perspective. Implications for research on higher education and gender are discussed.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"9 1","pages":"109 - 91"},"PeriodicalIF":3.9,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81908725","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: 32

Delayed Benefits: Effects of California School District Bond Elections on Achievement by Socioeconomic Status 延迟收益:加州学区债券选举对社会经济地位成就的影响

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-04-01 DOI: 10.1177/0038040719892577

E. Rauscher

引用次数: 15

Sorting Schools: A Computational Analysis of Charter School Identities and Stratification 分类学校:特许学校身份和分层的计算分析

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-03-10 DOI: 10.1177/0038040720953218

Jaren Haber

引用次数: 5

Choosing Schools in Changing Places: Examining School Enrollment in Gentrifying Neighborhoods 在变化的地方选择学校:检视中产阶级社区的学校入学情况

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-03-06 DOI: 10.1177/0038040720910128

Jennifer Candipan

引用次数: 25

Relationships between an ADHD Diagnosis and Future School Behaviors among Children with Mild Behavioral Problems 轻度行为问题儿童ADHD诊断与未来学校行为的关系

IF 3.9 1区教育学

Sociology of Education Pub Date : 2020-03-04 DOI: 10.1177/0038040720909296

Jayanti Owens

{"title":"Relationships between an ADHD Diagnosis and Future School Behaviors among Children with Mild Behavioral Problems","authors":"Jayanti Owens","doi":"10.1177/0038040720909296","DOIUrl":"https://doi.org/10.1177/0038040720909296","url":null,"abstract":"Attention-deficit/hyperactivity disorder (ADHD) is the most common behavioral disorder among U.S. children. ADHD diagnoses have risen among children with both severe and mild behavioral problems, partly in response to mounting academic pressure. This study examines the consequences of ADHD diagnosis. Diagnosis can bring beneficial pharmacological treatment and social supports, but it can also trigger negative social and psychological processes, as suggested by labeling theory. For children with mild behavioral problems, diagnosis may trigger awareness of being ‘‘different’’ for the first time, for example through negative teacher/peer effects. By matching diagnosed and otherwise comparable undiagnosed children from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998–1999, I find that medication has positive effects for diagnosed children with severe prediagnosis behavioral problems, yielding comparable future teacher-rated school behaviors as undiagnosed matches. However, diagnosed and medicated children with mild prediagnosis behavioral problems exhibit poorer future teacher-rated social and academic behaviors than their undiagnosed matches, consistent with labeling theory.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"63 1","pages":"191 - 214"},"PeriodicalIF":3.9,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74089541","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