Pub Date : 2022-11-11DOI: 10.1080/09620214.2022.2145336
Jiexiu Chen
ABSTRACT Since the expansion of higher education, many rural students in China managed to enter urban universities. However, migrating across layers of structural constraints, those rural students faced dramatic transitions and challenges in the urban university. Drawing upon 50 rural students’ narratives about their educational trajectories, I find that participants in this research moved from the rural context, which almost exclusively emphasized academic performance, to a versatile and complex university culture, featuring implicit and ambiguous expectations of students. The rural students’ perceived desirable traits, together with the suzhi discourse, reinforced the existing symbolic inequality of the social structure and justified the legitimacy of the dominant group’s culture. Moreover, participants generally lacked an accurate grasp of the expectations of students in university, which resulted in a lasting sense of ambivalence and uneasiness. Therefore, exploring the connotation of ideal student is a crucial approach to enable the disadvantaged group to better grasp the hidden mechanisms of urban universities.
{"title":"Grade as a student’s lifeblood? Exploring Chinese rural students’ evolving constructions of the ‘ideal student’ through higher education","authors":"Jiexiu Chen","doi":"10.1080/09620214.2022.2145336","DOIUrl":"https://doi.org/10.1080/09620214.2022.2145336","url":null,"abstract":"ABSTRACT Since the expansion of higher education, many rural students in China managed to enter urban universities. However, migrating across layers of structural constraints, those rural students faced dramatic transitions and challenges in the urban university. Drawing upon 50 rural students’ narratives about their educational trajectories, I find that participants in this research moved from the rural context, which almost exclusively emphasized academic performance, to a versatile and complex university culture, featuring implicit and ambiguous expectations of students. The rural students’ perceived desirable traits, together with the suzhi discourse, reinforced the existing symbolic inequality of the social structure and justified the legitimacy of the dominant group’s culture. Moreover, participants generally lacked an accurate grasp of the expectations of students in university, which resulted in a lasting sense of ambivalence and uneasiness. Therefore, exploring the connotation of ideal student is a crucial approach to enable the disadvantaged group to better grasp the hidden mechanisms of urban universities.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"56 - 75"},"PeriodicalIF":1.3,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46000991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1080/09620214.2022.2142834
Chia Tai Yu
{"title":"Affect and the making of the schoolgirl: a new materialist perspective on gender inequity in schools","authors":"Chia Tai Yu","doi":"10.1080/09620214.2022.2142834","DOIUrl":"https://doi.org/10.1080/09620214.2022.2142834","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"586 - 587"},"PeriodicalIF":1.3,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47907379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-13DOI: 10.1080/09620214.2022.2132983
Martin Neugebauer, Oliver Klein, Marita Jacob
ABSTRACT
The educational disadvantages of migrant students are a persistent problem in many Western countries. Against this background, policymakers often call for more diversity in the teacher workforce, arguing that migrant students might benefit from being taught by migrant teachers. Despite the popularity of this claim, there is almost no research-based rationale for increasing the diversity of teachers in Europe. This paper is a step toward filling this research gap for Germany, aiming to assess whether migrant teachers reduce ethnic educational disadvantages. Our analyses are based on a nationally representative large-scale assessment of ninth graders that provides information on the migration status of both students and teachers, with achievement tests and teacher-assigned grades in German as dependent variables. The results run contrary to widely held expectations, indicating little evidence that migrant students benefit from being taught by migrant teachers.
{"title":"Migrant teachers in the classroom: a key to reduce ethnic disadvantages in school?","authors":"Martin Neugebauer, Oliver Klein, Marita Jacob","doi":"10.1080/09620214.2022.2132983","DOIUrl":"https://doi.org/10.1080/09620214.2022.2132983","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>The educational disadvantages of migrant students are a persistent problem in many Western countries. Against this background, policymakers often call for more diversity in the teacher workforce, arguing that migrant students might benefit from being taught by migrant teachers. Despite the popularity of this claim, there is almost no research-based rationale for increasing the diversity of teachers in Europe. This paper is a step toward filling this research gap for Germany, aiming to assess whether migrant teachers reduce ethnic educational disadvantages. Our analyses are based on a nationally representative large-scale assessment of ninth graders that provides information on the migration status of both students and teachers, with achievement tests and teacher-assigned grades in German as dependent variables. The results run contrary to widely held expectations, indicating little evidence that migrant students benefit from being taught by migrant teachers.</p>","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"21 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138515742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/09620214.2022.2138940
Laura C. Engel, C. Maxwell, Miri Yemini
The global COVID-19 pandemic has reconstituted every aspect of education. It reconfigured the most basic assumptions and practices of the delivery of learning. It altered the relationships between school, work, and home. It brought about new understandings of the role of schooling in society. It reconfigured relationships between parents, students, and teachers. It grew human uses of, and interests in, digital technologies in social relations, work, and in teaching and learning. It normalized a new educational vocabulary, such as hybrid teaching, asynchronous learning, and simul-teaching. As the ability to travel was halted, the movement of students and scholars was grounded, shuttering industries, while opening up new opportunities to enhance learning via digital technologies and virtual exchange. The pandemic at the same time laid bare the persistent inequalities of educational opportunities and outcomes. There are massive and lasting racial, gender, and socio-economic disparities emergent in and through COVID-19. The pandemic illustrated and increased the fragilities surrounding many marginalized and minoritized communities, while also fueling hate speech, racism, and social divisions. The persistence of educational inequalities was devastingly clear in the uneven access to technologies both within countries and across the world. Within some places, there was a ready supply of technological and financial resources to ensure the tools needed for continuous learning throughout the early period of the pandemic. In other environments, there was a lack of access to computers, mobile technology, and Internet connectivity, leaving young people to contend with major gaps in formal learning. Millions of young people worldwide may not ever return to formal education. Public educators have left and are leaving the profession in millions, while the educational, social and emotional needs of young people remain urgent. Families are increasingly opting to leave public schools in favor of a private education, furthering an already fragile public education system. Educational researchers will be grappling with the magnitude and effects of these vast changes for years to come. Despite the impacts of COVID-19 still unfolding, scholars are taking stock of what we have learned so far in the INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION 2022, VOL. 31, NO. 4, 397–400 https://doi.org/10.1080/09620214.2022.2138940
{"title":"The COVID-19 pandemic and the reconstitution of education","authors":"Laura C. Engel, C. Maxwell, Miri Yemini","doi":"10.1080/09620214.2022.2138940","DOIUrl":"https://doi.org/10.1080/09620214.2022.2138940","url":null,"abstract":"The global COVID-19 pandemic has reconstituted every aspect of education. It reconfigured the most basic assumptions and practices of the delivery of learning. It altered the relationships between school, work, and home. It brought about new understandings of the role of schooling in society. It reconfigured relationships between parents, students, and teachers. It grew human uses of, and interests in, digital technologies in social relations, work, and in teaching and learning. It normalized a new educational vocabulary, such as hybrid teaching, asynchronous learning, and simul-teaching. As the ability to travel was halted, the movement of students and scholars was grounded, shuttering industries, while opening up new opportunities to enhance learning via digital technologies and virtual exchange. The pandemic at the same time laid bare the persistent inequalities of educational opportunities and outcomes. There are massive and lasting racial, gender, and socio-economic disparities emergent in and through COVID-19. The pandemic illustrated and increased the fragilities surrounding many marginalized and minoritized communities, while also fueling hate speech, racism, and social divisions. The persistence of educational inequalities was devastingly clear in the uneven access to technologies both within countries and across the world. Within some places, there was a ready supply of technological and financial resources to ensure the tools needed for continuous learning throughout the early period of the pandemic. In other environments, there was a lack of access to computers, mobile technology, and Internet connectivity, leaving young people to contend with major gaps in formal learning. Millions of young people worldwide may not ever return to formal education. Public educators have left and are leaving the profession in millions, while the educational, social and emotional needs of young people remain urgent. Families are increasingly opting to leave public schools in favor of a private education, furthering an already fragile public education system. Educational researchers will be grappling with the magnitude and effects of these vast changes for years to come. Despite the impacts of COVID-19 still unfolding, scholars are taking stock of what we have learned so far in the INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION 2022, VOL. 31, NO. 4, 397–400 https://doi.org/10.1080/09620214.2022.2138940","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"397 - 400"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49504822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.1080/09620214.2022.2128853
Qianyun Yu, Yang Song
{"title":"Cultural participation and taste cultivation in a transitional setting: museum education fever in contemporary China","authors":"Qianyun Yu, Yang Song","doi":"10.1080/09620214.2022.2128853","DOIUrl":"https://doi.org/10.1080/09620214.2022.2128853","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46919328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-25DOI: 10.1080/09620214.2022.2122532
B. Wong, Y. Chiu, Ó. Murray, Jo Horsburgh, Meggie Copsey-Blake
ABSTRACT This paper draws upon in-depth interviews with 89 students from two UK universities to explore how students from Science, Technology, Engineering and Mathematics (STEM) degrees describe the ideal as well as the typical student in their respective disciplines. We provide a comparative insight into the similarities and differences between disciplinary identities based on student perceptions. More specifically, we consider how undergraduates from biology, engineering, mathematics and physics construct the ideal and the typical student in their degree, highlighting the popular discourses and desirable traits that appear to characterise students in these disciplines. In addition to a masculinised construction of students in engineering, mathematics and physics, we found a social hierarchy within STEM degrees where biology was perceived as the easier STEM subject. We conclude with a discussion of the impact of such hierarchies on student identities in STEM, and potential implications for equality, diversity and inclusion.
{"title":"‘Biology is easy, physics is hard’: Student perceptions of the ideal and the typical student across STEM higher education","authors":"B. Wong, Y. Chiu, Ó. Murray, Jo Horsburgh, Meggie Copsey-Blake","doi":"10.1080/09620214.2022.2122532","DOIUrl":"https://doi.org/10.1080/09620214.2022.2122532","url":null,"abstract":"ABSTRACT This paper draws upon in-depth interviews with 89 students from two UK universities to explore how students from Science, Technology, Engineering and Mathematics (STEM) degrees describe the ideal as well as the typical student in their respective disciplines. We provide a comparative insight into the similarities and differences between disciplinary identities based on student perceptions. More specifically, we consider how undergraduates from biology, engineering, mathematics and physics construct the ideal and the typical student in their degree, highlighting the popular discourses and desirable traits that appear to characterise students in these disciplines. In addition to a masculinised construction of students in engineering, mathematics and physics, we found a social hierarchy within STEM degrees where biology was perceived as the easier STEM subject. We conclude with a discussion of the impact of such hierarchies on student identities in STEM, and potential implications for equality, diversity and inclusion.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"118 - 139"},"PeriodicalIF":1.3,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45647829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-25DOI: 10.1080/09620214.2022.2125895
R. Azada-Palacios
in the study, it is important to also keep communication to the minimum necessary for a successful study – it is best not to ‘pester’ participants too much. Do you have any future suggestions for researchers towards exploring various techniques and approaches in the diary method? The Diary method is always evolving as researchers find new ways of adapting the method to their purposes. Sometimes diary method does not closely resemble a diary at all, particularly in studies that use text messages, for instance, to collect ‘diary’ entries. There may be an identity crisis looking for this method! The Diary method experienced something of a renaissance during the pandemic as it is a method that is suitable for indepth distance research, so many suddenly seized upon this method in order to proceed with their projects. It remains to be seen if it will remain in the methodological toolbox or if it will fade again. While technological advances are certainly providing more options for diary method types, it is still worth considering whether a handwritten notebook or equivalent is the most appropriate – or even pleasurable – way for participants to keep a diary. Finally, there is still a paucity of diary method training materials and opportunities out there, so we would encourage those using the method to consider producing methodological publications and also to consider presenting on the method so that others can learn about the diary method. We hope that our edited book will provide one such inspiration for others considering the method!
{"title":"Democratic Education as Inclusion","authors":"R. Azada-Palacios","doi":"10.1080/09620214.2022.2125895","DOIUrl":"https://doi.org/10.1080/09620214.2022.2125895","url":null,"abstract":"in the study, it is important to also keep communication to the minimum necessary for a successful study – it is best not to ‘pester’ participants too much. Do you have any future suggestions for researchers towards exploring various techniques and approaches in the diary method? The Diary method is always evolving as researchers find new ways of adapting the method to their purposes. Sometimes diary method does not closely resemble a diary at all, particularly in studies that use text messages, for instance, to collect ‘diary’ entries. There may be an identity crisis looking for this method! The Diary method experienced something of a renaissance during the pandemic as it is a method that is suitable for indepth distance research, so many suddenly seized upon this method in order to proceed with their projects. It remains to be seen if it will remain in the methodological toolbox or if it will fade again. While technological advances are certainly providing more options for diary method types, it is still worth considering whether a handwritten notebook or equivalent is the most appropriate – or even pleasurable – way for participants to keep a diary. Finally, there is still a paucity of diary method training materials and opportunities out there, so we would encourage those using the method to consider producing methodological publications and also to consider presenting on the method so that others can learn about the diary method. We hope that our edited book will provide one such inspiration for others considering the method!","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"166 - 168"},"PeriodicalIF":1.3,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48946315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.1080/09620214.2022.2125039
Magnus C Persson
{"title":"Crossing a social demarcation line: Students experience friction in the transformed Swedish higher education system","authors":"Magnus C Persson","doi":"10.1080/09620214.2022.2125039","DOIUrl":"https://doi.org/10.1080/09620214.2022.2125039","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-11DOI: 10.1080/09620214.2022.2121307
Raakel Plamper, Päivi Siivonen, Nina Haltia
ABSTRACT In market-oriented higher education (HE) systems, fee-paying students are positioned as customers, and studying is juxtaposed with service use. In this study, we investigate how students position themselves in relation to the student-as-customer discourse in Finnish HE, in which only students coming from outside the EU and EEA areas are charged tuition fees. We investigate the construction of the student-as-customer discourse in the narrative environment of Finnish HE through interviews with both international fee-liable and Finnish non-fee-paying master’s degree students (n = 34). In addition, we analyse social differences that are constructed between fee-liable and non-fee-paying students in relation to the student-as-customer discourse. We argue that fee liability creates unequal positions for some international students and thus challenges the equality principles embedded in Finnish HE. Paradoxically, it was also found that the fee-liable student-customers have less freedom and fewer options than the non-fee-paying students.
{"title":"Student-as-customer discourse as a challenge to equality in Finnish higher education – the case of non-fee-paying and fee-paying master’s degree students","authors":"Raakel Plamper, Päivi Siivonen, Nina Haltia","doi":"10.1080/09620214.2022.2121307","DOIUrl":"https://doi.org/10.1080/09620214.2022.2121307","url":null,"abstract":"ABSTRACT In market-oriented higher education (HE) systems, fee-paying students are positioned as customers, and studying is juxtaposed with service use. In this study, we investigate how students position themselves in relation to the student-as-customer discourse in Finnish HE, in which only students coming from outside the EU and EEA areas are charged tuition fees. We investigate the construction of the student-as-customer discourse in the narrative environment of Finnish HE through interviews with both international fee-liable and Finnish non-fee-paying master’s degree students (n = 34). In addition, we analyse social differences that are constructed between fee-liable and non-fee-paying students in relation to the student-as-customer discourse. We argue that fee liability creates unequal positions for some international students and thus challenges the equality principles embedded in Finnish HE. Paradoxically, it was also found that the fee-liable student-customers have less freedom and fewer options than the non-fee-paying students.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"140 - 160"},"PeriodicalIF":1.3,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43997715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-06DOI: 10.1080/09620214.2022.2120525
A. Gregersen, Katia Bill Nielsen
ABSTRACT Although more students have formally gained access to higher education, universities continue to present students with norms and ideals that can function as invisible barriers to them. This paper investigates how norms and expectations in Danish higher education pose certain challenges to mature students, who, due to their age and often different life situations, do not fit the characteristics of the ideal student. Based on qualitative data, the paper shows that living up to the ideal includes engaging in social and extracurricular activities, as well as dedicating oneself to being a student. Moreover, the ideal relates to dominant ideas about the normal biography of university students. The paper contributes to the understanding of mature students’ experiences and provides a framework for unpacking how norms and ideals pose barriers to some students. Our findings underline higher education institutions’ responsibilities in challenging existing norms and ideals.
{"title":"Not quite the ideal student: mature students’ experiences of higher education","authors":"A. Gregersen, Katia Bill Nielsen","doi":"10.1080/09620214.2022.2120525","DOIUrl":"https://doi.org/10.1080/09620214.2022.2120525","url":null,"abstract":"ABSTRACT Although more students have formally gained access to higher education, universities continue to present students with norms and ideals that can function as invisible barriers to them. This paper investigates how norms and expectations in Danish higher education pose certain challenges to mature students, who, due to their age and often different life situations, do not fit the characteristics of the ideal student. Based on qualitative data, the paper shows that living up to the ideal includes engaging in social and extracurricular activities, as well as dedicating oneself to being a student. Moreover, the ideal relates to dominant ideas about the normal biography of university students. The paper contributes to the understanding of mature students’ experiences and provides a framework for unpacking how norms and ideals pose barriers to some students. Our findings underline higher education institutions’ responsibilities in challenging existing norms and ideals.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"76 - 95"},"PeriodicalIF":1.3,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48793358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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