Pub Date : 2023-12-03DOI: 10.1177/00380407231215051
Allison L. Hurst, Vincent J. Roscigno, Anthony Abraham Jack, Monica McDermott, Deborah M. Warnock, José A. Muñoz, Wendi Johnson, Elizabeth M. Lee, Colby R. King, David Brady, Robert D. Francis, Kevin J. Delaney, M. W. Vitullo
Sociological research has long been interested in inequalities generated by and within educational institutions. Although relatively rich as a literature, less analytic focus has centered on educational mobility and inequality experiences within graduate training specifically. In this article, we draw on a combination of survey and open-ended qualitative data from approximately 450 graduate students in the discipline of sociology to analyze graduate school pipeline divergences for first-generation and working-class students and the implications for inequalities in tangible resources, advising and support, and a sense of isolation. Our results point to an important connection between private undergraduate institutional enrollment and higher-status graduate program attendance—a pattern that undercuts social-class mobility in graduate training and creates notable precarities in debt, advising, and sense of belonging for first-generation and working-class graduate students. We conclude by discussing the unequal pathways revealed and their implications for merit and mobility, graduate training, and opportunity within our and other disciplines.
{"title":"The Graduate School Pipeline and First-Generation/Working-Class Inequalities","authors":"Allison L. Hurst, Vincent J. Roscigno, Anthony Abraham Jack, Monica McDermott, Deborah M. Warnock, José A. Muñoz, Wendi Johnson, Elizabeth M. Lee, Colby R. King, David Brady, Robert D. Francis, Kevin J. Delaney, M. W. Vitullo","doi":"10.1177/00380407231215051","DOIUrl":"https://doi.org/10.1177/00380407231215051","url":null,"abstract":"Sociological research has long been interested in inequalities generated by and within educational institutions. Although relatively rich as a literature, less analytic focus has centered on educational mobility and inequality experiences within graduate training specifically. In this article, we draw on a combination of survey and open-ended qualitative data from approximately 450 graduate students in the discipline of sociology to analyze graduate school pipeline divergences for first-generation and working-class students and the implications for inequalities in tangible resources, advising and support, and a sense of isolation. Our results point to an important connection between private undergraduate institutional enrollment and higher-status graduate program attendance—a pattern that undercuts social-class mobility in graduate training and creates notable precarities in debt, advising, and sense of belonging for first-generation and working-class graduate students. We conclude by discussing the unequal pathways revealed and their implications for merit and mobility, graduate training, and opportunity within our and other disciplines.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138606265","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}
Pub Date : 2023-11-27DOI: 10.1177/00380407231210279
Ilze Plavgo, Fabrizio Bernardi
This article expands the scope of comparative social stratification research in education to rapidly developing, largely low-income sub-Saharan Africa. First, we investigate trends in the association between parental socioeconomic status (SES) and children’s chances to attend and complete primary education, exploring whether and where educational expansion of the early twenty-first century led to equalization of educational opportunities. Drawing on data from 153 Demographic and Health Surveys and Multiple Indicator Cluster Surveys (1990–2017) from 40 countries, findings indicate that inequality in attendance declined, but inequality in completing six grades largely persisted. Cross-country analyses reveal a large variation in inequality levels and trends. We explore the role of national contextual factors and find that underweight prevalence, fertility rates, school fees, public spending on education, and the ratio of pupils to teaching staff systematically explain variation in SES gaps across countries and cohorts. Findings underline the importance of absolute material deprivation and school teaching resources in the stratification of educational opportunities in this region.
{"title":"Trends and Determinants of Intergenerational Educational Inequality in Sub-Saharan Africa for Birth Cohorts 1974 to 2003","authors":"Ilze Plavgo, Fabrizio Bernardi","doi":"10.1177/00380407231210279","DOIUrl":"https://doi.org/10.1177/00380407231210279","url":null,"abstract":"This article expands the scope of comparative social stratification research in education to rapidly developing, largely low-income sub-Saharan Africa. First, we investigate trends in the association between parental socioeconomic status (SES) and children’s chances to attend and complete primary education, exploring whether and where educational expansion of the early twenty-first century led to equalization of educational opportunities. Drawing on data from 153 Demographic and Health Surveys and Multiple Indicator Cluster Surveys (1990–2017) from 40 countries, findings indicate that inequality in attendance declined, but inequality in completing six grades largely persisted. Cross-country analyses reveal a large variation in inequality levels and trends. We explore the role of national contextual factors and find that underweight prevalence, fertility rates, school fees, public spending on education, and the ratio of pupils to teaching staff systematically explain variation in SES gaps across countries and cohorts. Findings underline the importance of absolute material deprivation and school teaching resources in the stratification of educational opportunities in this region.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139233923","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}
Pub Date : 2023-11-27DOI: 10.1177/00380407231213342
M. Thompson, Sam Trejo
U.S. public schools are increasingly segregated by income, resulting in substantial educational inequality among U.S. schoolchildren. We conducted a nationally representative survey to explore the relationship between parental beliefs about and preferences regarding school segregation. Using experimental manipulation, we tested if learning about levels of school segregation in their local school district affects a parent’s attitudes and preferences regarding school segregation. In doing so, our study helps elucidate whether disagreement with respect to segregation-reducing policies stems from differences in parental beliefs about the extent of segregation in their district or from differences in parental preferences given existing levels of segregation. We found that parents hold largely inaccurate beliefs about local segregation levels and underestimate, on average, the economic segregation in their district. However, information treatments that correct inaccurate beliefs do little to influence support for policies to reduce segregation.
{"title":"My School District Isn’t Segregated: Experimental Evidence on the Effect of Information on Parental Preferences Regarding School Segregation","authors":"M. Thompson, Sam Trejo","doi":"10.1177/00380407231213342","DOIUrl":"https://doi.org/10.1177/00380407231213342","url":null,"abstract":"U.S. public schools are increasingly segregated by income, resulting in substantial educational inequality among U.S. schoolchildren. We conducted a nationally representative survey to explore the relationship between parental beliefs about and preferences regarding school segregation. Using experimental manipulation, we tested if learning about levels of school segregation in their local school district affects a parent’s attitudes and preferences regarding school segregation. In doing so, our study helps elucidate whether disagreement with respect to segregation-reducing policies stems from differences in parental beliefs about the extent of segregation in their district or from differences in parental preferences given existing levels of segregation. We found that parents hold largely inaccurate beliefs about local segregation levels and underestimate, on average, the economic segregation in their district. However, information treatments that correct inaccurate beliefs do little to influence support for policies to reduce segregation.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139230029","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}
Pub Date : 2023-11-07DOI: 10.1177/00380407231202978
Georg Lorenz, Irena Kogan, Sarah Gentrup, Cornelia Kristen
Based on sociological, economic, and social-psychological theories of discrimination and bias, this study addresses non-native accents among ethnic minority students as they begin school and explores effects of such accents on their teachers’ achievement expectations. Using a unique data set of first graders in Germany, the analysis reveals that a non-native accent is relevant to teachers’ expectations net of student skills, abilities, and other background variables. Associations are stronger in the language domain than in mathematics, indicating that teachers perceive accent-free speech as a language-learning requirement. However, residual influences of non-native accents on teacher expectations also exist in the math domain and persist even after prolonged periods of teacher-student interaction. Mechanisms of statistical discrimination and stereotype-based discrimination can partially explain these effects. However, the overall pattern of results suggests a stigmatization of non-native accents, potentially resulting from the activation of negative associations related to foreignness and disfluency.
{"title":"Non-native Accents among School Beginners and Teacher Expectations for Future Student Achievements","authors":"Georg Lorenz, Irena Kogan, Sarah Gentrup, Cornelia Kristen","doi":"10.1177/00380407231202978","DOIUrl":"https://doi.org/10.1177/00380407231202978","url":null,"abstract":"Based on sociological, economic, and social-psychological theories of discrimination and bias, this study addresses non-native accents among ethnic minority students as they begin school and explores effects of such accents on their teachers’ achievement expectations. Using a unique data set of first graders in Germany, the analysis reveals that a non-native accent is relevant to teachers’ expectations net of student skills, abilities, and other background variables. Associations are stronger in the language domain than in mathematics, indicating that teachers perceive accent-free speech as a language-learning requirement. However, residual influences of non-native accents on teacher expectations also exist in the math domain and persist even after prolonged periods of teacher-student interaction. Mechanisms of statistical discrimination and stereotype-based discrimination can partially explain these effects. However, the overall pattern of results suggests a stigmatization of non-native accents, potentially resulting from the activation of negative associations related to foreignness and disfluency.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135539969","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}
Pub Date : 2023-10-30DOI: 10.1177/00380407231204596
Mary Kate Blake
Through three years of training, school counselors build a professional identity based on providing social-emotional, academic, and postsecondary guidance to students. But school counselors face conflict in meeting these expectations in a bureaucratic environment that asks them to prioritize efficiency when meeting with students rather than building one-on-one relationships. I draw from interviews with high school counselors and school personnel and a year of observations to study the institutional logics that govern their work and use inhabited institutional theory to study how time scarcity shaped how counselors interpreted these conflicting macro-level logics in their micro-level interactions. The counselors in this study developed patterns of practice that helped them manage this conflict, negotiating but eventually settling with nonideal strategies in the best way they could with the resources made available to them. Efforts to reject the efficiency model were met with pushback from school leaders and unintended consequences for counselors and students alike. The conflict inherent in their work left little room for the mental health or postsecondary counseling they expect and are trained to provide.
{"title":"School-Level Bureaucrats: How High School Counselors Inhabit the Conflicting Logics of Their Work","authors":"Mary Kate Blake","doi":"10.1177/00380407231204596","DOIUrl":"https://doi.org/10.1177/00380407231204596","url":null,"abstract":"Through three years of training, school counselors build a professional identity based on providing social-emotional, academic, and postsecondary guidance to students. But school counselors face conflict in meeting these expectations in a bureaucratic environment that asks them to prioritize efficiency when meeting with students rather than building one-on-one relationships. I draw from interviews with high school counselors and school personnel and a year of observations to study the institutional logics that govern their work and use inhabited institutional theory to study how time scarcity shaped how counselors interpreted these conflicting macro-level logics in their micro-level interactions. The counselors in this study developed patterns of practice that helped them manage this conflict, negotiating but eventually settling with nonideal strategies in the best way they could with the resources made available to them. Efforts to reject the efficiency model were met with pushback from school leaders and unintended consequences for counselors and students alike. The conflict inherent in their work left little room for the mental health or postsecondary counseling they expect and are trained to provide.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136023116","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}
Pub Date : 2023-10-30DOI: 10.1177/00380407231202975
Tiffany J. Huang
Stratification in selective college admissions persists even as colleges’ criteria for evaluating merit have multiplied in efforts to increase socioeconomic and racial diversity. Middle-class and affluent families increasingly turn to privatized services, such as private college consulting, to navigate what they perceive to be a complicated and opaque application process. How independent educational consultants (IECs) advise students can thus serve as a lens for understanding how the rules of college admissions are interpreted and taught to students. Through 50 in-depth interviews with IECs, I find that IECs encourage students to be authentic by being true to themselves but that demonstrating authenticity requires attention to how one’s authentic self will be perceived. Translating an authentic self into an authentic application also involves class-based and racialized considerations, particularly for Asian American students who are susceptible to being stereotyped as inauthentic. These findings suggest that efforts to improve diversity must be carefully implemented, or they risk reproducing inequality.
{"title":"Translating Authentic Selves into Authentic Applications: Private College Consulting and Selective College Admissions","authors":"Tiffany J. Huang","doi":"10.1177/00380407231202975","DOIUrl":"https://doi.org/10.1177/00380407231202975","url":null,"abstract":"Stratification in selective college admissions persists even as colleges’ criteria for evaluating merit have multiplied in efforts to increase socioeconomic and racial diversity. Middle-class and affluent families increasingly turn to privatized services, such as private college consulting, to navigate what they perceive to be a complicated and opaque application process. How independent educational consultants (IECs) advise students can thus serve as a lens for understanding how the rules of college admissions are interpreted and taught to students. Through 50 in-depth interviews with IECs, I find that IECs encourage students to be authentic by being true to themselves but that demonstrating authenticity requires attention to how one’s authentic self will be perceived. Translating an authentic self into an authentic application also involves class-based and racialized considerations, particularly for Asian American students who are susceptible to being stereotyped as inauthentic. These findings suggest that efforts to improve diversity must be carefully implemented, or they risk reproducing inequality.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136023253","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}
Pub Date : 2023-10-24DOI: 10.1177/00380407231198225
David Mickey-Pabello
The study of affirmative action bans suffers from focusing on the ivory tower as the site for the impacts of affirmative action bans. Prior literature on affirmative action bans has missed the bigger picture, failing to see that less glamorous schools have also been impacted by the bans. This article fully fleshes out the impacts of affirmative action on postsecondary education by their level of selectivity (Barron’s Admissions Competitiveness Index) and sector (private, public, and for profit) from a merged data set (Integrated Postsecondary Education Data System and the Current Population Survey) spanning 1991 to 2016. The results of a differences-in-differences analysis find that a small group of for-profit institutions with very large enrollments became a destination for underrepresented minority students in the wake of affirmative action bans.
{"title":"The Anti-Affirmative Action Avalanche: The Rise of Underrepresented Minority Enrollment at For-Profit Institutions","authors":"David Mickey-Pabello","doi":"10.1177/00380407231198225","DOIUrl":"https://doi.org/10.1177/00380407231198225","url":null,"abstract":"The study of affirmative action bans suffers from focusing on the ivory tower as the site for the impacts of affirmative action bans. Prior literature on affirmative action bans has missed the bigger picture, failing to see that less glamorous schools have also been impacted by the bans. This article fully fleshes out the impacts of affirmative action on postsecondary education by their level of selectivity (Barron’s Admissions Competitiveness Index) and sector (private, public, and for profit) from a merged data set (Integrated Postsecondary Education Data System and the Current Population Survey) spanning 1991 to 2016. The results of a differences-in-differences analysis find that a small group of for-profit institutions with very large enrollments became a destination for underrepresented minority students in the wake of affirmative action bans.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135267685","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}
Pub Date : 2023-09-13DOI: 10.1177/00380407231197394
Julia Burdick-Will, Leela Gebo, Alexandra D. Williams
In this study, we examine whether students in violent neighborhoods actively avoid their local school as a form of social and physical protection. Specifically, we use 10 years of administrative data (2010–2020) from the high school choice open enrollment program in the Baltimore City Public School System to evaluate the interaction between neighborhood violence and geographic proximity when predicting choice behavior. We find that, adjusting for observed school characteristics and constant unobserved student characteristics, students from more violent neighborhoods are substantially less likely to choose their closest school than are students in safer neighborhoods; even when the closest school is listed, it is ranked lower for students from more violent neighborhoods than for students in safer ones. These findings have implications for how we think about the relationship between neighborhoods and educational opportunity in an era of choice.
{"title":"Anywhere but Here: Neighborhood Violence and Local School Preferences in Baltimore City","authors":"Julia Burdick-Will, Leela Gebo, Alexandra D. Williams","doi":"10.1177/00380407231197394","DOIUrl":"https://doi.org/10.1177/00380407231197394","url":null,"abstract":"In this study, we examine whether students in violent neighborhoods actively avoid their local school as a form of social and physical protection. Specifically, we use 10 years of administrative data (2010–2020) from the high school choice open enrollment program in the Baltimore City Public School System to evaluate the interaction between neighborhood violence and geographic proximity when predicting choice behavior. We find that, adjusting for observed school characteristics and constant unobserved student characteristics, students from more violent neighborhoods are substantially less likely to choose their closest school than are students in safer neighborhoods; even when the closest school is listed, it is ranked lower for students from more violent neighborhoods than for students in safer ones. These findings have implications for how we think about the relationship between neighborhoods and educational opportunity in an era of choice.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735858","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}
Pub Date : 2023-08-30DOI: 10.1177/00380407231191541
M. Klein, E. Sosu
Studies consistently show the detrimental effect of school absences on pupils’ achievement. However, due to an accumulation of multiple risks, school absenteeism may be more harmful to achievement among pupils from lower socioeconomic status (SES). Using a sample of upper-secondary students from the Scottish Longitudinal Study (n = 3,135), we investigated whether the association between absences (overall, sickness, and truancy) and achievement in high-stakes exams varied by family SES dimensions (parental education, class, free school meal registration, and housing). The findings for overall absences and truancy show no statistically significant differences across SES groups. However, sickness absences were more harmful to the achievement of lower SES students than higher SES students. Differences between the most and least disadvantaged groups were found on all SES dimensions except for parental education.
{"title":"School Attendance and Academic Achievement: Understanding Variation across Family Socioeconomic Status","authors":"M. Klein, E. Sosu","doi":"10.1177/00380407231191541","DOIUrl":"https://doi.org/10.1177/00380407231191541","url":null,"abstract":"Studies consistently show the detrimental effect of school absences on pupils’ achievement. However, due to an accumulation of multiple risks, school absenteeism may be more harmful to achievement among pupils from lower socioeconomic status (SES). Using a sample of upper-secondary students from the Scottish Longitudinal Study (n = 3,135), we investigated whether the association between absences (overall, sickness, and truancy) and achievement in high-stakes exams varied by family SES dimensions (parental education, class, free school meal registration, and housing). The findings for overall absences and truancy show no statistically significant differences across SES groups. However, sickness absences were more harmful to the achievement of lower SES students than higher SES students. Differences between the most and least disadvantaged groups were found on all SES dimensions except for parental education.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74735026","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}
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