Pub Date : 2023-07-17DOI: 10.1177/00380407231183952
Per Engzell, Isabel J. Raabe
Why do inequalities in schooling persist, even in relatively egalitarian school systems? This article examines within school sorting as an explanation. We use classroom data on friendship networks in 480 European secondary schools and contrast comprehensive (England, Sweden) and tracked systems (Germany, Netherlands). Our question is to what extent comprehensive systems reduce achievement sorting at the level of (a) schools, (b) classrooms, and (c) friendships. Between-school variance in achievement is lower in comprehensive systems. However, this is counterbalanced by greater sorting within schools, between classrooms, and, especially, in friendship networks. Still, comprehensive schools create more equal environments for two reasons. First, the difference in between school sorting is larger than the difference in within school sorting. Second, within school sorting is less strongly related to social background characteristics. These findings help explain both why comprehensive schools produce more equal outcomes and how substantial inequality can nevertheless persist.
{"title":"Within-School Achievement Sorting in Comprehensive and Tracked Systems","authors":"Per Engzell, Isabel J. Raabe","doi":"10.1177/00380407231183952","DOIUrl":"https://doi.org/10.1177/00380407231183952","url":null,"abstract":"Why do inequalities in schooling persist, even in relatively egalitarian school systems? This article examines within school sorting as an explanation. We use classroom data on friendship networks in 480 European secondary schools and contrast comprehensive (England, Sweden) and tracked systems (Germany, Netherlands). Our question is to what extent comprehensive systems reduce achievement sorting at the level of (a) schools, (b) classrooms, and (c) friendships. Between-school variance in achievement is lower in comprehensive systems. However, this is counterbalanced by greater sorting within schools, between classrooms, and, especially, in friendship networks. Still, comprehensive schools create more equal environments for two reasons. First, the difference in between school sorting is larger than the difference in within school sorting. Second, within school sorting is less strongly related to social background characteristics. These findings help explain both why comprehensive schools produce more equal outcomes and how substantial inequality can nevertheless persist.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82202514","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 : 2023-07-10DOI: 10.1177/00380407231182682
C. Finger, Heike Solga
This study illuminates the male advantage in test-based admissions to higher education. In contrast to many other countries, admission tests in Germany are optional, and test-free programs are available. This context offers a unique opportunity to investigate whether the male advantage in test-based admissions is caused by gender differences in test performance or in test participation. We use novel register data for the whole population of 300,000 applicants to highly selective and prestigious medical programs in Germany. We find that men perform better in tests and that female applicants are more likely to withdraw from admission tests. Both differences, however, depend on high school grade point average (GPA): The male advantage in test performance emerges only among test-takers with a lower GPA, and female applicants’ stronger test avoidance appears only among women with a medium GPA. Ultimately, both mechanisms contribute to a male advantage in test-based admissions (ceteris paribus of GPA), with better test performance being the major source for male applicants’ higher admission chances. As a consequence, we find the female advantage in school performance and the male advantage in test-based admissions almost neutralize each other.
{"title":"Test Participation or Test Performance: Why Do Men Benefit from Test-Based Admission to Higher Education?","authors":"C. Finger, Heike Solga","doi":"10.1177/00380407231182682","DOIUrl":"https://doi.org/10.1177/00380407231182682","url":null,"abstract":"This study illuminates the male advantage in test-based admissions to higher education. In contrast to many other countries, admission tests in Germany are optional, and test-free programs are available. This context offers a unique opportunity to investigate whether the male advantage in test-based admissions is caused by gender differences in test performance or in test participation. We use novel register data for the whole population of 300,000 applicants to highly selective and prestigious medical programs in Germany. We find that men perform better in tests and that female applicants are more likely to withdraw from admission tests. Both differences, however, depend on high school grade point average (GPA): The male advantage in test performance emerges only among test-takers with a lower GPA, and female applicants’ stronger test avoidance appears only among women with a medium GPA. Ultimately, both mechanisms contribute to a male advantage in test-based admissions (ceteris paribus of GPA), with better test performance being the major source for male applicants’ higher admission chances. As a consequence, we find the female advantage in school performance and the male advantage in test-based admissions almost neutralize each other.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80741642","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 : 2023-07-07DOI: 10.1177/00380407231176541
E. Bridwell-Mitchell, J. Jack, J. Childs
One potentially underestimated aspect of resource inequity in U.S. public schools is access to social capital in external organizational environments. This research examines partnerships among 211 New York City high schools and 918 partner organizations from 2001 to 2005 as sources of external school social capital providing resources that can strengthen organizational capacity to improve educational opportunities and outcomes. The findings, based on an innovative analysis combining content analysis, social network analysis, and multilevel modeling, demonstrate that four partnership characteristics are important in this context: (1) how long partnerships last versus how many there are, (2) partners concentrating resources in a particular area versus across diverse complementary areas, (3) partners being densely connected to other schools and partners rather than being central in the overall school–partner network, and (4) partners conveying instructional resources versus other kinds of resources. Hence, educational research and policy should more broadly conceptualize how schools’ external organizational environments matter for educational equity and the role particular kinds of partnerships can play.
{"title":"The Social Structure of School Resource Disparities: How Social Capital and Interorganizational Relationships Matter for Educational Equity","authors":"E. Bridwell-Mitchell, J. Jack, J. Childs","doi":"10.1177/00380407231176541","DOIUrl":"https://doi.org/10.1177/00380407231176541","url":null,"abstract":"One potentially underestimated aspect of resource inequity in U.S. public schools is access to social capital in external organizational environments. This research examines partnerships among 211 New York City high schools and 918 partner organizations from 2001 to 2005 as sources of external school social capital providing resources that can strengthen organizational capacity to improve educational opportunities and outcomes. The findings, based on an innovative analysis combining content analysis, social network analysis, and multilevel modeling, demonstrate that four partnership characteristics are important in this context: (1) how long partnerships last versus how many there are, (2) partners concentrating resources in a particular area versus across diverse complementary areas, (3) partners being densely connected to other schools and partners rather than being central in the overall school–partner network, and (4) partners conveying instructional resources versus other kinds of resources. Hence, educational research and policy should more broadly conceptualize how schools’ external organizational environments matter for educational equity and the role particular kinds of partnerships can play.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80049824","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 : 2023-07-07DOI: 10.1177/00380407231183459
David B. Monaghan, Paul A. Attewell
Since the Tennessee Promise’s 2014 launch, “free college” or “Promise” programs have proliferated rapidly and converged on design features: a “last-dollar” award and community college applicability. Researchers who study these programs’ effects generally presume they are tuition-reducing endeavors. In contrast, we argue that many such programs are exercises in “symbolic politics,” that is, they perform organizational altruism and meet survival imperatives while minimally reducing real costs. We illustrate this by detailing the creation, implementation, and results of a Promise program at a large community college. Cost concerns and the need to appeal to critical publics led the college to adopt a last-dollar design and numerous eligibility criteria. Consequently, few applicants were funded. However, many applicants believed they had received the scholarship, the college’s enrollment increased, and the program received widespread acclaim. We discuss implications for higher education policy and the applicability of symbolic politics to organizational action.
{"title":"College Promise Programs as Symbolic Politics","authors":"David B. Monaghan, Paul A. Attewell","doi":"10.1177/00380407231183459","DOIUrl":"https://doi.org/10.1177/00380407231183459","url":null,"abstract":"Since the Tennessee Promise’s 2014 launch, “free college” or “Promise” programs have proliferated rapidly and converged on design features: a “last-dollar” award and community college applicability. Researchers who study these programs’ effects generally presume they are tuition-reducing endeavors. In contrast, we argue that many such programs are exercises in “symbolic politics,” that is, they perform organizational altruism and meet survival imperatives while minimally reducing real costs. We illustrate this by detailing the creation, implementation, and results of a Promise program at a large community college. Cost concerns and the need to appeal to critical publics led the college to adopt a last-dollar design and numerous eligibility criteria. Consequently, few applicants were funded. However, many applicants believed they had received the scholarship, the college’s enrollment increased, and the program received widespread acclaim. We discuss implications for higher education policy and the applicability of symbolic politics to organizational action.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90411158","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 : 2023-06-13DOI: 10.1177/00380407231173933
Greer Mellon, Bonnie Siegler
Existing research has found evidence of widespread anti-Asian bias in the United States, yet limited work has examined whether anti-Asian biases affect parents’ school preferences. In this article, using a conjoint experiment, we examine White parents’ views on schools with varying percentages of Asian students. We find that respondents strongly prefer schools with fewer Asian students, and we examine potential mechanisms that may explain these preferences. We do not find evidence that our results are driven by academic stereotypes. Instead, participants anticipated less student-level “fit” and less “commonality” with parents at schools with larger Asian populations, in line with past research on anti-Asian bias and stereotypes. Our findings extend existing literature on race and school choice and speak to the importance of addressing anti-Asian discrimination in U.S. educational settings.
{"title":"New Experimental Evidence on Anti-Asian Bias in White Parents’ School Preferences","authors":"Greer Mellon, Bonnie Siegler","doi":"10.1177/00380407231173933","DOIUrl":"https://doi.org/10.1177/00380407231173933","url":null,"abstract":"Existing research has found evidence of widespread anti-Asian bias in the United States, yet limited work has examined whether anti-Asian biases affect parents’ school preferences. In this article, using a conjoint experiment, we examine White parents’ views on schools with varying percentages of Asian students. We find that respondents strongly prefer schools with fewer Asian students, and we examine potential mechanisms that may explain these preferences. We do not find evidence that our results are driven by academic stereotypes. Instead, participants anticipated less student-level “fit” and less “commonality” with parents at schools with larger Asian populations, in line with past research on anti-Asian bias and stereotypes. Our findings extend existing literature on race and school choice and speak to the importance of addressing anti-Asian discrimination in U.S. educational settings.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90511386","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 : 2023-05-03DOI: 10.1177/00380407231167087
Nathalie Aerts, Christof Van Mol
In recent years, it has been well established that study abroad participation is a socially selective process. Today, scholars generally focus on single social markers, often using cross-sectional ...
{"title":"Explaining Social Selectivity in Study Abroad Participation of German Students between 1994 and 2016","authors":"Nathalie Aerts, Christof Van Mol","doi":"10.1177/00380407231167087","DOIUrl":"https://doi.org/10.1177/00380407231167087","url":null,"abstract":"In recent years, it has been well established that study abroad participation is a socially selective process. Today, scholars generally focus on single social markers, often using cross-sectional ...","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165912","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 : 2023-04-19DOI: 10.1177/00380407231167412
Anna R. Haskins, Wade C. Jacobsen, Joel Mittleman
Using data from the Future of Families and Child Wellbeing Study, we estimate associations of paternal incarceration with three measures of teens’ attitudes and expectations: (1) optimism about the...
{"title":"Optimism and Obstacles: Racialized Constraints in College Attitudes and Expectations among Teens of the Prison Boom","authors":"Anna R. Haskins, Wade C. Jacobsen, Joel Mittleman","doi":"10.1177/00380407231167412","DOIUrl":"https://doi.org/10.1177/00380407231167412","url":null,"abstract":"Using data from the Future of Families and Child Wellbeing Study, we estimate associations of paternal incarceration with three measures of teens’ attitudes and expectations: (1) optimism about the...","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166181","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 : 2023-04-03DOI: 10.1177/00380407231161334
Noah Hirschl, Christian Michael Smith
Racialized tracking is central to sociological explanations for racially stratified educational outcomes. However, school officials’ decision-making is of debated importance for explaining racializ...
{"title":"Advanced Placement Gatekeeping and Racialized Tracking","authors":"Noah Hirschl, Christian Michael Smith","doi":"10.1177/00380407231161334","DOIUrl":"https://doi.org/10.1177/00380407231161334","url":null,"abstract":"Racialized tracking is central to sociological explanations for racially stratified educational outcomes. However, school officials’ decision-making is of debated importance for explaining racializ...","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166185","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 : 2023-04-01Epub Date: 2023-01-21DOI: 10.1177/00380407221149016
Dara Shifrer, Kate Phillippo, Ned Tilbrook, Karisma Morton
Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders' perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents' race and gender? and (2) Do differences in the percentage of students at the school who share the adolescent's race moderate (i.e., differentiate) the salience of perceptions of math teachers for adolescents' math identities? Our results suggest that adolescents who perceive their math teachers as equitable typically have higher levels of math identity regardless of their race or gender. Adolescents' perceptions of their math teachers as equitable are most salient for adolescents' math identity in racially diverse schools, where racial differences and stereotypes may be more visible. Findings also indicate the seeming resistance of Black youth to racist stereotypes, whose math identity remains high regardless of their perceptions of their teachers.
{"title":"The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition.","authors":"Dara Shifrer, Kate Phillippo, Ned Tilbrook, Karisma Morton","doi":"10.1177/00380407221149016","DOIUrl":"10.1177/00380407221149016","url":null,"abstract":"<p><p>Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders' perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents' race and gender? and (2) Do differences in the percentage of students at the school who share the adolescent's race moderate (i.e., differentiate) the salience of perceptions of math teachers for adolescents' math identities? Our results suggest that adolescents who perceive their math teachers as equitable typically have higher levels of math identity regardless of their race or gender. Adolescents' perceptions of their math teachers as equitable are most salient for adolescents' math identity in racially diverse schools, where racial differences and stereotypes may be more visible. Findings also indicate the seeming resistance of Black youth to racist stereotypes, whose math identity remains high regardless of their perceptions of their teachers.</p>","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10099518/pdf/nihms-1871567.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9678961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.1177/00380407231163799
Simone Ispa-Landa, Sara E. Thomas
Landmark research from before the 2010s shows that college women rarely held institutions responsible for allowing rape-prone party contexts to persist and failing to support survivors. Yet the col...
{"title":"Navigating the Risks of Party Rape in Historically White Greek Life at an Elite College: Women’s Accounts","authors":"Simone Ispa-Landa, Sara E. Thomas","doi":"10.1177/00380407231163799","DOIUrl":"https://doi.org/10.1177/00380407231163799","url":null,"abstract":"Landmark research from before the 2010s shows that college women rarely held institutions responsible for allowing rape-prone party contexts to persist and failing to support survivors. Yet the col...","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166191","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：