Pub Date : 2022-09-29DOI: 10.1177/00380407221128527
Jung In, Richard Breen
U.S. studies have found that stratified graduate education accounts for most of the relatively strong intergenerational socioeconomic association among postgraduate degree holders. The same associa...
{"title":"Social Origin and Access to Top Occupations among the Highest Educated in the United Kingdom","authors":"Jung In, Richard Breen","doi":"10.1177/00380407221128527","DOIUrl":"https://doi.org/10.1177/00380407221128527","url":null,"abstract":"U.S. studies have found that stratified graduate education accounts for most of the relatively strong intergenerational socioeconomic association among postgraduate degree holders. The same associa...","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"4 11","pages":""},"PeriodicalIF":3.9,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167426","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 : 2022-09-19DOI: 10.1177/00380407221119746
Keitaro Okura
Asian American students are frequently stereotyped to be hardworking and academically talented. To what extent are teacher appraisals of Asian students influenced by such racial stereotypes? This a...
{"title":"Stereotype Promise: Racialized Teacher Appraisals of Asian American Academic Achievement","authors":"Keitaro Okura","doi":"10.1177/00380407221119746","DOIUrl":"https://doi.org/10.1177/00380407221119746","url":null,"abstract":"Asian American students are frequently stereotyped to be hardworking and academically talented. To what extent are teacher appraisals of Asian students influenced by such racial stereotypes? This a...","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"5 12","pages":""},"PeriodicalIF":3.9,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167418","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 : 2022-09-16DOI: 10.1177/00380407221120431
Sarah Goodrum, Jessie Slepicka, William Woodward, Beverly Kingston
This article argues that the organizational structure and culture of schools may impede the prevention of violence in America’s schools, specifically threat assessment and management for students o...
本文认为，学校的组织结构和文化可能会阻碍美国学校暴力的预防，特别是对学生的威胁评估和管理。
{"title":"Learning from Error in Violence Prevention: A School Shooting as an Organizational Accident","authors":"Sarah Goodrum, Jessie Slepicka, William Woodward, Beverly Kingston","doi":"10.1177/00380407221120431","DOIUrl":"https://doi.org/10.1177/00380407221120431","url":null,"abstract":"This article argues that the organizational structure and culture of schools may impede the prevention of violence in America’s schools, specifically threat assessment and management for students o...","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"5 2","pages":""},"PeriodicalIF":3.9,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167424","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 : 2022-07-04DOI: 10.1177/00380407221108976
Patrick Denice
How are patterns of segregation related to families’ engagement in public-school choice policies across U.S. metropolitan areas? This article examines how segregation in urban public schools and the spatial mismatch between school-age children and relatively high-performing schools relate to the shares of Black, Hispanic, and White students enrolled in charter schools, one particular school choice mechanism. Drawing on Core-Based Statistical Area–level data, I find that charter-school enrollment among Black students is positively associated with spatial mismatch. As the degree of geographic imbalance between Black and, to a lesser extent, Hispanic school-age children and high-performing schools increases, so too does the share of Black and Hispanic students who enroll in charter schools. There is no such relationship for White students, whose enrollment in charter schools is higher when school segregation is relatively low—that is, when they would be more likely to attend neighborhood public schools with Black children.
{"title":"Spatial Mismatch and the Share of Black, Hispanic, and White Students Enrolled in Charter Schools","authors":"Patrick Denice","doi":"10.1177/00380407221108976","DOIUrl":"https://doi.org/10.1177/00380407221108976","url":null,"abstract":"How are patterns of segregation related to families’ engagement in public-school choice policies across U.S. metropolitan areas? This article examines how segregation in urban public schools and the spatial mismatch between school-age children and relatively high-performing schools relate to the shares of Black, Hispanic, and White students enrolled in charter schools, one particular school choice mechanism. Drawing on Core-Based Statistical Area–level data, I find that charter-school enrollment among Black students is positively associated with spatial mismatch. As the degree of geographic imbalance between Black and, to a lesser extent, Hispanic school-age children and high-performing schools increases, so too does the share of Black and Hispanic students who enroll in charter schools. There is no such relationship for White students, whose enrollment in charter schools is higher when school segregation is relatively low—that is, when they would be more likely to attend neighborhood public schools with Black children.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"77 11","pages":""},"PeriodicalIF":3.9,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50168095","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 : 2022-07-04DOI: 10.1177/00380407221109209
Mobarak Hossain
The education sector in low- and middle-income countries (LMICs) has experienced a surge of neoliberal reforms over the past few decades, primarily led by the World Bank (WB). One of these reform a...
{"title":"Diffusing “Destandardization” Reforms across Educational Systems in Low- and Middle-Income Countries: The Case of the World Bank, 1965 to 2020","authors":"Mobarak Hossain","doi":"10.1177/00380407221109209","DOIUrl":"https://doi.org/10.1177/00380407221109209","url":null,"abstract":"The education sector in low- and middle-income countries (LMICs) has experienced a surge of neoliberal reforms over the past few decades, primarily led by the World Bank (WB). One of these reform a...","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"77 10","pages":""},"PeriodicalIF":3.9,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50168096","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 : 2022-05-20DOI: 10.1177/00380407221099649
Nicholas D. E. Mark, A. Geller, J. Engberg
Students across the United States experience high levels of contact with the police. To clarify the causal relationships of this contact with educational outcomes and the mechanisms by which such relationships arise, we estimate the effects of arrest on student engagement with school using daily attendance data. Recently arrested students missed significantly more school than did students who would be arrested later in the school year. The effects of arrest on attendance can be attributed to suspensions and court appearances; we found little evidence of changes in absences due to health or skipping school. These results suggest that institutional, not student centric, mechanisms drive the relationship between arrest and educational outcomes. Were it not for institutional channels, particularly exclusionary discipline, arrested students would likely remain more engaged in school. Estimates are similar for white and black students, but black students are differentially affected because they are arrested at higher rates.
{"title":"Adding Insult to Injury: Arrests Reduce Attendance through Institutional Mechanisms","authors":"Nicholas D. E. Mark, A. Geller, J. Engberg","doi":"10.1177/00380407221099649","DOIUrl":"https://doi.org/10.1177/00380407221099649","url":null,"abstract":"Students across the United States experience high levels of contact with the police. To clarify the causal relationships of this contact with educational outcomes and the mechanisms by which such relationships arise, we estimate the effects of arrest on student engagement with school using daily attendance data. Recently arrested students missed significantly more school than did students who would be arrested later in the school year. The effects of arrest on attendance can be attributed to suspensions and court appearances; we found little evidence of changes in absences due to health or skipping school. These results suggest that institutional, not student centric, mechanisms drive the relationship between arrest and educational outcomes. Were it not for institutional channels, particularly exclusionary discipline, arrested students would likely remain more engaged in school. Estimates are similar for white and black students, but black students are differentially affected because they are arrested at higher rates.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"2013 1","pages":"189 - 215"},"PeriodicalIF":3.9,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82680746","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 : 2022-05-13DOI: 10.1177/00380407221095205
F. A. Pearman, Danielle Marie Greene
Largely overlooked in the empirical literature on gentrification are the potential effects school closures have in the process. This study begins to fill this gap by integrating longitudinal data on all U.S. metropolitan neighborhoods from the Neighborhood Change Database with data on the universe of school closures from the National Center for Educational Statistics. We found that the effects of school closures on patterns of gentrification were concentrated among black neighborhoods. School closures increased the probability that the most segregated black neighborhoods experienced gentrification by 8 percentage points and increased the extent to which these neighborhoods experienced gentrification by .21 standard deviations. We found no evidence that school closures increased the likelihood or extent that white or Latinx neighborhoods experienced gentrification. Substantive conclusions were consistent across multiple measures of gentrification, alternative model specifications, and a variety of sample restrictions and were robust to a series of falsification tests. Results suggest school closures do not simply alter the educational landscape. School closures are also emblematic of a larger spatial and racial reimagining of U.S. cities that dispossesses and displaces black neighborhoods.
{"title":"School Closures and the Gentrification of the Black Metropolis","authors":"F. A. Pearman, Danielle Marie Greene","doi":"10.1177/00380407221095205","DOIUrl":"https://doi.org/10.1177/00380407221095205","url":null,"abstract":"Largely overlooked in the empirical literature on gentrification are the potential effects school closures have in the process. This study begins to fill this gap by integrating longitudinal data on all U.S. metropolitan neighborhoods from the Neighborhood Change Database with data on the universe of school closures from the National Center for Educational Statistics. We found that the effects of school closures on patterns of gentrification were concentrated among black neighborhoods. School closures increased the probability that the most segregated black neighborhoods experienced gentrification by 8 percentage points and increased the extent to which these neighborhoods experienced gentrification by .21 standard deviations. We found no evidence that school closures increased the likelihood or extent that white or Latinx neighborhoods experienced gentrification. Substantive conclusions were consistent across multiple measures of gentrification, alternative model specifications, and a variety of sample restrictions and were robust to a series of falsification tests. Results suggest school closures do not simply alter the educational landscape. School closures are also emblematic of a larger spatial and racial reimagining of U.S. cities that dispossesses and displaces black neighborhoods.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"29 1","pages":"233 - 253"},"PeriodicalIF":3.9,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83548783","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 : 2022-04-25DOI: 10.1177/00380407221084695
Jonathan S. Coley, Dhruba Das, G. Adler
Why are some schools home to Buddhist, Hindu, Jewish, and Muslim student organizations but others are not? In this article, we draw on theories of student mobilization, especially recent theoretical insights on educational opportunity structures, to understand the factors associated with the presence and number of minority religious student organizations at U.S. colleges and universities. Analyzing an original database of minority religious student groups across 1,953 four-year, not-for-profit U.S. colleges and universities, we show that large, wealthy schools that are located in liberal, pluralistic contexts and that are not affiliated with Christian denominations exhibit greater odds of having at least one minority religious student organization. Similar factors are associated with the overall number of minority religious student organizations at a school. Our article represents the most comprehensive study to date of minority religious student organizations and sheds light on issues of unequal access to student organizations more generally.
{"title":"Creating Sacred Spaces: Buddhist, Hindu, Jewish, and Muslim Student Groups at U.S. Colleges and Universities","authors":"Jonathan S. Coley, Dhruba Das, G. Adler","doi":"10.1177/00380407221084695","DOIUrl":"https://doi.org/10.1177/00380407221084695","url":null,"abstract":"Why are some schools home to Buddhist, Hindu, Jewish, and Muslim student organizations but others are not? In this article, we draw on theories of student mobilization, especially recent theoretical insights on educational opportunity structures, to understand the factors associated with the presence and number of minority religious student organizations at U.S. colleges and universities. Analyzing an original database of minority religious student groups across 1,953 four-year, not-for-profit U.S. colleges and universities, we show that large, wealthy schools that are located in liberal, pluralistic contexts and that are not affiliated with Christian denominations exhibit greater odds of having at least one minority religious student organization. Similar factors are associated with the overall number of minority religious student organizations at a school. Our article represents the most comprehensive study to date of minority religious student organizations and sheds light on issues of unequal access to student organizations more generally.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"33 1","pages":"171 - 188"},"PeriodicalIF":3.9,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85463744","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 : 2022-04-07DOI: 10.1177/00380407221091070
{"title":"Corrigendum to “Educational Meaning Making and Language Learning: Understanding the Educational Incorporation of Unaccompanied, Undocumented Latinx Youth Workers in the United States”","authors":"","doi":"10.1177/00380407221091070","DOIUrl":"https://doi.org/10.1177/00380407221091070","url":null,"abstract":"","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"4 1","pages":"254 - 254"},"PeriodicalIF":3.9,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87660905","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 : 2022-04-02DOI: 10.1177/00380407221087479
Emily Handsman, Caitlin C. Farrell, C. Coburn
The year students take Algebra I historically determines how far they progress in secondary mathematics, creating complex equity issues around access to this course. By examining a case study of one large, urban school district adjusting to the Common Core State Standards in Mathematics (CCSS-M), we demonstrate how district leaders’ interactions, in combination with their organizational and institutional environments, led to an overhaul of the secondary mathematics course pathway, ending in detracked middle school mathematics. We find that district leaders’ deliberations of mathematics policy were constrained by organizational concerns around pedagogy, equity, logistics, and politics. In other words, the disruption created by the CCSS-M was limited by extant organizational priorities. This study has potential implications for theorizing disruptions and for better understanding equity-oriented mathematics policy and practice.
{"title":"Solving for X: Constructing Algebra and Algebra Policy During a Time of Change","authors":"Emily Handsman, Caitlin C. Farrell, C. Coburn","doi":"10.1177/00380407221087479","DOIUrl":"https://doi.org/10.1177/00380407221087479","url":null,"abstract":"The year students take Algebra I historically determines how far they progress in secondary mathematics, creating complex equity issues around access to this course. By examining a case study of one large, urban school district adjusting to the Common Core State Standards in Mathematics (CCSS-M), we demonstrate how district leaders’ interactions, in combination with their organizational and institutional environments, led to an overhaul of the secondary mathematics course pathway, ending in detracked middle school mathematics. We find that district leaders’ deliberations of mathematics policy were constrained by organizational concerns around pedagogy, equity, logistics, and politics. In other words, the disruption created by the CCSS-M was limited by extant organizational priorities. This study has potential implications for theorizing disruptions and for better understanding equity-oriented mathematics policy and practice.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"46 1","pages":"216 - 232"},"PeriodicalIF":3.9,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74934214","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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