Sociology of Education最新文献

英文中文

Message from the Editors 编辑们的话

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-12-19 DOI: 10.1177/00380407211063529

John B. Diamond, Odis Johnson, Jr.

The mission of Sociology of Education (SOE) is to publish “research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development.” As editor of SOE, Linda Renzulli has done a stellar job carrying out this mission. As SOE’s new editors, we are committed to building on the journal’s outstanding legacy of publishing methodologically rigorous and substantively important articles.

教育社会学(SOE)的使命是发表“研究社会机构和个人在这些机构中的经历如何影响教育过程和社会发展”。作为SOE的编辑，Linda Renzulli在执行这项任务方面做得非常出色。作为SOE的新编辑，我们致力于在期刊发表方法严谨和实质性重要文章的杰出遗产的基础上再创辉煌。

引用次数: 0

The Effect of Community Socioeconomic Context on High School Attendance in China: A Generalized Propensity Score Approach 社区社会经济背景对中国高中入学率的影响:一个广义倾向得分方法

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-12-07 DOI: 10.1177/00380407211057305

Lei Lei

Many developing countries have experienced increasing spatial inequality, but little is known about the effect of community disadvantages on educational attainment in these societies. Using data from the China Family Panel Studies (2010–2016), I examine the effect of community socioeconomic status (SES) on the transition into high school in urban and rural China, and I explore several mechanisms explaining the community effects. I adopt the generalized propensity score method to estimate the potential probability of high school entrance at different levels of community SES. Results show that community SES is positively associated with high school attendance in both urban and rural China, and the relationship is stronger in more disadvantaged communities in both contexts. In urban areas, the effect of community SES is partly attributable to collective socialization and children’s academic performance. In rural areas, spatial accessibility to high schools and children’s academic performance are the salient mechanisms.

许多发展中国家经历了日益严重的空间不平等，但人们对这些社会中社区劣势对教育成就的影响知之甚少。本文利用中国家庭面板研究(2010-2016)的数据，考察了中国城乡社区社会经济地位(SES)对高中升学的影响，并探讨了解释社区影响的几种机制。本文采用广义倾向得分法估计不同社会经济地位水平下高中入学的潜在概率。结果表明，在中国城市和农村，社区社会经济地位与高中出勤率呈正相关，在两种情况下，在更弱势的社区，这种关系更强。在城市地区，社区社会经济地位的影响部分归因于集体社会化和儿童的学习成绩。在农村地区，高中的空间可达性和儿童的学习成绩是显著的机制。

引用次数: 2

Social Capital and Student Achievement: An Intervention-Based Test of Theory 社会资本与学生成绩:一个基于干预的理论检验

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-10-01 DOI: 10.1177/00380407211040261

Adam Gamoran, Hannah K. Miller, Jeremy E. Fiel, J. L. Valentine

Social capital is widely cited as benefiting children’s school performance, but close inspection of existing research yields inconsistent findings. Focusing on intergenerational closure among parents of children in the same school, this article draws from a field experiment to test the effects of social capital on children’s achievement in reading and mathematics. When children were in first grade, their schools were randomly assigned to an after-school family-based intervention that boosts social capital. A total of 52 schools in Phoenix, Arizona, and San Antonio, Texas, containing over 3,000 first graders, participated in the study, with half the schools in each city assigned to the treatment group and half serving as no-treatment controls. Two years later, no differences in third-grade achievement were evident between children who had been in treatment schools versus control schools. By contrast, nonexperimental analyses of survey-based measures of social capital suggest positive effects on achievement, indicating that naïve estimates based on survey measures may be upwardly biased by unobserved conditions that lead to both stronger ties among parents and higher test scores. This article adds to a growing literature that raises doubts about the effects of this type of social capital for achievement outcomes among young children.

社会资本被广泛引用为有利于儿童的学校表现，但对现有研究的仔细检查得出了不一致的结果。本文以同一所学校的孩子的父母之间的代际封闭为研究对象，通过实地实验来检验社会资本对儿童阅读和数学成绩的影响。当孩子们上一年级时，他们的学校被随机分配到一个以家庭为基础的课后干预项目，以提高社会资本。亚利桑那州凤凰城和德克萨斯州圣安东尼奥共有52所学校参加了这项研究，共有3000多名一年级学生参加了这项研究，每个城市的一半学校被分配到治疗组，另一半作为不接受治疗的对照组。两年后，在治疗学校和对照组学校的孩子在三年级成绩上没有明显差异。相比之下，基于调查的社会资本测量的非实验分析表明，社会资本对成就有积极影响，表明naïve基于调查测量的估计可能会因未观察到的条件而向上偏倚，这些条件导致父母之间的联系更紧密，考试成绩更高。这篇文章增加了越来越多的文献，对这种类型的社会资本对幼儿成就结果的影响提出质疑。

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引用次数: 5

Continuing Education and Stratification at Midlife. 中年继续教育与分层。

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-10-01 Epub Date: 2021-08-29 DOI: 10.1177/00380407211041776

Eric Grodsky, Catherine Doren, Koit Hung, Chandra Muller, John Robert Warren

We ask whether patterns of racial/ethnic and socioeconomic stratification in educational attainment are amplified or attenuated when we take a longer view of educational careers. We propose a model of staged advantage to understand how educational inequalities evolve over the life course. Distinct from cumulative advantage, staged advantage asserts that inequalities in education ebb and flow over the life course as the population at risk of making each educational transition changes along with the constraints they confront in seeking more education. Results based on data from the 2014 follow-up of the sophomore cohort of High School and Beyond offer partial support for our hypotheses. The educational attainment process was far from over for our respondents as they aged through their 30s and 40s: more than six of ten continued their formal training during this period and four of ten earned an additional credential. Patterns of educational stratification at midlife became more pronounced in some ways, as women pulled further ahead of men in their educational attainments and parental education (but not income), and high school academic achievement continued to shape educational trajectories at the bachelor's degree level and beyond. However, African American respondents gained on White respondents during this life phase through continued formal (largely academic) training and slightly greater conditional probabilities of graduate or professional degree attainment; social background fails to predict earning an associate degree. These results, showing educational changes and transitions far into adulthood, have implications for our understanding of the complex role of education in stratification processes.

我们要问的是，当我们从更长远的角度来看待教育生涯时，种族/民族和社会经济在教育程度上的分层模式是被放大了还是被削弱了。我们提出了一个阶段性优势模型，以了解教育不平等是如何在生命历程中演变的。与累积优势不同，分阶段优势认为，随着每次教育转型的风险人群随着他们在寻求更多教育时所面临的限制因素的变化，教育不平等现象会在生命历程中起伏。基于 2014 年 "高中及高中以上 "项目高二年级学生的跟踪调查数据得出的结果为我们的假设提供了部分支持。我们的受访者在三四十岁时的受教育过程远未结束：十人中有六人以上在此期间继续接受正规培训，十人中有四人获得了额外的证书。中年时期的教育分层模式在某些方面变得更加明显，女性在教育程度和父母教育（但不是收入）方面进一步领先于男性，高中学业成绩继续影响着学士学位及以上的教育轨迹。然而，非裔美国受访者在这一人生阶段通过继续接受正规（主要是学术性）培训以及获得研究生或专业学位的条件概率略高于白人受访者，从而获得了更多的优势；社会背景未能预测获得副学士学位的概率。这些结果显示了成年后的教育变化和过渡，对于我们理解教育在分层过程中的复杂作用具有重要意义。

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引用次数: 0

Corrigendum to “Examining High School Students’ Gendered Beliefs about Math: Predictors and Implications for Choice of STEM College Majors” “调查高中生对数学的性别观念:对STEM大学专业选择的预测因素和影响”的勘误表

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-10-01 DOI: 10.1177/00380407211040071

引用次数: 0

Planning for College and Careers: How Families and Schools Shape the Alignment of Postsecondary Expectations 大学和职业规划:家庭和学校如何塑造高等教育期望的一致性

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-10-01 DOI: 10.1177/00380407211039272

Caitlin E. Ahearn

Students with aligned educational and occupational expectations have improved college and labor market outcomes. Despite extensive knowledge about the ways social background and school context contribute to educational expectations, less is known about the role of social intuitions in shaping expectational alignment. Drawing on data from the 2009 High School Longitudinal Study, I estimate the magnitude of socioeconomic inequality in alignment. I examine how differences in observed student characteristics contribute to, and whether school-based postsecondary planning initiatives mitigate, that inequality. Results from multinomial regression models show large socioeconomic differences in ninth-grade alignment, and I identify achievement, attitudes about college and careers, and relationships with significant others as contributors to those differences. Participation in postsecondary planning is associated with reduced uncertainty and increased alignment, but this relationship does not differ by social background, indicating that the examined college and career planning policies do little to address inequality in alignment.

教育和职业期望一致的学生提高了大学和劳动力市场的成绩。尽管对社会背景和学校环境对教育期望的影响有广泛的了解，但对社会直觉在塑造期望一致性中的作用知之甚少。根据2009年高中纵向研究的数据，我估计了社会经济不平等的程度。我研究了观察到的学生特征的差异是如何促成的，以及基于学校的高等教育规划举措是否缓解了这种不平等。多项回归模型的结果显示，九年级学生的社会经济取向存在巨大差异，我认为成就、对大学和职业的态度以及与重要他人的关系是造成这些差异的因素。参与高等教育规划与减少不确定性和增加一致性相关，但这种关系并不因社会背景而异，这表明所研究的大学和职业规划政策对解决一致性中的不平等几乎没有作用。

引用次数: 3

Schools as Refractors: Comparing Summertime and School-Year Skill Inequality Trajectories 学校作为折射:比较夏季和学年的技能不平等轨迹

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-10-01 DOI: 10.1177/00380407211041542

D. J. Condron, Douglas B. Downey, Megan Kuhfeld

How does schooling affect inequality in students’ academic skills? Studies comparing children’s trajectories during summers and school years provide a provocative way of addressing this question, but the most persuasive seasonal studies (1) focus primarily on skill gaps between social categories (e.g., social class, race/ethnicity), which constitute only a small fraction of overall skill inequality, and (2) are restricted to early grades, making it difficult to know whether the patterns extend into later grades. In this study, we use seasonal comparisons to examine the possibilities that schooling exacerbates, reduces, or reproduces overall skill inequality in math, reading, language use, and science with recent national data on U.S. public school students spanning numerous grade levels from the Northwest Evaluation Association. Our results suggest that schooling has a compensatory effect on inequality in reading, language, and science skills but not math skills. We conclude by discussing the theoretical implications of our findings, possible reasons why the math findings differ from those of other subjects, and discrepant seasonal patterns across national data sets.

学校教育如何影响学生学业技能的不平等?比较儿童在夏季和学年的发展轨迹的研究为解决这个问题提供了一种挑衅的方式，但最有说服力的季节性研究(1)主要关注社会类别之间的技能差距(例如，社会阶级，种族/民族)，这只占整体技能不平等的一小部分，(2)仅限于早期年级，因此很难知道这种模式是否会延伸到以后的年级。在本研究中，我们利用西北评估协会(Northwest Evaluation Association)提供的关于美国公立学校学生跨越多个年级的最新全国数据，使用季节性比较来检验学校教育加剧、减少或再现数学、阅读、语言使用和科学方面整体技能不平等的可能性。我们的研究结果表明，学校教育对阅读、语言和科学技能上的不平等有补偿作用，但对数学技能没有补偿作用。最后，我们讨论了研究结果的理论含义、数学结果不同于其他学科的可能原因，以及不同国家数据集的季节模式差异。

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引用次数: 7

Intensive Mothering and the Unequal School-Search Burden 密集的母亲和不平等的择校负担

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-09-28 DOI: 10.1177/00380407211048453

Bailey A. Brown

Expanded school-choice policies have weakened the traditional link between residence and school assignment. These policies have created new school options and new labor for families to manage and divide. Drawing on interviews with 90 mothers and 12 fathers of elementary-age children, I demonstrate that mothers across class, racial, and ethnic backgrounds absorb the labor of school decision-making. Working-class mothers emphasize self-sacrifice and search for schools that will keep their children safe. Middle-class mothers intensively research school information and seek niche school environments. Working-class and middle-class black and Latinx mothers engage in ongoing labor to monitor the racial climate within schools and to protect their children from experiences of marginalization. Partnered fathers and single primary-caregiver fathers invest less time and energy in the search for schools. These findings identify an important source of gender inequality stemming from modern educational policies and suggest new directions for research on school choice.

扩大的择校政策削弱了居住和学校分配之间的传统联系。这些政策创造了新的学校选择和家庭管理和分配的新劳动。通过对90位母亲和12位小学孩子父亲的采访，我证明了不同阶级、种族和民族背景的母亲吸收了学校决策的劳动。工人阶级的母亲强调自我牺牲，并寻找能保证孩子安全的学校。中产阶级的母亲们深入研究学校信息，寻找合适的学校环境。工人阶级和中产阶级的黑人和拉丁裔母亲从事持续的劳动，以监测学校内的种族气氛，并保护他们的孩子免受边缘化的经历。有伴侣的父亲和单身的主要照顾者父亲在寻找学校上投入的时间和精力较少。这些发现确定了源于现代教育政策的性别不平等的一个重要来源，并为择校研究提出了新的方向。

引用次数: 11

Message from the Outgoing Editor 来自外发编辑器的消息

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-09-24 DOI: 10.1177/00380407211041609

L. Renzulli

引用次数: 0

Reconceptualizing College Knowledge: Class, Race, and Black Students in a College-Counseling Field 重新定义大学知识:大学咨询领域的阶级、种族和黑人学生

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-09-24 DOI: 10.1177/00380407211046053

M. Gast

Past work and college–access programs often treat college knowledge as discrete pieces of information and focus on the amount of available college information. I use ethnographic and multiwave interview data to compare college–aspiring working- and middle–class black 9th and 11th graders across almost two years in high school along with their post–high school updates. Respondents were exposed to college–going messages but faced racial constraints and unclear expectations for college preparation and help seeking. Working-class respondents drew on hopeful uncertainty—a repertoire of hope for college admissions but uncertainty in the specifics—and they waited for assistance. Twelfth-grade working–class respondents experienced the effects of counseling problems and frustrations near application time. Middle-class and some working–class respondents used a repertoire of competitive groundwork to improve their competitiveness for four–year admissions, targeting their help seeking to navigate impending deadlines and late–stage counseling problems. My findings point to the timing and process of activating repertoires of college knowledge within a high school counseling field, suggesting the need to reconceptualize college knowledge in research on racial and class inequality in college access.

过去的工作和大学入学计划通常将大学知识视为离散的信息片段，并将重点放在可用大学信息的数量上。我使用人种学和多波采访数据来比较9年级和11年级有上大学抱负的工薪阶层和中产阶级黑人学生在高中将近两年的时间里以及他们高中毕业后的更新情况。受访者接触到上大学的信息，但面临种族限制，对大学准备和寻求帮助的期望不明确。工人阶级的受访者利用了希望的不确定性——对大学录取的希望，但在细节上的不确定性——他们等待援助。12年级的工人阶级受访者在申请时间前经历了咨询问题和挫折的影响。中产阶级和一些工人阶级的受访者使用了一系列竞争性基础知识来提高他们在四年制大学入学时的竞争力，目标是帮助他们解决即将到来的截止日期和后期咨询问题。我的研究结果指出了在高中咨询领域中激活大学知识库的时间和过程，这表明在大学入学的种族和阶级不平等研究中需要重新定义大学知识。

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引用次数: 5

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Sociology of Education

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