Sociology of Education最新文献

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IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-09-24 DOI: 10.1177/00380407211041634

引用次数: 0

It’s Who You Know (and Who You Are): Social Capital in a School-Based Parent Network 《你认识谁(和你是谁):基于学校的家长网络中的社会资本》

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-07-03 DOI: 10.1177/00380407211029655

A. Cox, Amy C. Steinbugler, Rand Quinn

Social capital is broadly beneficial, but parents reap particular benefits from network ties. Schools are key organizations through which parents develop ties. In this article, we examine school-based networks that provide valuable resources. What factors are associated with greater access to key resources such as child care, parenting advice, and educational information? Using network data from mothers of eighth graders, we employ qualitative comparative analysis to examine mothers’ status and network characteristics associated with two types of resource access—basic access, where resources are accessed through a single parent, and robust access, where resources are accessed through multiple parents. We find that particular combinations of status and network characteristics are critical. A wide range of mothers attain basic access, but race and socioeconomic status constrain robust access. These findings raise important questions about relational patterns and resource access for parents within a racially and socioeconomically diverse school.

社会资本是广泛有益的，但父母从网络关系中获得特别的好处。学校是家长建立联系的关键机构。在本文中，我们研究了提供有价值资源的校本网络。哪些因素与更容易获得关键资源(如儿童保育、育儿建议和教育信息)有关?利用来自八年级学生母亲的网络数据，我们采用定性比较分析来检验母亲的地位和网络特征与两种类型的资源访问相关——基本访问(通过单亲访问资源)和稳健访问(通过多个父母访问资源)。我们发现状态和网络特征的特定组合是至关重要的。很多母亲都获得了基本的教育机会，但种族和社会经济地位限制了她们获得教育的机会。这些发现提出了一个重要的问题，即在一个种族和社会经济多样化的学校里，父母的关系模式和资源获取。

引用次数: 5

Examining High School Students' Gendered Beliefs about Math: Predictors and Implications for Choice of STEM College Majors. 研究高中生对数学的性别信念：选择 STEM 大学专业的预测因素和影响》。

IF 3.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Sociology of Education

Pub Date : 2021-07-01 Epub Date: 2021-05-18 DOI: 10.1177/00380407211014777

Catherine Riegle-Crumb, Menglu Peng

Utilizing the High School Longitudinal Study, a nationally representative sample of U.S. high school students, this study investigates the factors that predict different beliefs about gendered math ability and the potential consequences for students' choices to enter gender-segregated science, technology, engineering, and mathematics (STEM) majors in college. Among other results, analyses reveal that while about 25 percent of students report a traditionally stereotypical belief in male superiority, about 20 percent report a counter-stereotypical belief in female superiority; among female students, such beliefs are more common among black students. Further, models reveal a robust association between holding counter-stereotypical beliefs and the likelihood that women choose biological science majors, which are female dominated, compared to non-STEM fields. Among men, holding counter-stereotypical beliefs is associated with a lower likelihood of majoring in physical science, computer science, math, and engineering fields, which are strongly male dominated, versus non-STEM fields. Implications for gender inequality in STEM fields are discussed.

高中纵向研究是一项具有全国代表性的美国高中生样本研究，本研究利用这项研究调查了预测对性别数学能力的不同看法的因素，以及对学生在大学选择进入按性别划分的科学、技术、工程和数学（STEM）专业的潜在影响。分析结果显示，约有 25% 的学生报告了传统陈规定型的男尊女卑观念，约有 20% 的学生报告了反陈规定型的女尊男卑观念；在女生中，这种观念在黑人学生中更为普遍。此外，模型显示，与非科学、技术、工程和数学领域相比，持有反陈规定型观念与女性选择生物科学专业（女性占主导地位）的可能性之间存在密切联系。在男性中，持有反刻板印象与主修物理科学、计算机科学、数学和工程学专业的可能性较低有关，而物理科学、计算机科学、数学和工程学专业主要由男性主导，与非 STEM 领域相比，男性主修这些专业的可能性较低。本文讨论了 STEM 领域性别不平等的影响。

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引用次数: 0

Habitus Adaptation and First-Generation University Students’ Adjustment to Higher Education: A Life Course Perspective 习惯适应与第一代大学生的高等教育适应:一个生命历程的视角

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-05-26 DOI: 10.1177/00380407211017060

Biörn Ivemark, Anne Ambrose

In recent years, research has brought attention to the heterogeneity of resources that first-generation students bring with them to higher education and the factors that assist in these students’ social and academic adjustment to university life. However, few studies have focused on how these students’ early socialization and experiences over the life course influence their adjustment experiences to university. Drawing on Bourdieu’s habitus concept to explore the life histories of first-generation students at a midranked Swedish university, we identify three types of adjustment profiles—Adjusters, Strangers, and Outsiders—and highlight five key factors over the life course that explain why they differ: family resources, early social environment, educational experiences and opportunities, peers, and partners. Our findings suggest that class-related adjustment challenges in college can be traced to different levels of cultural capital acquired during first-generation students’ early socialization but also to capital acquired through sustained contact with cultural capital–abundant social environments throughout their life course, resulting in subtle but consequential habitus adaptations. This study extends previous research in the field by exploring a broader set of social contexts that can spur first-generation students’ cultural capital acquisition before college and facilitate their adjustment to higher education.

近年来，研究开始关注第一代学生进入高等教育所带来的资源的异质性，以及帮助这些学生适应大学生活的社会和学业因素。然而，很少有研究关注这些学生在生命过程中的早期社会化和经历如何影响他们的大学适应经历。利用布迪厄的习惯概念来探索瑞典一所排名中等的大学的第一代学生的生活史，我们确定了三种类型的适应概况-调整者，陌生人和局外人-并强调了五个关键因素，在生命过程中解释了为什么他们不同:家庭资源，早期社会环境，教育经历和机会，同伴和伙伴。我们的研究结果表明，大学中与班级相关的适应挑战可以追溯到第一代学生在早期社会化过程中获得的不同水平的文化资本，也可以追溯到他们在整个生命过程中通过与文化资本丰富的社会环境的持续接触而获得的资本，从而导致微妙但相应的习惯适应。本研究扩展了先前的研究，探索了更广泛的社会背景，可以促进第一代学生在大学前的文化资本获取，并促进他们适应高等教育。

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引用次数: 20

Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools 拆解特殊教育依从性的逻辑:郊区学校纪律种族差异的情境影响

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-05-18 DOI: 10.1177/00380407211013322

Catherine Kramarczuk Voulgarides, A. Aylward, Adai A. Tefera, Alfredo J. Artiles, Sarah Alvarado, P. Noguera

The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights–based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate to IDEA remedies designed to address problem behaviors. We qualitatively examine how educators interpret and respond to citations for racial discipline disproportionality via IDEA at both the district and the school level in a suburban locale. We find that educators interpret the inequity in ways that neutralize the racialized implications of the citation, which in turn affects how they respond to the citation. These interpretations contribute to symbolic and race-evasive IDEA compliance responses. The resulting bureaucratic and organizational structures associated with IDEA implementation become a mechanism through which the visibility of race and racialization processes are erased and muted through acts of policy compliance. Thus, the logic of compliance surrounding IDEA administration serves as a reproductive social force that sustains practices that do not disrupt locally occurring racialized inequities.

《残疾人教育法》(2004年);IDEA修正案(1997)是一部以民权为基础的法律，旨在保护美国学校中残疾学生的权利。然而，在IDEA最初通过几十年后，在特殊教育分类、安置和停学方面的种族不平等是显而易见的。在这篇文章中，我们着重于理解特殊教育结果中的种族纪律差异与设计用于解决问题行为的IDEA补救措施之间的关系。我们定性地考察了教育工作者如何通过IDEA在郊区地区和学校层面解释和回应种族纪律不均衡的引用。我们发现，教育工作者解释这种不平等的方式抵消了引用的种族化含义，这反过来影响了他们对引用的反应。这些解释有助于象征性和种族回避的IDEA依从性反应。由此产生的与IDEA实施相关的官僚主义和组织结构成为一种机制，通过这种机制，种族和种族化过程的可见性通过政策遵从行为被抹去和减弱。因此，围绕IDEA管理的合规逻辑作为一种再生产的社会力量，维持不破坏当地发生的种族不平等的做法。

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引用次数: 16

Educational Downgrading: Adult Education and Downward Mobility 教育降级:成人教育与向下流动

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-04-01 DOI: 10.1177/0038040720982890

Corey Moss-Pech, Steven H. Lopez, L. Michaels

Scholarship on adult education throughout the life course focuses on the relationship between education and upward mobility. Scholars rarely examine how adults’ educational aspirations or trajectories are affected by downward mobility or an increasingly precarious labor market. Drawing on in-depth qualitative interviews with 21 job seekers in the post–Great Recession labor market in the United States, this article advances the concept of educational downgrading: returning to school in pursuit of a credential lower than the highest level of education one previously sought or attained. We explore three pathways to downgrading connected to downward mobility: occupational dead ends, career reversals, and educational inflation. In the process, we highlight how individuals adjust their practical educational aspirations as they navigate a contemporary economy in which careers are unstable and credentials are needed for many kinds of jobs across the occupational hierarchy.

在整个人生过程中，关于成人教育的学术研究主要关注教育与向上流动之间的关系。学者们很少研究成年人的教育愿望或轨迹是如何受到向下流动或日益不稳定的劳动力市场的影响的。通过对21位美国大衰退后劳动力市场求职者的深度定性访谈，本文提出了教育降级的概念:回到学校追求比以前寻求或获得的最高教育水平更低的证书。我们探讨了与向下流动相关的三种降级途径:职业死胡同、职业逆转和教育通胀。在这个过程中，我们强调个人如何调整他们的实际教育愿望，因为他们在当代经济中，职业不稳定，许多职业等级的工作都需要证书。

引用次数: 4

DIVERGING DISPARITIES: RACE, PARENTAL INCOME, AND CHILDREN'S MATH SCORES, 1960-2009. 不同的差距：种族、父母收入和儿童数学成绩，1960-2009 年。

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-04-01 Epub Date: 2021-03-19 DOI: 10.1177/0038040720963279

Jordan A Conwell

In recent decades, the Black-White test score disparity has decreased, while the test score disparity between children of high- versus low-income parents has increased. This study focuses on a comparison that has, to date, fallen between the separate literatures on these diverging trends - Black and White students whose parents have similarly low, middle, or high incomes (i.e., same-income or race-within-income). To do so, I draw on three nationally representative datasets on ninth or tenth graders, covering the period from 1960 to 2009, all of which contain information on students' math test scores. I find that math test score disparities between Black and White students with same-income parents are to Blacks' disadvantage. Although these disparities have decreased since 1960, in 2009, they remain substantively large, statistically significant, and largest between children of the highest income parents. Further, family and school characteristics that scholars commonly use to explain test score disparities by race or by income have accounted for markedly decreasing shares of race-within-income disparities over time. The study integrates the literatures on test score disparities by race and by income with needed attention to race's historical and continued structural influence, net of parental income, on students' educational experiences and test score outcomes.

近几十年来，黑人与白人之间的考试分数差距有所缩小，而高收入与低收入父母子女之间的考试分数差距则有所扩大。本研究的重点是，迄今为止，在关于这些不同趋势的不同文献中，黑人和白人学生之间的比较一直处于两极分化的状态--他们的父母具有类似的低收入、中等收入或高收入（即相同收入或收入内种族）。为此，我利用了三个具有全国代表性的九年级或十年级学生数据集，时间跨度为 1960 年至 2009 年，所有数据集都包含学生的数学考试分数信息。我发现，父母收入相同的黑人和白人学生之间的数学考试分数差距对黑人不利。虽然这些差距自 1960 年以来有所缩小，但在 2009 年，这些差距仍然很大，在统计上很显著，而且在收入最高的父母的子女之间差距最大。此外，学者们通常用来解释种族或收入考试分数差距的家庭和学校特征，在种族-收入差距中所占的比例随着时间的推移明显下降。本研究整合了有关按种族和按收入划分的考试分数差距的文献，并对种族对学生教育经历和考试分数结果的历史性和持续的结构性影响给予了必要的关注。

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引用次数: 0

Educational Meaning Making and Language Learning: Understanding the Educational Incorporation of Unaccompanied, Undocumented Latinx Youth Workers in the United States 教育意义的创造和语言学习:了解美国无人陪伴、无证件的拉丁裔青年工人的教育结合

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-02-22 DOI: 10.1177/0038040721996004

Stephanie L. Canizales

Immigration scholars agree that educational attainment is essential for the success of immigrant youth in U.S. society and functions as a key indicator of how youth will fare in their transition into adulthood. Research warns of downward or stagnant mobility for people with lower levels of educational attainment. Yet much existing research takes for granted that immigrant youth have access to a normative parent-led household, K–12 schools, and community resources. Drawing on four years of ethnographic observations and interviews with undocumented Latinx young adults (ages 18 to 31) who arrived in Los Angeles, California, as unaccompanied youth, I examine the educational meaning making and language learning of Latinx individuals coming of age as workers without parents and legal status. Findings show that Latinx immigrant youth growing up outside of Western-normative parent-led households and K–12 schools and who remain tied to left-behind families across transnational geographies tend to equate education with English language learning. Education—as English language learning—is essential to sobrevivencia, or survival, during their transition to young adulthood as workers and transnational community participants.

移民学者一致认为，受教育程度是移民青年在美国社会取得成功的关键，也是青年向成年过渡过程中表现如何的关键指标。研究警告说，受教育程度较低的人的流动性下降或停滞不前。然而，许多现有的研究都理所当然地认为，移民青年有机会进入规范的父母主导的家庭、K-12学校和社区资源。通过四年的人种学观察和对无证拉丁裔年轻人(18至31岁)的采访，我研究了拉丁裔人作为没有父母和合法身份的工人成年后的教育意义和语言学习。研究结果显示，在西方规范的父母主导的家庭和K-12学校之外长大的拉丁裔移民青年，以及与跨国地区的留守家庭保持联系的年轻人，往往将教育等同于英语学习。在他们作为工人和跨国社区参与者向成年青年过渡的过程中，教育——如英语学习——对他们的生存至关重要。

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引用次数: 9

Experimentally Estimated Impacts of School Vouchers on Educational Attainments of Moderately and Severely Disadvantaged Students 实验估计学校券对中等和重度弱势学生教育成绩的影响

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-02-03 DOI: 10.1177/0038040721990365

Albert Cheng, P. Peterson

For decades, social theorists have posited—and descriptive accounts have shown—that students isolated by both social class and ethnicity suffer extreme deprivations that limit the effectiveness of equal-opportunity interventions. Even educational programs that yield positive results for moderately disadvantaged students may not prove beneficial for those who possess less of the economic, social, and cultural capital that play a critical role in improving educational outcomes. Yet evaluations of school choice and other educational interventions seldom estimate programmatic effects on severely disadvantaged students who are isolated by both ethnicity and social class. We experimentally estimate differential effects of a 1997 New York City school voucher intervention on college attainment for minority students by household income and mother’s education. Postsecondary outcomes as of 2017 come from the National Student Clearinghouse. The severely deprived did not benefit from the intervention despite substantial positive effects on college enrollments and degree attainment for the moderately disadvantaged. School choice programs and other interventions or public policies may need to pay greater attention to ensuring that families possess the requisite forms of capital—human, economic, social, and cultural—to realize their intended benefits.

几十年来，社会理论家们一直认为，被社会阶层和种族隔离的学生遭受了极端的剥夺，这限制了平等机会干预的有效性。即使是对中等弱势学生产生积极影响的教育项目，也可能对那些在提高教育成果方面发挥关键作用的经济、社会和文化资本较少的学生没有好处。然而，对学校选择和其他教育干预措施的评估很少估计方案对因种族和社会阶层而被孤立的严重弱势学生的影响。我们通过实验估计了1997年纽约市教育券干预对家庭收入和母亲教育对少数民族学生大学成绩的差异效应。2017年的高等教育成绩来自国家学生信息中心。尽管干预对中等弱势群体的大学入学率和学位获得产生了实质性的积极影响，但严重贫困群体并没有从干预中受益。择校计划和其他干预措施或公共政策可能需要更加注意确保家庭拥有必要的资本形式——人力、经济、社会和文化——以实现其预期的利益。

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引用次数: 1

The Societal Consequences of Higher Education 高等教育的社会后果

IF 3.9 1区教育学 Q1 Social Sciences

Sociology of Education

Pub Date : 2021-01-01 DOI: 10.1177/0038040720942912

Evan Schofer, F. O. Ramirez, John W. Meyer

The advent of mass schooling played a pivotal role in European societies of the later nineteenth century, transforming rural peasants into national citizens. The late-twentieth-century global expansion of higher education ushered in new transformations, propelling societal rationalization and organizing, and knitting the world into a more integrated society and economy. We address four key dynamics: (1) Higher education sustains the modern professions and contributes to the rationalization of society and state. (2) The supranational and universalistic orientation of higher education provides elites with shared global cultural frames and identities, facilitating globalization. (3) Consequently, tertiary education provides a foundation for major global movements and sociopolitical change around diverse issues, such as human rights and environmental protection as well as potentially contentious religious and cultural solidarities. (4) Higher education contributes to the reorganization of the economy, creating new monetarized activities and facilitating the reconceptualization of activities distant from material production as economic. In short, many features of the contemporary world arise from the growing legions of people steeped in common forms of higher education. Panel regression models of contemporary cross-national longitudinal data examine these relationships. We find higher-education enrollments are associated with key dimensions of rationalization, globalization, societal mobilization, and expansion of the service economy. Central features of modern society, often seen as natural, in fact hinge on the distinctive form of higher education that has become institutionalized worldwide.

大规模学校教育的出现在19世纪后期的欧洲社会中发挥了关键作用，将农村农民转变为国家公民。20世纪末高等教育的全球扩张带来了新的变革，推动了社会合理化和组织，并将世界编织成一个更加一体化的社会和经济。我们讨论了四个关键的动态:(1)高等教育维持了现代职业，并有助于社会和国家的合理化。(2)高等教育的超国家和普世主义取向为精英提供了共享的全球文化框架和身份，促进了全球化。(3)因此，高等教育为围绕各种问题的重大全球运动和社会政治变革提供了基础，例如人权和环境保护，以及可能引起争议的宗教和文化团结。(4)高等教育有助于经济重组，创造新的货币化活动，促进远离物质生产的活动重新概念化为经济活动。简而言之，当代世界的许多特征都是由越来越多的接受普通高等教育的人形成的。当代跨国纵向数据的面板回归模型检验了这些关系。我们发现高等教育的入学率与合理化、全球化、社会动员和服务经济扩张的关键维度有关。现代社会的核心特征，通常被认为是自然的，实际上取决于在世界范围内制度化的独特的高等教育形式。

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引用次数: 58

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