Pub Date : 2021-01-01DOI: 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.
{"title":"The Societal Consequences of Higher Education","authors":"Evan Schofer, F. O. Ramirez, John W. Meyer","doi":"10.1177/0038040720942912","DOIUrl":"https://doi.org/10.1177/0038040720942912","url":null,"abstract":"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.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"94 1","pages":"1 - 19"},"PeriodicalIF":3.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84282873","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 : 2020-09-24DOI: 10.1177/0038040720960718
D. Witteveen
Existing research generally confirms a countercyclical education enrollment, whereby youths seek shelter in the educational system to avoid hardships in the labor market: the “discouraged worker” thesis. Alternatively, the “encouraged worker” thesis predicts that economic downturns steer individuals away from education because of higher opportunity costs. This study provides a formal test of these opposing theories using data from the United States compared with similar sources from the United Kingdom, Germany, and Sweden. I investigate whether macroeconomic stimuli—including recessions and youth unemployment fluctuations—matter for enrollment decisions. Analyses rely on 10 years of detailed individual-level panel data, consisting of birth cohorts across several decades. Across data sources, results show enrollment persistence in secondary education is stronger in response to economic downturns. These patterns differ sharply for tertiary-enrolled students and those who recently left higher education. Surprisingly, U.S. youths display an increased hazard of school leaving and a decreased hazard of educational reenrollment in response to adverse conditions. In contrast, European youths tend to make enrollment decisions supportive of discouraged-worker mechanisms or insensitivity to adverse conditions. The U.S.-specific encouraged-worker mechanism might be explained by the relative importance of market forces in one’s early career and the high costs of university attendance, which induces risk aversion with regard to educational investment. The discussion addresses the consequences for educational inequality.
{"title":"Encouraged or Discouraged? The Effect of Adverse Macroeconomic Conditions on School Leaving and Reentry","authors":"D. Witteveen","doi":"10.1177/0038040720960718","DOIUrl":"https://doi.org/10.1177/0038040720960718","url":null,"abstract":"Existing research generally confirms a countercyclical education enrollment, whereby youths seek shelter in the educational system to avoid hardships in the labor market: the “discouraged worker” thesis. Alternatively, the “encouraged worker” thesis predicts that economic downturns steer individuals away from education because of higher opportunity costs. This study provides a formal test of these opposing theories using data from the United States compared with similar sources from the United Kingdom, Germany, and Sweden. I investigate whether macroeconomic stimuli—including recessions and youth unemployment fluctuations—matter for enrollment decisions. Analyses rely on 10 years of detailed individual-level panel data, consisting of birth cohorts across several decades. Across data sources, results show enrollment persistence in secondary education is stronger in response to economic downturns. These patterns differ sharply for tertiary-enrolled students and those who recently left higher education. Surprisingly, U.S. youths display an increased hazard of school leaving and a decreased hazard of educational reenrollment in response to adverse conditions. In contrast, European youths tend to make enrollment decisions supportive of discouraged-worker mechanisms or insensitivity to adverse conditions. The U.S.-specific encouraged-worker mechanism might be explained by the relative importance of market forces in one’s early career and the high costs of university attendance, which induces risk aversion with regard to educational investment. The discussion addresses the consequences for educational inequality.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"36 1","pages":"103 - 123"},"PeriodicalIF":3.9,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88509032","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 : 2020-09-18DOI: 10.1177/0038040720957368
Jared Furuta
National high-stakes exams are a fundamental structural feature of education systems around the world. Despite their importance in shaping educational stratification, little is known about the social processes that influence how and why national high-stakes exams are used at early ages on a global basis. I argue that global trends in the use of primary-level high-stakes exams during the postwar period are shaped by competing international and historical pressures. On one hand, Western colonialism instigated path-dependent processes that led former French and British colonies to continue to use high-stakes exams at the primary level, even after gaining independence. On the other hand, a worldwide cultural shift toward universalistic conceptions of education as a human right has led other countries to abandon high-stakes exams at early ages. Drawing on a newly constructed panel data set of 138 countries from 1960 to 2010, I show that national high-stakes exams have declined over time at early ages of schooling. Evidence from a series of panel regression models supports arguments about the importance of Western colonialism and universalistic conceptions of education in world society in shaping the use of high-stakes exams at the primary level.
{"title":"Western Colonialism and World Society in National Education Systems: Global Trends in the Use of High-Stakes Exams at Early Ages, 1960 to 2010","authors":"Jared Furuta","doi":"10.1177/0038040720957368","DOIUrl":"https://doi.org/10.1177/0038040720957368","url":null,"abstract":"National high-stakes exams are a fundamental structural feature of education systems around the world. Despite their importance in shaping educational stratification, little is known about the social processes that influence how and why national high-stakes exams are used at early ages on a global basis. I argue that global trends in the use of primary-level high-stakes exams during the postwar period are shaped by competing international and historical pressures. On one hand, Western colonialism instigated path-dependent processes that led former French and British colonies to continue to use high-stakes exams at the primary level, even after gaining independence. On the other hand, a worldwide cultural shift toward universalistic conceptions of education as a human right has led other countries to abandon high-stakes exams at early ages. Drawing on a newly constructed panel data set of 138 countries from 1960 to 2010, I show that national high-stakes exams have declined over time at early ages of schooling. Evidence from a series of panel regression models supports arguments about the importance of Western colonialism and universalistic conceptions of education in world society in shaping the use of high-stakes exams at the primary level.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"23 1","pages":"84 - 101"},"PeriodicalIF":3.9,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80035104","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 : 2020-06-25DOI: 10.31571/sosial.v7i1.1540
Dyah Indraswati, Dina Anika Marhayani, Deni Sutisna, A. Widodo, M. A. Maulyda
Artikel ini bertujuan mengkaji pentingnya critical thinking dan problem solving dalam pembelajaran IPS untuk menjawab tantangan abad 21. Metode yang dipergunakan dalam penelitian ini adalah studi literatur. 4 keterampilan abad 21 yaitu: communication , collaboration , critical thinking and problem solving , serta creativity and innovation . Tujuan pembelajaran IPS adalah mengembangkan potensi peserta didik agar terampil mengatasi masalah sosial. Pembelajaran IPS pada abad 21 harus integrative, holistic, saintifik, konstektual, tematik, efektif, kolaboratif, dan berpusat pada siswa. Pentingnya critical thinking dan Problem Solving dalam pembelajaran IPS adalah agar peserta didik dapat merangsang, menganalisis, dan melakukan sintesis tepat dimana masalah itu berada, atas inisiatif sendiri.
{"title":"CRITICAL THINKING DAN PROBLEM SOLVING DALAM PEMBELAJARAN IPS UNTUK MENJAWAB TANTANGAN ABAD 21","authors":"Dyah Indraswati, Dina Anika Marhayani, Deni Sutisna, A. Widodo, M. A. Maulyda","doi":"10.31571/sosial.v7i1.1540","DOIUrl":"https://doi.org/10.31571/sosial.v7i1.1540","url":null,"abstract":"Artikel ini bertujuan mengkaji pentingnya critical thinking dan problem solving dalam pembelajaran IPS untuk menjawab tantangan abad 21. Metode yang dipergunakan dalam penelitian ini adalah studi literatur. 4 keterampilan abad 21 yaitu: communication , collaboration , critical thinking and problem solving , serta creativity and innovation . Tujuan pembelajaran IPS adalah mengembangkan potensi peserta didik agar terampil mengatasi masalah sosial. Pembelajaran IPS pada abad 21 harus integrative, holistic, saintifik, konstektual, tematik, efektif, kolaboratif, dan berpusat pada siswa. Pentingnya critical thinking dan Problem Solving dalam pembelajaran IPS adalah agar peserta didik dapat merangsang, menganalisis, dan melakukan sintesis tepat dimana masalah itu berada, atas inisiatif sendiri.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"19 1","pages":"12-28"},"PeriodicalIF":3.9,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84137381","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 : 2020-06-23DOI: 10.31571/sosial.v7i1.1496
Rina Rina, Rika Anggela
Tujuan umum dalam penelitian ini adalah untuk mengetahui informasi tentang penggunaan alat peraga ular tangga tematik untuk meningkatkan hasil belajar siswa dalam pembelajaran Geografi di kelas XI IPS MAN 2 Pontianak. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas sedangkan bentuk penelitiannya adalah penelitian tindakan kolaboratif . Subjek dalam penelitian ini adalah 1 orang Guru Geografi dan siswa kelas XI IPS 1 sebanyak 38 siswa. Alat pengumpulan data yaitu lembar observasi, soal tes, angket dan dokumentasi. Analisisi data yang digunakan adalah analisis kuantitatif dan kualitatif. Hasil penelitian diperoleh kesimpulan sebagai berikut: 1) Penggunaan alat peraga ular tangga tematik dalam pembelajaran geografi siklus I dan siklus II diperoleh bahwa Penggunaan alat peraga ular tangga tematik yang dilakukan dosen baik sekali, 2) Hasil belajar siswa Pra Siklus dengan ketuntasan klasikal sebesar 44,7%, siklus I dengan ketuntasan klasikal sebesar 42,1%, siklus II dengan ketuntasan klasikal sebesar 100%. Hasil belajar terjadin peningkatan yang signifikan sehingga membawa dampak positif terhadap hasil belajar siswa.
{"title":"UPAYA PENINGKATAN HASIL BELAJAR GEOGRAFI MELALUI MEDIA PERMAINAN EDUKATIF ULAR TANGGA TEMATIK PADA SISWA MAN 2 PONTIANAK","authors":"Rina Rina, Rika Anggela","doi":"10.31571/sosial.v7i1.1496","DOIUrl":"https://doi.org/10.31571/sosial.v7i1.1496","url":null,"abstract":"Tujuan umum dalam penelitian ini adalah untuk mengetahui informasi tentang penggunaan alat peraga ular tangga tematik untuk meningkatkan hasil belajar siswa dalam pembelajaran Geografi di kelas XI IPS MAN 2 Pontianak. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas sedangkan bentuk penelitiannya adalah penelitian tindakan kolaboratif . Subjek dalam penelitian ini adalah 1 orang Guru Geografi dan siswa kelas XI IPS 1 sebanyak 38 siswa. Alat pengumpulan data yaitu lembar observasi, soal tes, angket dan dokumentasi. Analisisi data yang digunakan adalah analisis kuantitatif dan kualitatif. Hasil penelitian diperoleh kesimpulan sebagai berikut: 1) Penggunaan alat peraga ular tangga tematik dalam pembelajaran geografi siklus I dan siklus II diperoleh bahwa Penggunaan alat peraga ular tangga tematik yang dilakukan dosen baik sekali, 2) Hasil belajar siswa Pra Siklus dengan ketuntasan klasikal sebesar 44,7%, siklus I dengan ketuntasan klasikal sebesar 42,1%, siklus II dengan ketuntasan klasikal sebesar 100%. Hasil belajar terjadin peningkatan yang signifikan sehingga membawa dampak positif terhadap hasil belajar siswa.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"81 1","pages":"1-11"},"PeriodicalIF":3.9,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82852769","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 : 2020-06-15DOI: 10.1177/0038040720929304
Mike Zapp, Julia C. Lerch
Cross-national analyses of university curricula are rare, particularly with a focus on internationalization, commonly studied as impacting higher education through the mobility of people, programs, and campuses. By contrast, we argue that university knowledge shapes globalization by producing various sociopolitical conceptions beyond the nation-state. We examine variants of such a globalized society in 442,283 study programs from 17,129 universities in 183 countries. Three variants stand out, which vary across disciplines: an interstate model (prevalent in business and political science), a regional model (in political science and law), and a global model (in development studies and natural sciences). Regression models carried out on a subset of these data indicate that internationalized curricula are more likely in business schools, in universities with international offices, in those with a large number of social science offerings, and in those with membership in international university associations. We discuss these findings and their links to changes in universities’ environment, stressing the recursive relationship between globalization and higher education.
{"title":"Imagining the World: Conceptions and Determinants of Internationalization in Higher Education Curricula Worldwide","authors":"Mike Zapp, Julia C. Lerch","doi":"10.1177/0038040720929304","DOIUrl":"https://doi.org/10.1177/0038040720929304","url":null,"abstract":"Cross-national analyses of university curricula are rare, particularly with a focus on internationalization, commonly studied as impacting higher education through the mobility of people, programs, and campuses. By contrast, we argue that university knowledge shapes globalization by producing various sociopolitical conceptions beyond the nation-state. We examine variants of such a globalized society in 442,283 study programs from 17,129 universities in 183 countries. Three variants stand out, which vary across disciplines: an interstate model (prevalent in business and political science), a regional model (in political science and law), and a global model (in development studies and natural sciences). Regression models carried out on a subset of these data indicate that internationalized curricula are more likely in business schools, in universities with international offices, in those with a large number of social science offerings, and in those with membership in international university associations. We discuss these findings and their links to changes in universities’ environment, stressing the recursive relationship between globalization and higher education.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"83 1","pages":"372 - 392"},"PeriodicalIF":3.9,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84119218","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 : 2020-06-10DOI: 10.1177/0038040720932563
M. Blake
Previous research suggests high school counselors are not living up to their potential as social/emotional, academic, and postsecondary counselors. This article addresses this concern by studying how schools and districts utilize counselors. Through interviews and observations of high school counselors, administrators, and counselor educators in an urban midwestern community, I find that counselors suffer from role ambiguity and role conflict due to lack of a clear job description, overlap with similar professions, supervision by noncounseling administrators, inadequate forms of performance evaluation, and conflict between their roles as counselors and educators. This conflict leads to poor boundaries at work, with counselors receiving an overwhelming amount of noncounseling duties that reduce their time with students. High school counselors have the potential to improve student social and academic outcomes, but these obstacles of role ambiguity and role conflict reduce them to school managers rather than master’s-level trained educators with a mental health background.
{"title":"Other Duties as Assigned: The Ambiguous Role of the High School Counselor","authors":"M. Blake","doi":"10.1177/0038040720932563","DOIUrl":"https://doi.org/10.1177/0038040720932563","url":null,"abstract":"Previous research suggests high school counselors are not living up to their potential as social/emotional, academic, and postsecondary counselors. This article addresses this concern by studying how schools and districts utilize counselors. Through interviews and observations of high school counselors, administrators, and counselor educators in an urban midwestern community, I find that counselors suffer from role ambiguity and role conflict due to lack of a clear job description, overlap with similar professions, supervision by noncounseling administrators, inadequate forms of performance evaluation, and conflict between their roles as counselors and educators. This conflict leads to poor boundaries at work, with counselors receiving an overwhelming amount of noncounseling duties that reduce their time with students. High school counselors have the potential to improve student social and academic outcomes, but these obstacles of role ambiguity and role conflict reduce them to school managers rather than master’s-level trained educators with a mental health background.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"22 1","pages":"315 - 330"},"PeriodicalIF":3.9,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85679319","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 : 2020-06-03DOI: 10.1177/0038040720928484
Kim A. Weeden, Dafna Gelbgiser, S. Morgan
In the United States, women are more likely than men to enter and complete college, but they remain underrepresented among baccalaureates in science-related majors. We show that in a cohort of college entrants who graduated from high school in 2004, men were more than twice as likely as women to complete baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields, including premed fields, and more likely to persist in STEM/biomed after entering these majors by sophomore year. Conversely, women were more than twice as likely as men to earn baccalaureates in a health field, although persistence in health was low for both genders. We show that gender gaps in high school academic achievement, self-assessed math ability, and family-work orientation are only weakly associated with gender gaps in STEM completion and persistence. Gender differences in occupational plans, by contrast, are strongly associated with gender gaps in STEM outcomes, even in models that assume plans are endogenous to academic achievement, self-assessed math ability, and family-work orientation. These results can inform efforts to mitigate gender gaps in STEM attainment.
{"title":"Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion","authors":"Kim A. Weeden, Dafna Gelbgiser, S. Morgan","doi":"10.1177/0038040720928484","DOIUrl":"https://doi.org/10.1177/0038040720928484","url":null,"abstract":"In the United States, women are more likely than men to enter and complete college, but they remain underrepresented among baccalaureates in science-related majors. We show that in a cohort of college entrants who graduated from high school in 2004, men were more than twice as likely as women to complete baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields, including premed fields, and more likely to persist in STEM/biomed after entering these majors by sophomore year. Conversely, women were more than twice as likely as men to earn baccalaureates in a health field, although persistence in health was low for both genders. We show that gender gaps in high school academic achievement, self-assessed math ability, and family-work orientation are only weakly associated with gender gaps in STEM completion and persistence. Gender differences in occupational plans, by contrast, are strongly associated with gender gaps in STEM outcomes, even in models that assume plans are endogenous to academic achievement, self-assessed math ability, and family-work orientation. These results can inform efforts to mitigate gender gaps in STEM attainment.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"27 1","pages":"297 - 314"},"PeriodicalIF":3.9,"publicationDate":"2020-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73721367","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 : 2020-06-02DOI: 10.1177/0038040720927886
Jeremy E. Fiel
A long-standing consensus among sociologists holds that educational attainment has an equalizing effect that increases mobility by moderating other avenues of intergenerational status transmission. This study argues that the evidence supporting this consensus may be distorted by two problems: measurement error in parents’ socioeconomic standing and the educational system’s tendency to progressively select people predisposed for mobility rather than to actually affect mobility. Analyses of family income mobility that address both of these problems in three longitudinal surveys converge on new findings. Intergenerational mobility is significantly lower among high school dropouts than among others, but there are no significant differences in mobility across higher education levels. This is consistent with compensatory advantage processes among the least educated in which individuals from advantaged backgrounds use family-based resources to compensate for their lack of human capital.
{"title":"Great Equalizer or Great Selector? Reconsidering Education as a Moderator of Intergenerational Transmissions","authors":"Jeremy E. Fiel","doi":"10.1177/0038040720927886","DOIUrl":"https://doi.org/10.1177/0038040720927886","url":null,"abstract":"A long-standing consensus among sociologists holds that educational attainment has an equalizing effect that increases mobility by moderating other avenues of intergenerational status transmission. This study argues that the evidence supporting this consensus may be distorted by two problems: measurement error in parents’ socioeconomic standing and the educational system’s tendency to progressively select people predisposed for mobility rather than to actually affect mobility. Analyses of family income mobility that address both of these problems in three longitudinal surveys converge on new findings. Intergenerational mobility is significantly lower among high school dropouts than among others, but there are no significant differences in mobility across higher education levels. This is consistent with compensatory advantage processes among the least educated in which individuals from advantaged backgrounds use family-based resources to compensate for their lack of human capital.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"21 1","pages":"353 - 371"},"PeriodicalIF":3.9,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77858511","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 : 2020-06-01DOI: 10.31571/sosial.v7i1.1636
Susi Kadarsih, Galuh Bayuardi, Dian Equanty
Kabupaten Kubu Raya merupakan pemekaran Kabupaten Mempawah. Pemekaran daerah administrasi bertujuan memudahkan dan meningkatkan pelayanan terhadap masyarakat, mewujudkan daerah yang mampu berkembang secara mandiri, menjaga keseimbangan perkembangan daerah antara daerah baru dengan daerah induknya, menghindari dampak negatif sosial dan menggunakan pendekatan deskriptif kuantitatif dengan bentuk penelitian survey. Instrumen penelitian mengadopsi instrumen Indeks Desa lingkungan akibat adanya pemekaran daerah, meningkatkan pelayanan prasarana dan sarana yang optimal. Tujuan dari penelitian ini adalah untuk mengidentifikasi kesiapan Dusun Mulia RT 05 RW 04 menuju Desa Mandiri ditinjau dari Indeks Desa Membangun dalam dimensi kesehatan, pendidikan, modal sosial dan permukiman. Lokasi penelitian adalah Dusun Mulia RT 04 RW 05 Parit Bangkalan. Metode penelitian Membangun (IDM). Hasil identifikasi tingkat kesiapan Dusun Mulia RT 05 RW 04 menuju Desa Mandiri IDM menunjukkan indeks per dimensi Dusun Mulia RT 05 RW 04 berturut-turut adalah 0,8 untuk dimensi kesehatan; 0,14 untuk dimensi Pendidikan; 0,28 modal sosial; dan 0,8 untuk dimensi permukiman. Rerata keempat indeks ini menghasilkan IDM 0,43. IDM ini termasuk dalam klasifikasi Desa Sangat Tertinggal, artinya Dusun Mulia RT 05 RW 04 tidak siap menuju Desa Mandiri.
{"title":"IDENTIFIKASI KESIAPAN MASYARAKAT DUSUN MULIA MENUJU DESA MANDIRI TAHUN 2019 (STUDI KASUS DUSUN MULIA DESA PERSIAPAN PERMATA JAYA)","authors":"Susi Kadarsih, Galuh Bayuardi, Dian Equanty","doi":"10.31571/sosial.v7i1.1636","DOIUrl":"https://doi.org/10.31571/sosial.v7i1.1636","url":null,"abstract":"Kabupaten Kubu Raya merupakan pemekaran Kabupaten Mempawah. Pemekaran daerah administrasi bertujuan memudahkan dan meningkatkan pelayanan terhadap masyarakat, mewujudkan daerah yang mampu berkembang secara mandiri, menjaga keseimbangan perkembangan daerah antara daerah baru dengan daerah induknya, menghindari dampak negatif sosial dan menggunakan pendekatan deskriptif kuantitatif dengan bentuk penelitian survey. Instrumen penelitian mengadopsi instrumen Indeks Desa lingkungan akibat adanya pemekaran daerah, meningkatkan pelayanan prasarana dan sarana yang optimal. Tujuan dari penelitian ini adalah untuk mengidentifikasi kesiapan Dusun Mulia RT 05 RW 04 menuju Desa Mandiri ditinjau dari Indeks Desa Membangun dalam dimensi kesehatan, pendidikan, modal sosial dan permukiman. Lokasi penelitian adalah Dusun Mulia RT 04 RW 05 Parit Bangkalan. Metode penelitian Membangun (IDM). Hasil identifikasi tingkat kesiapan Dusun Mulia RT 05 RW 04 menuju Desa Mandiri IDM menunjukkan indeks per dimensi Dusun Mulia RT 05 RW 04 berturut-turut adalah 0,8 untuk dimensi kesehatan; 0,14 untuk dimensi Pendidikan; 0,28 modal sosial; dan 0,8 untuk dimensi permukiman. Rerata keempat indeks ini menghasilkan IDM 0,43. IDM ini termasuk dalam klasifikasi Desa Sangat Tertinggal, artinya Dusun Mulia RT 05 RW 04 tidak siap menuju Desa Mandiri.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"296 1","pages":"37-51"},"PeriodicalIF":3.9,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79591885","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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