Masyarakat terasing sebagai bagian dari masyarakat Indonesia, masih mengalami berbagai permasalahan sosial meliputi berbagai segi kehidupan dan penghidupan yang perlu memperoleh pembinaan secara sistematik untuk meningkatkan taraf kehidupannya. Masyarakat terasing adalah sekelompok masyarakat yang memiliki kesamaan ciri fisik, budaya dan mendalami wilayah tertentu yang terpencil sulit dijangkau dan secara geografis terisolasi, sehingga mengalami kesulitan dalam berinteraksi sosial (budaya) dengan masyarakat diluar mereka. PKSMT adalah suatu usaha pemantapan terhadap kelompok masyarakat yang rawan sosial karena keterasingan dan keterbelakangan, dengan tujuan untuk menciptakan kondisi sosial masyarakat yang mantap sehingga mereka mampu berkembang dan berpartisipasi dalam pembangunan. PKSMT merupakan program pembangunan dengan tujuan dapat mengentaskan dan memantapkan kehidupan Suku Anak Dalam agar memiliki kehidupan yang stabil sesuai dengan norma-norma standar yang dianut oleh masyarakat Indonesia seperti memeluk agama resmi yang diakui pemerintah dan hidup di desa serta dapat beradaptasi dengan lingkungan sosial serta hidup sejajar dengan masyarakat lain yang lebih maju dan pada akhirnya menjadi masyarakat mandiri. Tujuan pemerintah mengambil kebijakan tersebut dilandasi anggapan dasar bahwa Suku Anak Dalam telah hilang kontak dengan arus perubahan sosial. Kondisi tersebut mendorong pemerintah untuk melakukan model pembinaan.
{"title":"ISOLASI MASYARAKAT TERASING: KAJIAN KEGIATAN PKSMT PADA SUKU ANAK DALAM","authors":"Bradley Setiyadi, Asih Ranati, Moudy Hadillah Atani","doi":"10.31571/SOSIAL.V7I1.1737","DOIUrl":"https://doi.org/10.31571/SOSIAL.V7I1.1737","url":null,"abstract":"Masyarakat terasing sebagai bagian dari masyarakat Indonesia, masih mengalami berbagai permasalahan sosial meliputi berbagai segi kehidupan dan penghidupan yang perlu memperoleh pembinaan secara sistematik untuk meningkatkan taraf kehidupannya. Masyarakat terasing adalah sekelompok masyarakat yang memiliki kesamaan ciri fisik, budaya dan mendalami wilayah tertentu yang terpencil sulit dijangkau dan secara geografis terisolasi, sehingga mengalami kesulitan dalam berinteraksi sosial (budaya) dengan masyarakat diluar mereka. PKSMT adalah suatu usaha pemantapan terhadap kelompok masyarakat yang rawan sosial karena keterasingan dan keterbelakangan, dengan tujuan untuk menciptakan kondisi sosial masyarakat yang mantap sehingga mereka mampu berkembang dan berpartisipasi dalam pembangunan. PKSMT merupakan program pembangunan dengan tujuan dapat mengentaskan dan memantapkan kehidupan Suku Anak Dalam agar memiliki kehidupan yang stabil sesuai dengan norma-norma standar yang dianut oleh masyarakat Indonesia seperti memeluk agama resmi yang diakui pemerintah dan hidup di desa serta dapat beradaptasi dengan lingkungan sosial serta hidup sejajar dengan masyarakat lain yang lebih maju dan pada akhirnya menjadi masyarakat mandiri. Tujuan pemerintah mengambil kebijakan tersebut dilandasi anggapan dasar bahwa Suku Anak Dalam telah hilang kontak dengan arus perubahan sosial. Kondisi tersebut mendorong pemerintah untuk melakukan model pembinaan.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83873370","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.v7i1.1694
A. A. Pratiwi, Alfitri Alfitri, Didi Tahyudin
Potret membangun karakter yang terabaikan saat ini memperlihatkan kualitas hasil pendidikan anak usia dini (PAUD) belum signifikan, oleh karena itu penting untuk memperbaiki pendidikan karakter di lingkungan PAUD melalui kegiatan pembelajaran edukatif . Penelitian ini bertujuan untuk menggambarkan proses sosialisasi pembentukan kemandirian dan kepercayaan diri peserta didik dan menganalisis hambatan yang terjadi selama proses sosialsiasi serta strategi untuk mengatasi hambatan di PAUD. Hasil penelitian diperoleh bahwa preparatory sebagai tahap penentu peserta didik mengikuti play stage dengan menjadikan guru sebagai role model melalui aktivitas yang membentuk kesadaran diri. Secara keseluruhan hasil terlihat pada game stage dan generalized stage melalui interaksi dilingkungan sosial. Dari proses sosialisasi diperoleh hambatan berupa kemampuan anak yang kurang maksimal di preparatory , adanya keterbatasan fasilitas dan kompetensi guru PAUD. Sehingga strategi yang digunakan dengan mengoptimalkan kemampuan anak, pemenuhan fasilitas dan peningkatan kompetensi guru.
{"title":"SOSIALISASI PEMBENTUKAN KEMANDIRIAN DAN KEPERCAYAAN DIRI PESERTA DIDIK PAUD BINA ANANDA KABUPATEN LAHAT","authors":"A. A. Pratiwi, Alfitri Alfitri, Didi Tahyudin","doi":"10.31571/sosial.v7i1.1694","DOIUrl":"https://doi.org/10.31571/sosial.v7i1.1694","url":null,"abstract":"Potret membangun karakter yang terabaikan saat ini memperlihatkan kualitas hasil pendidikan anak usia dini (PAUD) belum signifikan, oleh karena itu penting untuk memperbaiki pendidikan karakter di lingkungan PAUD melalui kegiatan pembelajaran edukatif . Penelitian ini bertujuan untuk menggambarkan proses sosialisasi pembentukan kemandirian dan kepercayaan diri peserta didik dan menganalisis hambatan yang terjadi selama proses sosialsiasi serta strategi untuk mengatasi hambatan di PAUD. Hasil penelitian diperoleh bahwa preparatory sebagai tahap penentu peserta didik mengikuti play stage dengan menjadikan guru sebagai role model melalui aktivitas yang membentuk kesadaran diri. Secara keseluruhan hasil terlihat pada game stage dan generalized stage melalui interaksi dilingkungan sosial. Dari proses sosialisasi diperoleh hambatan berupa kemampuan anak yang kurang maksimal di preparatory , adanya keterbatasan fasilitas dan kompetensi guru PAUD. Sehingga strategi yang digunakan dengan mengoptimalkan kemampuan anak, pemenuhan fasilitas dan peningkatan kompetensi guru.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80131649","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: 10.1177/0038040720927234
Jacob Hibel, Daphne M. Penn
Using an explanatory sequential mixed-methods design, we analyze quantitative administrative and survey data and qualitative archival data to examine the organizational character of standardized test cheating among educators in Georgia elementary schools. Applying a theoretical typology that identifies distinct forms of rule breaking in bureaucratic organizations, we find that teacher-focused, individual-level explanations for cheating are inadequate, particularly in the context of large-scale cheating outbreaks. Our findings suggest cheating scandals tend to arise when rule-breaking decisions shift toward higher levels of the educational bureaucracy, and school and district leaders enact multiple strategies to motivate coordinated cheating efforts among lower-level educators. In these scenarios, a “bad apples” explanation focused on rogue teachers fails to account for the systematic organizational underpinnings of standardized test cheating. We describe the institutional and organizational predictors of organized adult cheating on standardized tests, and we conclude with a discussion of our findings’ implications for education policy and research.
{"title":"Bad Apples or Bad Orchards? An Organizational Analysis of Educator Cheating on Standardized Accountability Tests","authors":"Jacob Hibel, Daphne M. Penn","doi":"10.1177/0038040720927234","DOIUrl":"https://doi.org/10.1177/0038040720927234","url":null,"abstract":"Using an explanatory sequential mixed-methods design, we analyze quantitative administrative and survey data and qualitative archival data to examine the organizational character of standardized test cheating among educators in Georgia elementary schools. Applying a theoretical typology that identifies distinct forms of rule breaking in bureaucratic organizations, we find that teacher-focused, individual-level explanations for cheating are inadequate, particularly in the context of large-scale cheating outbreaks. Our findings suggest cheating scandals tend to arise when rule-breaking decisions shift toward higher levels of the educational bureaucracy, and school and district leaders enact multiple strategies to motivate coordinated cheating efforts among lower-level educators. In these scenarios, a “bad apples” explanation focused on rogue teachers fails to account for the systematic organizational underpinnings of standardized test cheating. We describe the institutional and organizational predictors of organized adult cheating on standardized tests, and we conclude with a discussion of our findings’ implications for education policy and research.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85349878","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.V7I1.1648
Abdul Rahman, M. Syukur, Rifal Rifal
Penelitian ini bertujuan untuk menguraikan partisipasi masyarakat dalam melestarikan hutan dengan memanfaatkan ruang publik sebagai arena aktivitas di Desa Bulutellue, Kecamatan Bulupoddo, Kabupaten Sinjai, Provinsi Sulawesi Selatan. Metode yang digunakan dalam penelitian ini adalah dengan pendekatan kualitatif. Pengumpulan data dilakukan dengan cara pengamatan terlibat dan wawancara terhadap tokoh masyarakat, aparat pemerintah desa, dan tokoh adat. Hasil penelitian menunjukkan bahwa upaya untuk melestarikan lingkungan dilakukan secara mandiri oleh masyarakat melalui pembentukan opini melalui diskusi di gardu sebagai ruang publik, pembentukan kelompok kerja yang otonom, dan ritual upacara adat. Upaya tersebut terbukti efektif dalam menjaga kelestarian lingkungan berserta sumber daya di dalamnya, sehingga mereka optimis akan keberlanjutan lingkungan dan dapat diwariskan kepada generasi selanjutnya.
{"title":"PELESTARIAN LINGKUNGAN MELALUI PARTISIPASI PETANI DALAM PEMBENTUKAN RUANG PUBLIK DI DESA BULUTELLUE","authors":"Abdul Rahman, M. Syukur, Rifal Rifal","doi":"10.31571/SOSIAL.V7I1.1648","DOIUrl":"https://doi.org/10.31571/SOSIAL.V7I1.1648","url":null,"abstract":"Penelitian ini bertujuan untuk menguraikan partisipasi masyarakat dalam melestarikan hutan dengan memanfaatkan ruang publik sebagai arena aktivitas di Desa Bulutellue, Kecamatan Bulupoddo, Kabupaten Sinjai, Provinsi Sulawesi Selatan. Metode yang digunakan dalam penelitian ini adalah dengan pendekatan kualitatif. Pengumpulan data dilakukan dengan cara pengamatan terlibat dan wawancara terhadap tokoh masyarakat, aparat pemerintah desa, dan tokoh adat. Hasil penelitian menunjukkan bahwa upaya untuk melestarikan lingkungan dilakukan secara mandiri oleh masyarakat melalui pembentukan opini melalui diskusi di gardu sebagai ruang publik, pembentukan kelompok kerja yang otonom, dan ritual upacara adat. Upaya tersebut terbukti efektif dalam menjaga kelestarian lingkungan berserta sumber daya di dalamnya, sehingga mereka optimis akan keberlanjutan lingkungan dan dapat diwariskan kepada generasi selanjutnya.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82087349","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.v7i1.1618
Ika Chastanti
Era globalisasi kehidupan manusia tidak bisa dilepaskan dari internet. Pemanfaatan internet digunakan masyarakat untuk mengakses media sosial sebagai sarana untuk komunikasi dan eksistensi diri. Teknologi internet dapat diakses oleh semua kalangan masyarakat. Remaja salah satu pengguna internet aktif. Penelitian ini bertujuan untuk mengetahu adiksi internet terhadap kemampuan interpersonal siswa. Penelitian ini merupakan penelitian deskriptif dengan metode survey. Sampel dalam penelitian ini adalah siswa SMA di Kabupaten Labuhanbatu Utara. Teknik sampling yang digunakan yaitu Stratified random sampling . Teknik pengambilan data dilakukan dengan memberikan angket skala likert dan wawancara mendalam kepada siswa. Teknik analisis data menggunakan Model Miles dan Huberman. Hasil penelitian menunjukkan bahwa adiksi internet pada siswa mempengaruhi kemampuan interpersonal sebesar 76,54% siswa lebih memilih berkomunikasi melalui media sosial daripada harus berkomunikasi langsung kepada temannya. Siswa juga tidak mampu mengontrol diri untuk mengakses internet yang mana 64,73% siswa menjawab sepanjang waktu mengakses internet sehingga menyebabkan siswa malas untuk melaksanakan kegiatan belajar baik di rumah maupun di sekolah.
{"title":"ANALISIS ADIKSI INTERNET TERHADAP KEMAMPUAN INTERPERSONAL SISWA SMA DI KABUPATEN LABUHAN BATU UTARA","authors":"Ika Chastanti","doi":"10.31571/sosial.v7i1.1618","DOIUrl":"https://doi.org/10.31571/sosial.v7i1.1618","url":null,"abstract":"Era globalisasi kehidupan manusia tidak bisa dilepaskan dari internet. Pemanfaatan internet digunakan masyarakat untuk mengakses media sosial sebagai sarana untuk komunikasi dan eksistensi diri. Teknologi internet dapat diakses oleh semua kalangan masyarakat. Remaja salah satu pengguna internet aktif. Penelitian ini bertujuan untuk mengetahu adiksi internet terhadap kemampuan interpersonal siswa. Penelitian ini merupakan penelitian deskriptif dengan metode survey. Sampel dalam penelitian ini adalah siswa SMA di Kabupaten Labuhanbatu Utara. Teknik sampling yang digunakan yaitu Stratified random sampling . Teknik pengambilan data dilakukan dengan memberikan angket skala likert dan wawancara mendalam kepada siswa. Teknik analisis data menggunakan Model Miles dan Huberman. Hasil penelitian menunjukkan bahwa adiksi internet pada siswa mempengaruhi kemampuan interpersonal sebesar 76,54% siswa lebih memilih berkomunikasi melalui media sosial daripada harus berkomunikasi langsung kepada temannya. Siswa juga tidak mampu mengontrol diri untuk mengakses internet yang mana 64,73% siswa menjawab sepanjang waktu mengakses internet sehingga menyebabkan siswa malas untuk melaksanakan kegiatan belajar baik di rumah maupun di sekolah.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89495934","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 : 2020-05-28DOI: 10.1177/0038040720918857
Brian R. Fitzpatrick, Sarah A. Mustillo
Research on college admissions shows that all students tend to benefit from overmatching, but high-status students are most likely to be overmatched, and low-status students are most likely to be undermatched. This study examines whether mismatching takes place when students are sorted into classrooms in middle school. Given prior research on effectively maintained inequality, we theorize that classroom sorting acts as an opportunity for privileged parents to obtain a qualitative advantage for their children. Our research uses administrative data from Indiana and hierarchical linear models to analyze classroom mismatch in sixth through eighth grades. We find that privileged students are more likely to be overmatched in both math and English language arts (ELA) classrooms but that overmatching is beneficial in math but detrimental in ELA. This suggests that inequality can be effectively maintained only if parents have an accurate understanding of what constitutes an advantage.
{"title":"The Right Fit? Classroom Mismatch in Middle School and Its Inconsistent Effect on Student Learning","authors":"Brian R. Fitzpatrick, Sarah A. Mustillo","doi":"10.1177/0038040720918857","DOIUrl":"https://doi.org/10.1177/0038040720918857","url":null,"abstract":"Research on college admissions shows that all students tend to benefit from overmatching, but high-status students are most likely to be overmatched, and low-status students are most likely to be undermatched. This study examines whether mismatching takes place when students are sorted into classrooms in middle school. Given prior research on effectively maintained inequality, we theorize that classroom sorting acts as an opportunity for privileged parents to obtain a qualitative advantage for their children. Our research uses administrative data from Indiana and hierarchical linear models to analyze classroom mismatch in sixth through eighth grades. We find that privileged students are more likely to be overmatched in both math and English language arts (ELA) classrooms but that overmatching is beneficial in math but detrimental in ELA. This suggests that inequality can be effectively maintained only if parents have an accurate understanding of what constitutes an advantage.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85300251","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 : 2020-05-25DOI: 10.1177/0038040720926163
Kristen A. Clayton
This study explores the relationship between biracial identity development and college context. I draw on interviews with 49 black-white biracial first- and second-year students attending historically black colleges/universities (HBCUs) or historically white colleges/universities (HWCUs) and follow-up interviews with the same students at the end of college to explore how and why their racial identities changed over time. Most participants experienced racial identity change over the course of the study, and this change was most often in the direction of a strengthened black identity for both HBCU and HWCU students. An increasing understanding of racism led students at both institutional types to develop stronger black identities. The processes that led to this heightened awareness of racism, however, differed across institutions. Reflected appraisals (HBCU students’ impression that their peers included and accepted them as black and HWCU students’ impression that their white peers excluded and labeled them as nonwhite) also played a role in students’ strengthening black identities, as did increased contact with black peers (especially for HBCU students). This article describes the implications of biracial identity development for biracial students’ psychosocial well-being, campus social adjustment, and college persistence.
{"title":"Biracial Identity Development at Historically White and Historically Black Colleges and Universities","authors":"Kristen A. Clayton","doi":"10.1177/0038040720926163","DOIUrl":"https://doi.org/10.1177/0038040720926163","url":null,"abstract":"This study explores the relationship between biracial identity development and college context. I draw on interviews with 49 black-white biracial first- and second-year students attending historically black colleges/universities (HBCUs) or historically white colleges/universities (HWCUs) and follow-up interviews with the same students at the end of college to explore how and why their racial identities changed over time. Most participants experienced racial identity change over the course of the study, and this change was most often in the direction of a strengthened black identity for both HBCU and HWCU students. An increasing understanding of racism led students at both institutional types to develop stronger black identities. The processes that led to this heightened awareness of racism, however, differed across institutions. Reflected appraisals (HBCU students’ impression that their peers included and accepted them as black and HWCU students’ impression that their white peers excluded and labeled them as nonwhite) also played a role in students’ strengthening black identities, as did increased contact with black peers (especially for HBCU students). This article describes the implications of biracial identity development for biracial students’ psychosocial well-being, campus social adjustment, and college persistence.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74585622","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 : 2020-05-19DOI: 10.1177/0038040720919379
Rob J. Gruijters, Julia A. Behrman
Influential reports about the “learning crisis” in the global South generally pay insufficient attention to social inequalities in learning. In this study, we explore the association between family socioeconomic status and learning outcomes in 10 francophone African countries using data from the Programme for the Analysis of Education Systems, a standardized assessment of pupils’ mathematics and reading competence at the end of primary school. We start by showing that learning outcomes among grade 6 pupils are both poor and highly stratified. We then develop and test a conceptual framework that highlights three mechanisms through which family socioeconomic status might contribute to learning: (1) educational resources at home, (2) health and well-being, and (3) differences in school quality. We find that most of the effect of family background on learning outcomes operates through school quality, which results from a combination of the unequal distribution of resources (such as teachers and textbooks) across schools and high socioeconomic segregation between schools. On the basis of these results, we suggest that most countries in the region could improve equity as well as overall performance by “raising the floor” in school quality.
{"title":"Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children","authors":"Rob J. Gruijters, Julia A. Behrman","doi":"10.1177/0038040720919379","DOIUrl":"https://doi.org/10.1177/0038040720919379","url":null,"abstract":"Influential reports about the “learning crisis” in the global South generally pay insufficient attention to social inequalities in learning. In this study, we explore the association between family socioeconomic status and learning outcomes in 10 francophone African countries using data from the Programme for the Analysis of Education Systems, a standardized assessment of pupils’ mathematics and reading competence at the end of primary school. We start by showing that learning outcomes among grade 6 pupils are both poor and highly stratified. We then develop and test a conceptual framework that highlights three mechanisms through which family socioeconomic status might contribute to learning: (1) educational resources at home, (2) health and well-being, and (3) differences in school quality. We find that most of the effect of family background on learning outcomes operates through school quality, which results from a combination of the unequal distribution of resources (such as teachers and textbooks) across schools and high socioeconomic segregation between schools. On the basis of these results, we suggest that most countries in the region could improve equity as well as overall performance by “raising the floor” in school quality.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83437008","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 : 2020-04-25DOI: 10.1177/0038040720942927
Natasha Quadlin, J. Conwell
This article assesses the relationships between race, gender, and parental college savings. Some prior studies have investigated race differences in parental college savings, yet none have taken an intersectional approach, and most of these studies were conducted with cohorts of students who predate key demographic changes among U.S. college goers (e.g., the reversal of the gender gap in college completion). Drawing on theories of parental investment and data from the High School Longitudinal Study of 2009 (HSLS:09), we show that both race and gender are associated with whether parents save for college, as well as how much they save. Both black boys and black girls experience savings disadvantages relative to their white peers. However, black girls experience particularly striking disparities: Black girls with the strongest academic credentials receive savings equivalent to black girls with the weakest academic credentials. Results suggest this is due, at least in part, to the fact that high-achieving black girls tend to come from families that are much less well-off than high achievers in other race-gender groups. As a result, parents of black girls frequently rely on funding sources other than their own earnings or savings to pay for their children’s college. These funding sources include private loans that may pose financial challenges for black girls and their families across generations, thus deepening inequalities along the lines of gender, race, and class. These findings demonstrate the power of taking an intersectional approach to the study of higher education in general and college funding in particular.
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Pub Date : 2020-04-01DOI: 10.1177/0038040719887971
Natasha Quadlin
Research shows that college students choose majors for a variety of reasons. Some students are motivated by potential economic returns, others want to take engaging classes, and others still would like opportunities to help people in their jobs. But how do these preferences map onto students’ actual major choices? This question is particularly intriguing in light of gender differences in fields of study, as men and women may take divergent pathways in pursuit of the same outcome. Using data from the Pathways through College Study (N = 2,639), I show that men and women choose very different majors even when they cite the same major preferences—what I call gendered logics of major choice. In addition, I use earnings data from the American Community Survey to assess how these gendered logics of major choice may be associated with broader patterns of earnings inequality. I find that among men and women who have the same major preferences, men’s major choices are tied to significantly higher prospective earnings than women’s major choices. This finding demonstrates that the ways men and women translate their preferences into majors are unequal from an earnings perspective. Implications for research on higher education and gender are discussed.
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