|
|
- Pink Slips (for Some): Campus Employment, Social Class, and COVID-19
-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Anthony Abraham Jack, Becca Spindel Bassett
Abstract: Sociology of Education, Ahead of Print.
Although undergraduates from all class backgrounds work while attending college, little is known about how students approach finding work and the benefits they reap from different on-campus roles. Drawing on interviews with 110 undergraduates at Harvard University, we show that in the absence of clear institutional expectations surrounding on-campus work opportunities, students draw on class-based strategies to determine which jobs are “right for them.” Upper-income students pursued “life of the mind” jobs that permitted them access to institutional resources and networks. Alternatively, lower-income students pursued more transactional “work for pay” positions that yielded fewer institutional benefits and connections. The consequences of these differential strategies were amplified during COVID-19 campus closures as work-for-pay positions were eliminated while life of the mind continued remotely. Through documenting heterogeneity in work experiences, we reveal a class-segregated labor market on campus and extend previous analyses of how university practices exacerbate class differences and reproduce inequality.
Citation: Sociology of Education
PubDate: 2024-06-18T12:09:48Z
DOI: 10.1177/00380407241259793
- Comparing the Efficacy of Fixed-Effects and MAIHDA Models in Predicting
Outcomes for Intersectional Social Strata-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Ben Van Dusen, Heidi Cian, Jayson Nissen, Lucy Arellano, Adrienne D. Woods
Abstract: Sociology of Education, Ahead of Print.
This investigation examines the efficacy of multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) over fixed-effects models when performing intersectional studies. The research questions are as follows: (1) What are typical strata representation rates and outcomes on physics research-based assessments' (2) To what extent do MAIHDA models create more accurate predicted strata outcomes than fixed-effects models' and (3) To what extent do MAIHDA models allow the modeling of smaller strata sample sizes' We simulated 3,000 data sets based on real-world data from 5,955 students on the LASSO platform. We found that MAIHDA created more accurate and precise predictions than fixed-effects models. We also found that using MAIHDA could allow researchers to disaggregate their data further, creating smaller group sample sizes while maintaining more accurate findings than fixed-effects models. We recommend using MAIHDA over fixed-effects models for intersectional investigations.
Citation: Sociology of Education
PubDate: 2024-06-06T10:19:39Z
DOI: 10.1177/00380407241254092
- Intermediate Educational Transitions, Alignment, and Inequality in U.S.
Higher Education-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Christina Ciocca Eller, Katharine Khanna, Greer Mellon
Abstract: Sociology of Education, Ahead of Print.
Substantial social stratification research conceptualizes education as a series of standard transitions from one stage to the next, such as from high school to college. Yet less research examines mandatory transitions within each educational stage, which we call “intermediate educational transitions.” In this article, we examine a crucial intermediate transition in U.S. higher education, shifting from an undeclared to a declared major by major declaration deadlines, to provide a novel perspective on educational transitions. Bridging theoretical approaches from symbolic interactionism, social stratification, structural functionalism, and neo-institutionalism, we argue that successful major declaration transitions depend on students’ individual-level alignment between socially structured actions and culturally informed goals and organization-level alignment between organizational intentions and organizational actions. We use longitudinal interview data paired with 4.5 years of administrative records to assess this argument, finding that both individual- and organization-level alignment contribute to whether students experience seamless, stalled and restarted, or persistently stalled major declaration transitions. We further find that access to compensatory college organizational support determines whether stalled students can restart their major declaration trajectories. These findings indicate that colleges and universities can help to mitigate inequality in intermediate transitions by providing timely, high-quality support.
Citation: Sociology of Education
PubDate: 2024-04-20T07:13:11Z
DOI: 10.1177/00380407241245392
- Capital Flight: Examining Teachers’ Socioeconomic Status and Early
Career Retention-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Andrew Brantlinger, Ashley Anne Grant
Abstract: Sociology of Education, Ahead of Print.
This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu’s theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district, and professional retention at five years. We find teacher SES to be significantly related to retention at five years, and this is independent of teacher race. Practically, the study suggests that incorporating teacher SES into teacher recruitment and selection efforts, as has been done with teacher race, might be a valuable next step for schools and districts in which teacher retention has been a long-standing, serious issue.
Citation: Sociology of Education
PubDate: 2024-04-16T10:29:47Z
DOI: 10.1177/00380407241242768
- Match Pathways and College Graduation: A Longitudinal and Multidimensional
Framework for Academic Mismatch-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Dafna Gelbgiser, Sigal Alon
Abstract: Sociology of Education, Ahead of Print.
Academic mismatch, the incompatibility between applicants’/students’ aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal and multidimensional framework that classifies mismatches along the college pipeline by direction (match, overmatch, undermatch) and stage (application, admission, enrollment). We combined them into match pathways and evaluated how these configurations shape graduation outcomes. Analyses of administrative data on all applicants and students at universities in Israel between 1998 and 2003 demonstrate the added value of this framework. We show that academic mismatch is substantially more prevalent and complex than previously depicted, with only a third of all students fully matched at all stages. Mismatch at each stage affects graduation chances, but the effect is also path-dependent. Thus, it is important to study the entire match pathway to understand how academic mismatch shapes inequality in graduation outcomes. Our findings have important implications for policies designed to increase degree attainment and diversity.
Citation: Sociology of Education
PubDate: 2024-04-09T09:03:30Z
DOI: 10.1177/00380407241238726
- The Shape of the Sieve: Which Components of the Admissions Application
Matter Most in Particular Institutional Contexts'-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Barrett J. Taylor, Kelly Rosinger, Karly S. Ford
Abstract: Sociology of Education, Ahead of Print.
Admission to selective colleges has grown more competitive, yielding student bodies that are unrepresentative of the U.S. population. Admission officers report using sorting (e.g., GPA, standardized tests) and concertedly cultivated (e.g., extracurricular activities) and ascriptive status (e.g., whether an applicant identifies as a member of a racially minoritized group) criteria to make decisions. Using latent class analysis, we identified three groupings of institutions based on the admission criteria they claim to value. Public institutions largely practiced a “coarse sieve” approach that relied on sorting criteria. Some private institutions practiced “fine sieve” admissions by emphasizing concertedly cultivated and ascriptive status criteria. A few privates employed the “double sieve” that combined sorting and concertedly cultivated criteria. Results illuminate the shape of the admissions sieve, identifying institutional contexts that inform the admissions practices selective colleges claim to use.
Citation: Sociology of Education
PubDate: 2024-03-06T09:11:03Z
DOI: 10.1177/00380407241230007
- Social Inequalities in Study Trajectories: A Comparison of the United
States and Germany-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Christina Haas, Andreas Hadjar
Abstract: Sociology of Education, Ahead of Print.
Social origin affects not only access to higher education but also how students proceed through higher education. Based on the argument that an advantageous family background facilitates linear study trajectories through parents’ provision of cultural and economic resources, this article investigates study trajectories in Germany and the United States, assessing the institutional structures as an intermediating factor. We reconstruct study trajectories of bachelor-degree-seeking students using sequence analysis based on two high-quality panel data sets (U.S. Beginning Postsecondary Students Longitudinal Study and the German National Educational Panel Study). The findings reveal that study trajectories are more complex overall and shaped by social origin in the United States. In both countries, study trajectories differ by higher education institution type. We conclude that not only are access pathways to higher education shaped by the institutional context of higher education systems but also that study trajectories and the disparities structured by socioeconomic background are equally institutionally embedded.
Citation: Sociology of Education
PubDate: 2024-02-21T01:20:47Z
DOI: 10.1177/00380407241228553
- Looking for Trouble: How Teachers’ Racialized Practices Perpetuate
Discipline Inequities in Early Childhood-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Calvin Rashaud Zimmermann
Abstract: Sociology of Education, Ahead of Print.
Racial disproportionality in school discipline is a major U.S. educational problem. Official data show that Black boys are disciplined at the highest rates of any racial and gender subgroup. Scholars suggest the “criminal” Black male image shapes teachers’ views and treatment of their Black male students. Yet few studies examine the everyday mechanisms of racial discipline disparities, particularly in early childhood. This study uses ethnography to understand first-grade teachers’ disciplinary interactions with Black and White boys. The findings uncover teachers’ racialized disciplinary practices via differential surveillance of, differential engagement with, and differential responses to noncompliance from Black and White boys as key mechanisms that reproduce unequal disciplinary experiences in early childhood education.
Citation: Sociology of Education
PubDate: 2024-02-09T10:17:50Z
DOI: 10.1177/00380407241228581
- Socio-emotional Skills and the Socioeconomic Achievement Gap
-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Rob J. Gruijters, Isabel J. Raabe, Nicolas Hübner
Abstract: Sociology of Education, Ahead of Print.
Empirical evidence suggests children’s socio-emotional skills—an important determinant of school achievement—vary according to socioeconomic family background. This study assesses the degree to which differences in socio-emotional skills contribute to the achievement gap between socioeconomically advantaged and disadvantaged children. We used data on 74 countries from the 2018 Programme for International Student Assessment, which contains an extensive set of psychological measures, including growth mindset, self-efficacy, and work mastery. We developed three conceptual scenarios to analyze the role of socio-emotional skills in learning inequality: simple accumulation, multiplicative accumulation, and compensatory accumulation. Our findings are in line with the simple accumulation scenario: Socioeconomically advantaged children have somewhat higher levels of socio-emotional skills than their disadvantaged peers, but the effect of these skills on academic performance is largely similar in both groups. Using a counterfactual decomposition method, we show that the measured socio-emotional skills explain no more than 8.8 percent of the socioeconomic achievement gap. Based on these findings, we argue that initiatives to promote social and emotional learning are unlikely to substantially reduce educational inequality.
Citation: Sociology of Education
PubDate: 2023-12-19T12:00:08Z
DOI: 10.1177/00380407231216424
- The Graduate School Pipeline and First-Generation/Working-Class
Inequalities-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Allison L. Hurst, Vincent J. Roscigno, Anthony Abraham Jack, Monica McDermott, Deborah M. Warnock, José A. Muñoz, Wendi Johnson, Elizabeth M. Lee, Colby R. King, David Brady, Robert D. Francis, Kevin J. Delaney, Margaret Weigers Vitullo
Abstract: Sociology of Education, Ahead of Print.
Sociological research has long been interested in inequalities generated by and within educational institutions. Although relatively rich as a literature, less analytic focus has centered on educational mobility and inequality experiences within graduate training specifically. In this article, we draw on a combination of survey and open-ended qualitative data from approximately 450 graduate students in the discipline of sociology to analyze graduate school pipeline divergences for first-generation and working-class students and the implications for inequalities in tangible resources, advising and support, and a sense of isolation. Our results point to an important connection between private undergraduate institutional enrollment and higher-status graduate program attendance—a pattern that undercuts social-class mobility in graduate training and creates notable precarities in debt, advising, and sense of belonging for first-generation and working-class graduate students. We conclude by discussing the unequal pathways revealed and their implications for merit and mobility, graduate training, and opportunity within our and other disciplines.
Citation: Sociology of Education
PubDate: 2023-12-04T06:52:05Z
DOI: 10.1177/00380407231215051
- My School District Isn’t Segregated: Experimental Evidence on the Effect
of Information on Parental Preferences Regarding School Segregation-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Marissa E. Thompson, Sam Trejo
Abstract: Sociology of Education, Ahead of Print.
U.S. public schools are increasingly segregated by income, resulting in substantial educational inequality among U.S. schoolchildren. We conducted a nationally representative survey to explore the relationship between parental beliefs about and preferences regarding school segregation. Using experimental manipulation, we tested if learning about levels of school segregation in their local school district affects a parent’s attitudes and preferences regarding school segregation. In doing so, our study helps elucidate whether disagreement with respect to segregation-reducing policies stems from differences in parental beliefs about the extent of segregation in their district or from differences in parental preferences given existing levels of segregation. We found that parents hold largely inaccurate beliefs about local segregation levels and underestimate, on average, the economic segregation in their district. However, information treatments that correct inaccurate beliefs do little to influence support for policies to reduce segregation.
Citation: Sociology of Education
PubDate: 2023-11-28T07:17:10Z
DOI: 10.1177/00380407231213342
- Trends and Determinants of Intergenerational Educational Inequality in
Sub-Saharan Africa for Birth Cohorts 1974 to 2003-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Ilze Plavgo, Fabrizio Bernardi
Abstract: Sociology of Education, Ahead of Print.
This article expands the scope of comparative social stratification research in education to rapidly developing, largely low-income sub-Saharan Africa. First, we investigate trends in the association between parental socioeconomic status (SES) and children’s chances to attend and complete primary education, exploring whether and where educational expansion of the early twenty-first century led to equalization of educational opportunities. Drawing on data from 153 Demographic and Health Surveys and Multiple Indicator Cluster Surveys (1990–2017) from 40 countries, findings indicate that inequality in attendance declined, but inequality in completing six grades largely persisted. Cross-country analyses reveal a large variation in inequality levels and trends. We explore the role of national contextual factors and find that underweight prevalence, fertility rates, school fees, public spending on education, and the ratio of pupils to teaching staff systematically explain variation in SES gaps across countries and cohorts. Findings underline the importance of absolute material deprivation and school teaching resources in the stratification of educational opportunities in this region.
Citation: Sociology of Education
PubDate: 2023-11-27T08:15:28Z
DOI: 10.1177/00380407231210279
- Translating Authentic Selves into Authentic Applications: Private College
Consulting and Selective College Admissions-
Free pre-print version: Loading...
Rate this result:
What is this?
Please help us test our new pre-print finding feature by giving the pre-print link a rating.
A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors: Tiffany J. Huang
Abstract: Sociology of Education, Ahead of Print.
Stratification in selective college admissions persists even as colleges’ criteria for evaluating merit have multiplied in efforts to increase socioeconomic and racial diversity. Middle-class and affluent families increasingly turn to privatized services, such as private college consulting, to navigate what they perceive to be a complicated and opaque application process. How independent educational consultants (IECs) advise students can thus serve as a lens for understanding how the rules of college admissions are interpreted and taught to students. Through 50 in-depth interviews with IECs, I find that IECs encourage students to be authentic by being true to themselves but that demonstrating authenticity requires attention to how one’s authentic self will be perceived. Translating an authentic self into an authentic application also involves class-based and racialized considerations, particularly for Asian American students who are susceptible to being stereotyped as inauthentic. These findings suggest that efforts to improve diversity must be carefully implemented, or they risk reproducing inequality.
Citation: Sociology of Education
PubDate: 2023-10-30T02:20:49Z
DOI: 10.1177/00380407231202975
|
Hybrid journal (It can contain Open Access articles)
