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.
Pages: 253 - 254 Abstract: Sociology of Education, Volume 96, Issue 4, Page 253-254, October 2023.
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:Georg Lorenz, Irena Kogan, Sarah Gentrup, Cornelia Kristen Abstract: Sociology of Education, Ahead of Print. Based on sociological, economic, and social-psychological theories of discrimination and bias, this study addresses non-native accents among ethnic minority students as they begin school and explores effects of such accents on their teachers’ achievement expectations. Using a unique data set of first graders in Germany, the analysis reveals that a non-native accent is relevant to teachers’ expectations net of student skills, abilities, and other background variables. Associations are stronger in the language domain than in mathematics, indicating that teachers perceive accent-free speech as a language-learning requirement. However, residual influences of non-native accents on teacher expectations also exist in the math domain and persist even after prolonged periods of teacher-student interaction. Mechanisms of statistical discrimination and stereotype-based discrimination can partially explain these effects. However, the overall pattern of results suggests a stigmatization of non-native accents, potentially resulting from the activation of negative associations related to foreignness and disfluency. Citation: Sociology of Education PubDate: 2023-11-08T06:41:08Z DOI: 10.1177/00380407231202978
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:Mary Kate Blake Abstract: Sociology of Education, Ahead of Print. Through three years of training, school counselors build a professional identity based on providing social-emotional, academic, and postsecondary guidance to students. But school counselors face conflict in meeting these expectations in a bureaucratic environment that asks them to prioritize efficiency when meeting with students rather than building one-on-one relationships. I draw from interviews with high school counselors and school personnel and a year of observations to study the institutional logics that govern their work and use inhabited institutional theory to study how time scarcity shaped how counselors interpreted these conflicting macro-level logics in their micro-level interactions. The counselors in this study developed patterns of practice that helped them manage this conflict, negotiating but eventually settling with nonideal strategies in the best way they could with the resources made available to them. Efforts to reject the efficiency model were met with pushback from school leaders and unintended consequences for counselors and students alike. The conflict inherent in their work left little room for the mental health or postsecondary counseling they expect and are trained to provide. Citation: Sociology of Education PubDate: 2023-10-30T02:23:18Z DOI: 10.1177/00380407231204596
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
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:David Mickey-Pabello Abstract: Sociology of Education, Ahead of Print. The study of affirmative action bans suffers from focusing on the ivory tower as the site for the impacts of affirmative action bans. Prior literature on affirmative action bans has missed the bigger picture, failing to see that less glamorous schools have also been impacted by the bans. This article fully fleshes out the impacts of affirmative action on postsecondary education by their level of selectivity (Barron’s Admissions Competitiveness Index) and sector (private, public, and for profit) from a merged data set (Integrated Postsecondary Education Data System and the Current Population Survey) spanning 1991 to 2016. The results of a differences-in-differences analysis find that a small group of for-profit institutions with very large enrollments became a destination for underrepresented minority students in the wake of affirmative action bans. Citation: Sociology of Education PubDate: 2023-10-24T09:07:44Z DOI: 10.1177/00380407231198225
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:Julia Burdick-Will, Leela Gebo, Alexandra D. Williams Abstract: Sociology of Education, Ahead of Print. In this study, we examine whether students in violent neighborhoods actively avoid their local school as a form of social and physical protection. Specifically, we use 10 years of administrative data (2010–2020) from the high school choice open enrollment program in the Baltimore City Public School System to evaluate the interaction between neighborhood violence and geographic proximity when predicting choice behavior. We find that, adjusting for observed school characteristics and constant unobserved student characteristics, students from more violent neighborhoods are substantially less likely to choose their closest school than are students in safer neighborhoods; even when the closest school is listed, it is ranked lower for students from more violent neighborhoods than for students in safer ones. These findings have implications for how we think about the relationship between neighborhoods and educational opportunity in an era of choice. Citation: Sociology of Education PubDate: 2023-09-13T12:52:11Z DOI: 10.1177/00380407231197394
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:Markus Klein, Edward M. Sosu Abstract: Sociology of Education, Ahead of Print. Studies consistently show the detrimental effect of school absences on pupils’ achievement. However, due to an accumulation of multiple risks, school absenteeism may be more harmful to achievement among pupils from lower socioeconomic status (SES). Using a sample of upper-secondary students from the Scottish Longitudinal Study (n = 3,135), we investigated whether the association between absences (overall, sickness, and truancy) and achievement in high-stakes exams varied by family SES dimensions (parental education, class, free school meal registration, and housing). The findings for overall absences and truancy show no statistically significant differences across SES groups. However, sickness absences were more harmful to the achievement of lower SES students than higher SES students. Differences between the most and least disadvantaged groups were found on all SES dimensions except for parental education. Citation: Sociology of Education PubDate: 2023-08-30T10:48:34Z DOI: 10.1177/00380407231191541
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:Per Engzell, Isabel J. Raabe Abstract: Sociology of Education, Ahead of Print. Why do inequalities in schooling persist, even in relatively egalitarian school systems' This article examines within school sorting as an explanation. We use classroom data on friendship networks in 480 European secondary schools and contrast comprehensive (England, Sweden) and tracked systems (Germany, Netherlands). Our question is to what extent comprehensive systems reduce achievement sorting at the level of (a) schools, (b) classrooms, and (c) friendships. Between-school variance in achievement is lower in comprehensive systems. However, this is counterbalanced by greater sorting within schools, between classrooms, and, especially, in friendship networks. Still, comprehensive schools create more equal environments for two reasons. First, the difference in between school sorting is larger than the difference in within school sorting. Second, within school sorting is less strongly related to social background characteristics. These findings help explain both why comprehensive schools produce more equal outcomes and how substantial inequality can nevertheless persist. Citation: Sociology of Education PubDate: 2023-07-17T11:29:04Z DOI: 10.1177/00380407231183952
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:Claudia Finger, Heike Solga Abstract: Sociology of Education, Ahead of Print. This study illuminates the male advantage in test-based admissions to higher education. In contrast to many other countries, admission tests in Germany are optional, and test-free programs are available. This context offers a unique opportunity to investigate whether the male advantage in test-based admissions is caused by gender differences in test performance or in test participation. We use novel register data for the whole population of 300,000 applicants to highly selective and prestigious medical programs in Germany. We find that men perform better in tests and that female applicants are more likely to withdraw from admission tests. Both differences, however, depend on high school grade point average (GPA): The male advantage in test performance emerges only among test-takers with a lower GPA, and female applicants’ stronger test avoidance appears only among women with a medium GPA. Ultimately, both mechanisms contribute to a male advantage in test-based admissions (ceteris paribus of GPA), with better test performance being the major source for male applicants’ higher admission chances. As a consequence, we find the female advantage in school performance and the male advantage in test-based admissions almost neutralize each other. Citation: Sociology of Education PubDate: 2023-07-10T10:01:07Z DOI: 10.1177/00380407231182682
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:E. N. Bridwell-Mitchell, James Jack, Joshua Childs Abstract: Sociology of Education, Ahead of Print. One potentially underestimated aspect of resource inequity in U.S. public schools is access to social capital in external organizational environments. This research examines partnerships among 211 New York City high schools and 918 partner organizations from 2001 to 2005 as sources of external school social capital providing resources that can strengthen organizational capacity to improve educational opportunities and outcomes. The findings, based on an innovative analysis combining content analysis, social network analysis, and multilevel modeling, demonstrate that four partnership characteristics are important in this context: (1) how long partnerships last versus how many there are, (2) partners concentrating resources in a particular area versus across diverse complementary areas, (3) partners being densely connected to other schools and partners rather than being central in the overall school–partner network, and (4) partners conveying instructional resources versus other kinds of resources. Hence, educational research and policy should more broadly conceptualize how schools’ external organizational environments matter for educational equity and the role particular kinds of partnerships can play. Citation: Sociology of Education PubDate: 2023-07-07T08:06:43Z DOI: 10.1177/00380407231176541
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:David B. Monaghan, Paul A. Attewell Abstract: Sociology of Education, Ahead of Print. Since the Tennessee Promise’s 2014 launch, “free college” or “Promise” programs have proliferated rapidly and converged on design features: a “last-dollar” award and community college applicability. Researchers who study these programs’ effects generally presume they are tuition-reducing endeavors. In contrast, we argue that many such programs are exercises in “symbolic politics,” that is, they perform organizational altruism and meet survival imperatives while minimally reducing real costs. We illustrate this by detailing the creation, implementation, and results of a Promise program at a large community college. Cost concerns and the need to appeal to critical publics led the college to adopt a last-dollar design and numerous eligibility criteria. Consequently, few applicants were funded. However, many applicants believed they had received the scholarship, the college’s enrollment increased, and the program received widespread acclaim. We discuss implications for higher education policy and the applicability of symbolic politics to organizational action. Citation: Sociology of Education PubDate: 2023-07-07T07:33:24Z DOI: 10.1177/00380407231183459
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:Greer Mellon, Bonnie Siegler Abstract: Sociology of Education, Ahead of Print. Existing research has found evidence of widespread anti-Asian bias in the United States, yet limited work has examined whether anti-Asian biases affect parents’ school preferences. In this article, using a conjoint experiment, we examine White parents’ views on schools with varying percentages of Asian students. We find that respondents strongly prefer schools with fewer Asian students, and we examine potential mechanisms that may explain these preferences. We do not find evidence that our results are driven by academic stereotypes. Instead, participants anticipated less student-level “fit” and less “commonality” with parents at schools with larger Asian populations, in line with past research on anti-Asian bias and stereotypes. Our findings extend existing literature on race and school choice and speak to the importance of addressing anti-Asian discrimination in U.S. educational settings. Citation: Sociology of Education PubDate: 2023-06-13T08:49:37Z DOI: 10.1177/00380407231173933
Hybrid journal (It can contain Open Access articles)
