 Subjects -> SOCIOLOGY (Total: 553 journals)
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- Explaining Social Selectivity in Study Abroad Participation of German
Students between 1994 and 2016-
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Authors: Nathalie Aerts, Christof Van Mol
Abstract: Sociology of Education, Ahead of Print.
In recent years, it has been well established that study abroad participation is a socially selective process. Today, scholars generally focus on single social markers, often using cross-sectional data. In this article, we instead adopt an intersectional and longitudinal approach to improve our understanding of the development of social selectivity in study abroad, with a particular focus on the intersection between socioeconomic background and gender. Our analyses are based on the Learning Conditions and Student Orientations (N = 49,931), a representative survey of German higher education students, and covers the period 1994 to 2016. Our analyses indicate that social selectivity in German study abroad programs increased in 2003 and remained stable afterward, which can be partly explained by differences in cultural, economic, and social capital. Finally, our analysis suggests that cultural capital also explains the gender imbalance in study abroad programmes.
Citation: Sociology of Education
PubDate: 2023-05-04T06:31:01Z
DOI: 10.1177/00380407231167087
- Optimism and Obstacles: Racialized Constraints in College Attitudes and
Expectations among Teens of the Prison Boom-
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Authors: Anna R. Haskins, Wade C. Jacobsen, Joel Mittleman
Abstract: Sociology of Education, Ahead of Print.
Using data from the Future of Families and Child Wellbeing Study, we estimate associations of paternal incarceration with three measures of teens’ attitudes and expectations: (1) optimism about the future, (2) perceived importance of college graduation, and (3) perceived likelihood of college graduation. Results suggest that whereas optimism toward the future and the importance of college are resilient in the face of paternal incarceration, teens’ expectations of actual college completion are reduced, particularly for Black youth. An examination of micro-, meso-, and macro-level mechanisms suggests that early consequences of paternal incarceration influence perceptions of future educational trajectories. Our findings point to the complexity of contemporary teens’ college-related attitudes in the wake of the prison boom. Signs of optimism surfaced, yet obstacles associated with paternal incarceration represent a type of racialized constraint. An updating of the educational expectations literature is needed to account for the racialized nature of the era of mass incarceration in the United States.
Citation: Sociology of Education
PubDate: 2023-04-19T11:43:13Z
DOI: 10.1177/00380407231167412
- Advanced Placement Gatekeeping and Racialized Tracking
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Authors: Noah Hirschl, Christian Michael Smith
Abstract: Sociology of Education, Ahead of Print.
Racialized tracking is central to sociological explanations for racially stratified educational outcomes. However, school officials’ decision-making is of debated importance for explaining racialized tracking. We contribute to this literature by examining the effects of schools’ enrollment policies for Advanced Placement (AP) courses. Using a unique combination of school survey data and administrative data from Wisconsin, we examine what happens to racial inequality in AP participation when school officials enforce performance-based selection criteria, which we call “course gatekeeping.” We find that course gatekeeping has racially disproportionate effects. Although racialized differences in prior achievement partially explain the especially large negative effects among students of color, course gatekeeping producesBlack-white and Hispanic-white disparities in participation even among students with similar, relatively low prior achievement. We further find that course gatekeeping has longer-run effects, particularly discouraging Black and Asian or Pacific Islander students from attending highly selective four-year colleges.
Citation: Sociology of Education
PubDate: 2023-04-03T11:18:54Z
DOI: 10.1177/00380407231161334
- Navigating the Risks of Party Rape in Historically White Greek Life at an
Elite College: Women’s Accounts-
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Authors: Simone Ispa-Landa, Sara E. Thomas
Abstract: Sociology of Education, Ahead of Print.
Landmark research from before the 2010s shows that college women rarely held institutions responsible for allowing rape-prone party contexts to persist and failing to support survivors. Yet the college landscape has changed profoundly since these studies were published, with prominent anti-rape campaigns and new guidelines to Title IX policy. To update a research stream that has provided the basis for theorizing about sexual violence in college peer cultures, we examine 121 intensive interviews with 68 women who are at heightened risk of party rape because of their involvement in historically White sororities. Several key findings emerged. First, women were highly invested in the Greek party circuit. Second, participants blamed institutions for failing to do more to keep them safe. Reflecting their focus on institutions, women also proposed that institutional authorities change their policies so sororities could move parties out of fraternity houses and into sorority houses. Third, women took on the labor of trying to protect themselves and other women at parties by designating monitors. However, they reported that with this system, other women could be deemed responsible, not for being assaulted but for failing to prevent rape. Finally, women found ways to identify and exclude men they deemed “rapey” from Greek gatherings. However, boycotting an entire fraternity was more controversial and harder to sustain. Overall, women’s preferred prevention strategies reflect a strong desire to avoid disturbing the Greek party scene. Implications for research and policy on gender and sexual violence prevention in higher education are discussed.
Citation: Sociology of Education
PubDate: 2023-03-30T01:28:50Z
DOI: 10.1177/00380407231163799
- Does Cumulative Exposure to High-Poverty Schools Widen Test-Score
Inequality'-
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Authors: William Carbonaro, Douglas L. Lauen, Brian L. Levy
First page: 81
Abstract: Sociology of Education, Ahead of Print.
Although there is an abundance of research on the association of school poverty (or socioeconomic status) and test score level, there is very little rigorous longitudinal evidence on the cumulative effects of exposure to differing school contexts. Drawing from methods used first in epidemiology and then in neighborhood effects research, we use population-level longitudinal data from North Carolina to estimate a structural nested mean model that permits proper adjustment for time-varying confounding. Unlike panel data studies using student fixed effects, which often report close to null findings, we find evidence of modest but significant negative effects of school poverty composition on eighth-grade reading and math test scores in models that control for third-grade test scores and baseline treatment status.
Citation: Sociology of Education
PubDate: 2023-01-17T12:48:41Z
DOI: 10.1177/00380407221147889
- The Relationship between Ninth Graders’ Perceptions of Teacher Equity
and Their Math Identity: Differences by Student Race and School Racial
Composition-
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Authors: Dara Shifrer, Kate Phillippo, Ned Tilbrook, Karisma Morton
First page: 129
Abstract: Sociology of Education, Ahead of Print.
Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders’ perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents’ race and gender' and (2) Do differences in the percentage of students at the school who share the adolescent’s race moderate (i.e., differentiate) the salience of perceptions of math teachers for adolescents’ math identities' Our results suggest that adolescents who perceive their math teachers as equitable typically have higher levels of math identity regardless of their race or gender. Adolescents’ perceptions of their math teachers as equitable are most salient for adolescents’ math identity in racially diverse schools, where racial differences and stereotypes may be more visible. Findings also indicate the seeming resistance of Black youth to racist stereotypes, whose math identity remains high regardless of their perceptions of their teachers.
Citation: Sociology of Education
PubDate: 2023-01-21T12:16:55Z
DOI: 10.1177/00380407221149016
- Global Determinants of Education Reform, 1960 to 2017
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Authors: Patricia Bromley, Jared Furuta, Rie Kijima, Lisa Overbey, Minju Choi, Heitor Santos
First page: 149
Abstract: Sociology of Education, Ahead of Print.
Since post-World War II and especially throughout the 1990s, the globalization of a liberal international order propelled a wave of education reforms around the world. However, recent challenges to the legitimacy of the liberal order may undercut the prevalence of education reform across countries. To reveal how global changes are influencing education, we draw on a newly constructed data set of 6,696 education reforms in 147 countries from 1960 to 2017. Using dynamic negative binomial panel regression models, we find declining levels of reform in recent decades. We also find evidence of changing dynamics of influence among prominent organizational actors: World Bank lending is less associated with education reform over time, whereas the influence of international nongovernmental organizations has grown. This suggests a shifting system of governance, where formal coercive pressures become less palatable and the normative influences of civil society grow stronger. Overall, our findings indicate that education reform arises as a macro-global process as much as a response to local needs and conditions.
Citation: Sociology of Education
PubDate: 2023-01-06T05:51:25Z
DOI: 10.1177/00380407221146773
- Equalization or Reproduction' “Some College” and the Social Function
of Higher Education-
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Authors: Sarah S. C. Payne
First page: 104
Abstract: Sociology of Education, Ahead of Print.
What are the economic consequences of college noncompletion' Given escalating student debt, is “some college” still worth it' This article applies augmented inverse probability weighting to the National Longitudinal Survey of Youth 1997 to estimate the causal effect of college noncompletion on income and financial hardship. Although noncompletion yields higher income than never attending college, it also increases financial hardship among more-disadvantaged groups through the mechanism of student debt. However, noncompleters of most groups would have had greater income and experienced less financial hardship had they graduated. Such contradictions complicate equalization and reproduction theories of higher education because higher education appears to have both equalizing (in the case of completion) and reproductive (in the case of noncompletion) effects. I argue this ambiguity is substantively meaningful, suggesting future research should examine whether the production of ambiguity constitutes a key social function of higher education.
Citation: Sociology of Education
PubDate: 2022-12-01T08:46:28Z
DOI: 10.1177/00380407221134809
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