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1.
Roy Nash 《International Studies in Sociology of Education》2013,23(2):171-194
A programmatic study of inequality/difference in New Zealand education has been carried out, for a quarter of a century, within a family resource framework that has supported both theoretical and empirical research. Although deeply influenced by Bourdieu's theories of social and cultural reproduction, its adherence to a realist philosophy of science means that its structure-disposition-practice explanatory schemes cannot be represented as Bourdieusian. This article takes the concept of habitus (as a set of learned dispositions)and argues that durable embodied cognitive schemes, acquired by children in classed environments, are a principal cause of observed class variation in educational performance. This view challenges accounts in which 'ability'is regarded as 'socially constructed'. The entire history of the sociology of education might be written in terms of its struggle against the dominant influence of IQ theory as an explanation of inequality/difference in education. It is not clear that our discipline has yet been successful in that struggle. These matters are discussed with reference to empirical data on the association between social class and educational achievement in New Zealand. The evidence suggests that class patterns of attainment, particularly on standardized tests designed to assess verbal intelligence, support the thesis that cognitive operations effected by the cognitive habitus are fundamentally involved in the reproduction of inequality/difference. It seems that the primary effects of socialisation may be more important than the secondary effects that many sociologists have taken as their proper area of concern. Some policy implications of this thesis - which is neither a move to encode IQ theory in a radical discourse nor an attempt to reinstate classical deficit theory - are discussed in the context of state-sponsored possibilism currently being imposed on many educational systems. 相似文献
2.
Tracey Peter Jason D. Edgerton Lance W. Roberts 《International Studies in Sociology of Education》2013,23(3):241-264
Research on welfare state regimes and research on educational policy share a common concern for the reduction of social inequality. On one hand, welfare state research is typically designed within a comparative approach where scholars investigate similarities and differences in social institutions across selected countries. On the other hand, the basic model of educational policy research is usually country specific and seldom identifies why and how we are to understand cross‐national differences pertaining to social inequality. The goal of the research is to bridge these two areas by testing socio‐economic gradients and educational outcomes among 15 industrialised countries (using 2003 PISA data) from a welfare state perspective. Results support Esping‐Andersen's ‘three worlds’ typology in that the level of between‐school educational inequality is the highest in conservative welfare states and is the lowest in social‐democratic countries. 相似文献
3.
Studies show that adolescents who follow a higher educational track have more positive experiences than those of lower levels with aspects of democracy, such as decision-making or discussions. This study focuses on how adolescents from different educational tracks evaluate the various possibilities to experience democracy in daily life, and whether school is compensating for any difference therein. Data were gathered by interviewing 40 adolescents at two points in time (eighth and tenth grade). The results suggest that, especially in the later phase of secondary education, according to the experiences of adolescents it is apparent that school exacerbates instead of decreases social differences in society. Those in the higher educational track more often than those in the lower track experience having discussions and being encouraged to be socially and politically engaged. Opportunities for teachers and for citizenship education to strengthen democratic socialisation on both educational tracks are discussed. 相似文献
4.
The article deals with the question of living with others, one of the most significant relationships of human life, and challenge the common understanding of the origins of living with others, where a human being is not just becoming a social but also a moral being through social institutions of societies. This common understanding of a social relationship, fostered and nurtured by a given society, places the responsibility for the possibility of living with others on the other. Drawing on the work from the sociologists Zygmunt Bauman and George Simmel and the philosophers Emmanuel Levinas and Knud Løgstrup we argue that the possibility of living with others is based on the rights of the other rather than of the rights to determine whom the other is.By focusing on the relation between the individual and the society on the one hand, and the connections between being moral and being social on the other hand, we suggest that the process of socialisation is devastating not only for human beings individuality and his or her moral capacity but also for a responsive educational praxis. We explore the ways in which an understanding of socialisation as the making of the social being is intimately linked to how institutional education ‘thinks itself.’ This exploration is followed by a critical discussion of the limits of socialisation, and therefore also the limits of education. By considering some of the problems about the making of the social being we arrive at the conclusion that there is the possibility for education to be somewhere else rather than within socialisation. This conclusion leads us to explore the possibilities for an educational praxis that embraces the other without holding the individuals otherness against them. 相似文献
5.
Roy Nash 《British Journal of Sociology of Education》1990,11(4):431-447
Bourdieu's work has attracted considerable interest and, not withstanding criticism of his style and obscure theoretical formulations, has introduced some powerful concepts into social theory. This paper examines Bourdieu's contribution to the sociology of education and especially his account of socially differentiated educational attainment. Particular attention is given to issues of structure, agency and habitus, the cultural autonomy of the school, arbitrary and necessary school cultures, and the distinction between primary and secondary effects on educational differences. Some specific criticisms, for example Elster's charge of a double account of domination, are also addressed. Bourdieu's concentration on habitus as the most significant generator of practice is held to be a theory of socialisation and the paper examines the nature of the explanation of social practice provided by such theories. The argument concludes with a plea for critical tolerance with respect to Bourdieu's work but with a suggestion that his account of socially differentiated educational attainment in terms of habitus is finally inadequate. 相似文献
6.
While the existence of a class, gender, or ethnic gap in educational attainment is well documented for many societies, how the practice of grade retention contributes to these patterns of educational inequality has been inadequately addressed. Given that grade retention is commonly practised in Macao, Macao is used as a case for illustration. Using data from PISA 2009 and a qualitative research project, we seek to demonstrate how inadequate state regulation could make possible the manipulation of grade retention institutionally and individually in Macao. This, in turn, illustrates how the specific contextualized structural operation of grade retention could serve as a mechanism for social differentiation and thus play a role in contributing to the observed educational inequality. 相似文献
7.
Lance D. Fusarelli 《Peabody Journal of Education》2015,90(5):677-690
Using international data on child well-being and educational attainment, this article compares child well-being in the United States to member countries in the Organisation for Economic Co-operation and Development (OECD). Multiple measures of child well-being are analyzed, such as material well-being (including poverty, unemployment, and income inequality), child health and safety (birth weight, infant mortality, health care, and childcare), educational attainment, and family and peer relationships (including generational cleavages). Using Bronfenbrenner's ecological systems theory as an organizational framework, the impact and interrelatedness of these systems on educational attainment are examined, with parallels drawn between a nation's social policies, child well-being, and educational attainment. The author asserts that social policy in the United States is more comprehensive than is commonly believed, although the redistributive benefits of social policies are allocated much differently compared to OECD countries. Explanations for comparative differences in social policy include differences in political culture and political development as well as racial and class conflict. The author concludes that it is difficult to ignore the role of race and socioeconomic class in explaining differences in social welfare expenditures between the United States and European countries because the pattern of social welfare distribution (broadly conceived—including programs, tax breaks, and incentives) falls largely along racial and class lines. 相似文献
8.
Yoko Yamamoto 《Gender and education》2016,28(1):72-88
Despite increasing rates of university attendance among women, a significant gender gap remains in socialisation and educational processes in Japan. To understand why and how gender-distinctive socialisation processes persist, this study aimed to examine both middle-class and working-class mothers’ beliefs about gender, education, and children's development. Qualitative analyses were conducted on in-depth interviews with 16 Japanese mothers with preschool children who participated in the research study for three years. The meaning of education differed depending on the children's gender and social class context. While there was a social class difference in mothers’ expectations of their daughters’ educational attainment, the majority of women in this study saw their daughters as caregivers of family members in the future. This study also demonstrates the dilemmas and mixed messages in women's narratives in relation to gender norms and the processes of raising their children. 相似文献
9.
Paula Surridge 《牛津教育评论》2016,42(2):146-164
This paper uses data from the 1970 Birth Cohort Study in the UK to explore the well-established link between ‘liberal’ social values and education. Whilst the link itself is well-established, the underlying mechanism is not; the paper explores empirically mechanisms that have been proposed for this link. In particular it considers the effects of social background, ‘ability’, personal efficacy and field of study on social values to explore both direct and indirect effects of education. The paper finds that, whilst there are important effects of social background and ability on social values, these do not explain the effect of educational attainment. Moreover, differences according to field of study suggest that the most likely mechanism linking education with liberal values is one of socialisation. 相似文献
10.
Rainer Watermann Annabell Daniel Kai Maaz 《Zeitschrift für Erziehungswissenschaft》2014,17(2):233-261
The present article addresses the question of how social origin affects access to higher education. The role of class-specific differences in school performance (primary effect) and cost-benefit considerations (secondary effect) are considered as well as the way in which changes in the institutional setup of the educational system may interact with social origin. The review shows that educational decisions at this later transition are mainly influenced by secondary effects. In particular, differences between social classes are explained by group-specific investment costs and expectations of the social context associated with continuing higher education. Although expansion of institutional pathways in upper secondary education has reduced social inequality in acquiring higher education entrance qualifications, secondary effects at the transition to university have been found to increase over time. Thus, within younger cohorts, high-school graduates with lower social status are more often diverted from higher education at universities by attractive vocational or nonuniversity pathways. The article discusses approaches to reduce secondary effects of social origin. 相似文献
11.
Will Baker Pam Sammons Iram Siraj-Blatchford Kathy Sylva Edward C. Melhuish Brenda Taggart 《牛津教育评论》2013,39(5):525-542
Educational and occupational aspirations have become an important reference point in policy debates about educational inequality. Low aspirations are presented as a major barrier to closing educational attainment gaps and increasing levels of social mobility. Our paper contributes to this on-going debate by presenting data on the educational aspirations of students from the Effective Provision of Pre-School, Primary and Secondary Education Project in England. We analyse factors that help predict students holding high aspirations. Our findings reveal generally high aspirations across all students but also differences by income group and other background factors. We evaluate the significance of these findings for the existing literature and public policy discussions about the importance of raising educational aspirations. In particular, we question the way in which low aspirations are framed by policy-makers as a major problem in debates around educational inequality. 相似文献
12.
The educational challenges girls face are often explained by economics. However, gender norms and identities, constructed historically but subject to change, also play a crucial role. In Kenya, little attention has been paid to the negative social constructions that keep girls from attaining the education they want. This article analyses the role of social construction among girls who are in and out of two secondary schools in Nairobi province, Kenya. Data were obtained from interviews with adolescent girls attending the schools, female dropouts previously affiliated with those two schools, and teachers at the schools. All the challenges that girls faced in attempting to secure secondary education were linked to social construction; they were deeply rooted in gender roles as defined by the cultural context and reinforced by socialisation. Based on the results, the authors hold that women must lead community efforts toward changes that will enhance their daughters’ educational opportunities. 相似文献
13.
Charlotte Højholt 《International journal of qualitative studies in education》2013,26(8):1048-1063
AbstractParental collaboration is both promoted for enhancing children’s performance and criticized for reproducing educational inequality. The issue of parental collaboration, thus, presents an opportunity to discuss theoretical differences in current debates about education, notably the educational consequences of social background and governmentality. The article emphasizes the conflictual nature of children’s school lives and analyzes the social interplay between the involved subjects, who are connected through their engagement in common matters and concerns. Our analysis challenges approaches inspired by Bourdieu that analyze the social reproduction of inequality in terms of discrepancies between parental style and the culture of the school. It also raises questions about the Foucauldian perspective which regards policies and practices of parental collaboration as means to govern parents. Through a discussion of these analyses, the article shows how different ways of conceptualizing parental collaboration offer different opportunities for organizing collaboration and dealing with the historical problems of the school. 相似文献
14.
Margaret Hunter 《理论付诸实践》2016,55(1):54-61
Although racial inequality is frequently studied in education, skin tone stratification has received less attention from educational researchers. Inequality by skin tone, also known as colorism, contributes to larger patterns of racial inequality for African Americans and Latina/os. Discrimination by skin tone affects many dimensions of life, including education, employment, housing, spousal status, criminal justice sentencing, and even levels of depression and self-esteem. Although skin tone differences in educational attainment are clearly documented, the actual social practices in schools that create these differences are not well understood. This article theorizes the classroom-level interactions between students, teachers, parents, and administrators that contribute to color-based discrimination in schools. Drawing on theories of social interactions and social structures—including the halo effect, the beauty queue, racial capital, and the school-to-prison pipeline—this article explores the many ways that color-based discrimination affects the educational trajectories of Latina/o and African American children. 相似文献
15.
Previous international research has shown that educational goals are fundamental for explaining differences in the educational attainment between individuals. For a better understanding of educational inequality, it is therefore crucial to know more about the mechanisms leading to different expectations. Our paper contributes to this field of research by empirically testing how social networks affect educational expectations of mothers for their children. Furthermore, we try to disentangle the underlying mechanisms by investigating which role resources and attitudes within social networks play in influencing educational expectations. We use quantitative data gathered in three federal states in Germany. The key results indicate that network composition not only has an effect on educational expectations but also on general attitudes towards education. Both attitudes towards education and embedded resources seem to mediate the effect of social ties on educational expectations. 相似文献
16.
Sarella Henriquez 《欧洲师范教育杂志》1989,12(3):265-272
Teachers’ professional socialisation is a total process which develops or modifies teachers’ behaviour during their professional life. Institutional teacher training is understood to be an integrated part of this socialisation process. Teaching practice is another integrated systematic part of this process. The early years of teaching practice have fundamental importance in the integration of pedagogic and educational behaviour. This socialisation process occurs in different ways and to varying degrees among teachers, resulting in certain stages being reached in teaching practice. These ‘steps’ are influenced by at least two types of factors: (i) the nature of models teaching training transmitted during institutional teacher training; (ii) the social composition of students and the institutional styles existing in the teaching practice. 相似文献
17.
当今社会,教育改变命运的功能愈加显著,而不平等的教育边界的存在则使教育的这一功能成为社会对部分人的偏爱.教育边界的产生源于先赋性的教育制度安排与后致性的社会分类的共谋,而自我的类别化、群体排斥以及不平等边界的正当化机制则使已生成的边界获得进一步强化,从而使教育不平等的基础从对教育权益占有的外在显性表现,转向了以身份为标记的内在的、隐性的深层根源.被标签化了的身份的错误建构使教育不平等成为完全而持久的教育不平等.对不平等边界的消除企图通过身份模式以根除社会偏见得以实现是表面的,也是天真的,而基于地位模式的参与平等理念则为教育平等的实现带来了曙光. 相似文献
18.
This paper addresses how educational and cultural contexts incorporate lessons around sexuality, particularly sexual and gender identity, and how these contexts impact on identity construction of gay men in Mexico City. We analyse the experiences of 15 gay men reported through semi-structured in-depth interviews and how they incorporate sexuality through socialisation with primary social institutions in Mexico's contemporary educational political context. The sample was divided into three generations, and was selected through maximum variability. Results show that men incorporate negative meanings around same-sex sexuality, and themselves from institutions such as school and family. Men are able to deconstruct these meanings through interactions with educational tools such as the Internet and interactions with gay friends. These results are discussed using post-structuralist perspectives to understand how identity is fluid and changing constantly, as well as the need to incorporate stigma-free curricular content in educational contexts. 相似文献
19.
Paul Vermeer 《British Journal of Religious Education》2009,31(3):201-211
This article considers the desirability and legitimacy of denominational schools from the perspective of socialisation theory. It examines the popular criticism that nowadays the common reason for the existence of denominational schools – the religious socialisation of children – is endorsed by a dwindling number of parents, which renders the existence of these schools obsolete. It is shown, however, that this popular criticism is based on a traditional understanding of religious socialisation as the transmission of faith. Counter to this traditional understanding, the article presents a more modern conception of socialisation as personality development. On the basis of this interpretation of socialisation, the pedagogical function of denominational schools is reconsidered. It is argued that the pedagogical task of denominational schools today is not so much to transmit faith but rather to facilitate the formation of personal identity as a core aspect of contemporary socialisation processes. 相似文献
20.
Many educators are faced with the problem of how to handle the different ways in which students from different cultures approach learning content and processes. In management education, study has mostly considered the socio-economic, structural and organisational aspects of national differences and the external, explicit aspects of cultural differences such as managerial attitudes and values. There has, however, been less study of the differences between national groups in managerial cognition - the way managers think. If managers from one cultural group perceive, process, interpret and structure information differently from those from another, assumptions about the design and content of educational interventions based in one culture could be challenged in another. This paper reports on an exploratory study of 200 managers in Finland, Poland and the UK to investigate, firstly, whether there are national-cultural differences in cognitive style and, secondly, whether these differences are related to individual, occupational and cultural aspects of socialisation. In the latter case, the relationship between early schooling and the way people think is explored. Respondents' cognitive styles as measured by the Allinson and Hayes (1996) Cognitive Style Index (CSI) were compared with responses to two qualitative instruments assessing attitudes to early schooling and personal confidence and against predictions about national cultural differences derived from Hofstede (1984). The results, to be followed up by more extensive study, show significant differences between national groups in cognitive approaches and some aspects of socialisation. They also suggest that the constructs being measured by the CSI reveal individual characteristics that are not fixed and innate, but instead learned through processes of personal and cultural socialisation. 相似文献