American Sociological Association

Search

Search

The search found 963 results in 0.025 seconds.

Search results

  1. Does College Influence Sociopolitical Attitudes?

    Past research shows a statistically significant relationship between college completion and sociopolitical attitudes. However, recent scholarship suggests the effects of college on social outcomes may be confounded with unobserved family background. In this study, we leverage the shared family and social background of siblings to better identify the effect of college on sociopolitical attitudes.

  2. Understanding Educational Policy Formation: The Case of School Violence Policies in Israel

    This study explores mechanisms underlying processes of educational policy formation. Previous studies have given much attention to processes of diffusion when accounting for educational policy formation. Less account has been given to the day-to-day institutional dynamics through which educational policies develop and change. Building on extensive governmental archival data, complemented with interviews and media analysis, I study the development and transformation of school violence policies in Israel.

  3. ''Fake It 'til You Make It'': Why Community College Students' Aspirations ''Hold Steady''

    Sociologists of education have explored the relationship between students’ postsecondary aspirations and their propensity to get "cooled out" in community colleges. However, researchers have directed little attention to students whose aspirations remain stable over long periods of time or to the different roles that college degree goals play in the lives of disadvantaged students. Using four waves of longitudinal interviews, I examine the reasons why low-income women hold steady to their aspirations for college degrees over a three-and-a-half-year period.

  4. Inhabiting Latino Politics: How Colleges Shape Students' Political Styles

    To comply with ideals of multiculturalism and diversity, postsecondary institutions incorporate Latino students into distinct campus cultures. These cultures influence how students interact with one another, the university community at large, and communities outside of campus, ultimately shaping how students inhabit Latino politics. Drawing on data from 20 months of ethnographic fieldwork with six student organizations and 60 in-depth interviews, I compare Latino student organizations in a liberal arts college, a research university, and a regional public university.

  5. Field of Study in College and Lifetime Earnings in the United States

    Our understanding about the relationship between education and lifetime earnings often neglects differences by field of study. Utilizing data that match respondents in the Survey of Income and Program Participation to their longitudinal earnings records based on administrative tax information, we investigate the trajectories of annual earnings following the same individuals over 20 years and then estimate the long-term effects of field of study on earnings for U.S. men and women. Our results provide new evidence revealing large lifetime earnings gaps across fields of study.

  6. The Social Structure of Criminalized and Medicalized School Discipline

    In this article, the author examines how school- and district-level racial/ethnic and socioeconomic compositions influence schools’ use of different types of criminalized and medicalized school discipline. Using a large data set containing information on over 60,000 schools in over 6,000 districts, the authors uses multilevel modeling and a group-mean modeling strategy to answer several important questions about school discipline. First, how do school- and district-level racial and ethnic compositions influence criminalized school discipline and medicalization?

  7. Secondary Education Systems and the General Skills of Less- and Intermediate-educated Adults: A Comparison of 18 Countries

    We investigate the impact of external differentiation and vocational orientation of (lower and upper) secondary education on country variation in the mean numeracy skills of, and skills gaps between, adults with low and intermediate formal qualifications. We use data on 30- to 44-year-olds in 18 countries from the 2011–12 round of the Program for the International Assessment of Adult Competencies. We find that higher levels of external differentiation (tracking) amplify skills gaps between less- and intermediate-educated adults.

  8. Ruptures in the Rainbow Nation: How Desegregated South African Schools Deal with Interpersonal and Structural Racism

    Racially diverse schools are often presented as places where students can learn to challenge racist discourse and practice. Yet there are a variety of processes through which such schools reproduce the very hierarchies they are meant to dismantle. Drawing on 18 months of fieldwork in two racially diverse South African high schools, I add to the literature by analyzing moments that threatened to undermine harmonious race relations. First, I focus on racially charged interpersonal incidents at school.

  9. Trusting Each Other: Student-Counselor Relationships in Diverse High Schools

    Many minority, first-generation, and low-income students aspire to college; however, the college application process can present a significant obstacle. These students cannot always rely on their parents for college information and must instead turn to their high schools, where counselors are in a key position.

  10. A Critical and Comprehensive Sociological Theory of Race and Racism

    This article contests the contention that sociology lacks a sound theoretical approach to the study of race and racism, instead arguing that a comprehensive and critical sociological theory of race and racism exists. This article outlines this theory of race and racism, drawing from the work of key scholars in and around the field.