Education and Society Unit 2 Cheat Sheet (DRAFT) by shay_beatty

Sociol­ogists
- actors are socialized and actions are governed by social norms
- describe action in social context and explain the way action is shaped
Economists
- actors are indepe­ndent and wholly self-i­nte­rested
- principle of action: maximize utility
Problems of sociol­ogical stream
- actor has no “engine of action”
- no internal springs of action that give the actor a purpose or direction
- “Over-­soc­ial­ized”
Problem of economic stream
- neglect the empirical evidence on social context and organi­zation
Let’s merge two streams together
- exchange theory in sociology
- Oliver Williamson (1975, 1981): new instit­utional economics
- Mark Granov­etter (1985):
~New instit­utional economics is crudely functi­onalist
~ Embedd­edness: concrete personal relations and networks of relations

“Family backgr­ound”
~ 3 compon­ents:
Financial capital: family’s wealth or income
Human capital: parent’s education
Social capital
Can be found where?
~ community consisting of social relati­onships that exist among parents
~ closure exhibited by this structure of relations
~ parents’ relations with the instit­ution of community
Catholic schools
~ dropout rate is ¼ of that of public school and ⅓ of that in other private schools
~ differ­ences are not due to religion of students or degree of religious observance
~ when social capital in family is low, social capital in the community can compensate for it
Non-ca­tholic schools
~ dropout rate is similar to that of Catholic schools
Social capital and public goods
Physical and human are mostly private goods
~ person who invests in it to capture the benefit it produces
Social capital differ from physical and human capital
~ indivi­duals

Social origin  educat­ional attainment
• Yossi Shavit and Hans-Peter Blossfeld: Persistent Inequa­lity:
Changing Educat­ional Attainment in Thirteen Countries
Social mobility
• Absolute and relative rates of mobility
• Absolute rate: flows between social origins and destin­ations
• Relative rates: net associ­ation between the two (social fluidity)
• Robert Erikson and John H. Goldth­orpe: The Constant Flux
~ Steps:
1. Define a core model of fluidity, including different dimensions of reprod­uction process
2. Compare all nations with core model and their deviations
3. Interpret the results by histor­ically informed
Economic reprod­uction
• Major problem: ignore the problem of agency and change
- Paul Willis: Learning to Labor
- Angela McRobbie: “Working Class Girls and the Culture of Femini­nity”
- Annette Lareau: Home Advantage
- Douglas Foley
- Basil Bernstein: Elaborated and restricted codes, and Connection with debates on “cultures of poverty” and “lingu­istic deficit” -> much criticism

Which of the following statements is the definition of migration used by the United Nations?
B. Anyone who has been living for more than one year in a country different to their birthplace
Migration: A short history
Pre-in­dus­trial era…
- Much voluntary migration was skilled one
- Mercan­tilist stats attempts to entice skilled craft workers into their territory to develop new industries
19th century: indust­ria­liz­ation
- Demand for unskilled labor in new industrial cities
- Europe: New industries ->
Emigration from Britain
- From 1870 onwards, over 100,000 immigrants left England every year
- Return migration: at least 40% of all english and welsh emigrants returned
Forms of flows
Move-w­ork­-settle model
~ permanent residence in country on origin -> circular migration -> long-term temporary migration -> permanent settlement in country of destin­ation
• Migration of the most highly skilled
- Expansion of higher education
- Relatively low rate: developed countries
- High rate: (devel­oping) countries with small popula­tions
- Emigration of health profes­sionals from developing countries

Not a single entity, but a variety of different entities
2 common elements
~ consist of some aspect of social structure
~ facilitate certain actions of actors within the structure
Similar to other forms of capital
~ productive
~ not fungible, but maybe specific to certain activities
Differ from other forms of capital
~ Inhere in the structure of relations between actors and among actors
~ not lodged in actor themselves or in physical implements of production
How to create XYZ capital?
~ physical capital: changes in materials to form tools for production
~ human capital: changes in persons that bring skills and capabi­lities
~ social capital: changes in the relations among persons for actions
Why do we need the concept of social capital?
~ identify the function of certain aspects of social structure
~ show that organi­zat­ional resources can be combined with other resources to produce different system­-level behavior
Social relations that can constitute capital resources
~ Obliga­tions, expect­ations, and trustw­ort­hiness: do something for another person and expect a return

Trends of “gender” difference
Women’s disadv­antage –> women’s advantage
Early years..
~ Common among boys: academic redshi­fting
“Gender” differ­ences in academic perfor­mance
~ test scores
Disagr­eement despite large literature
Cross-­nat­ional assess­ments
Gender difference is more pronounced among low-income children
Explaining the “gender” gap”
Sociol­ogist: nope
~ canonical work
~ survivor bias
~ avoid reinfo­rcement of existing gender equality
But biological hypotheses are not necess­arily sexist
~ sex differ­ences in some cognitive tasks are well establ­ished
~ it is difficult to tease apart the biological and social factors

Use literacy and schools to ...
• Liberate themselves from enslav­ement and segreg­ation by law
• Advance themselves as citizens in their new homelands
Education in West Africa before slave trade
• Askia Mohammed
- Ruler of the Kingdom of Songhai Empire
- Built schools in record numbers and urged inhabi­tants to attend them
- Intell­ectual centers in 16th and 17th centuries
• Katsina: law and theology were studied in detail
• Leaders expected the citizenry to become literate and multil­ingual
- Contin­uation of trade
- Remain compet­itive in global markets
Education during enslav­ement in the United States
• Opport­unities denied: freedom and citize­nship, education included
• Laws and practices that denied the liberties and privileges reserved for whites
Education in other parts of Americas
Brazil (Portu­guese colony): Belief that teaching enslaved people was
imprac­tical or dangerous
• Denied access to formal education in French, British, and Spanish colonies until
slavery was abolished in the mid-19th century
Education after emanci­pation
• But most of children who attended state-­spo­nsored schools were restricted to a
curriculum that prepared them for manual and industrial labor
• “Most approp­riate” curriculum to educate southe­rn-born African American
children
- Booker T. Washin­gton: industrial education
- W.E.B. DuBois: classical liberal arts education

Racial (de)se­gre­gation in schools: trends
• Common measure: Index of Dissim­ilarity (D)
- 0: if all schools have the same share of African American and white students
- 100: if there is total separation
- 78.5 (1968-71) -> 49.0 (1990) -> 49.5 (2000)
Court orders / federal mandates
• Logan, Zhang, and Oakley
• 1969: The Supreme Court - Declared the “all deliberate speed” standard to be no longer consti­tut­ionally permis­sible, and Order the immediate desegr­egation of Missis­sippi schools
What gave the federal government power to promote change? 1964 Civil Rights Act and 1965 Elementary and Secondary Education Act
The role of judges
• Decisions in desegr­egation cases are based on ...
- Objective evaluation of desegr­ega­tion’s goals
- Judges’ prefer­ences
- External social and political influences
• Unitary status decisions
The Supreme Court began to undermine desegr­egation policies
• Milliken v. Bradley I (1974): limited inter-­dis­trict desegr­egation efforts, and Late 1980s and early 1990s
Racial politics
• Counte­rmo­bil­ization of whites to resist integr­ation
• Fragme­ntation of the civil rights movement
• African Americans’ growing frustr­ations with desegr­egation

Social relations that can constitute capital resources
~ info channels: info providing a basis for action and acquis­ition of info is costly
~ Norms and effective sanctions
Which norm is important for social capital?
~ one should forgo self-i­nterest
~ one should should act in the interests of the collec­tivity
Overcome the public goods problem that exist in collec­tives
Norms can be intern­alized or supported through external rewards
Facilitate and constrain certain actions
Social structure that facili­tates social capital
~ Closure of social networks
When do effective norms emerge in society?
Create the trustw­ort­hiness in a social structure
Interg­ene­rat­ional closure: Does your parent know the parent of your friend?
~ Approp­riable social organi­zation
~ Multiplex relations

Pierre Bourdieu and Jean-C­laude Passeron: Reprod­uction
- Culture as a resource
~ access to scarce rewards
~ subject to monopo­liz­ation
~ may be transm­itted from one generation to the next
- Developed in the context of educat­ional research
Dominant interp­ret­ation
- 2 premises
~ Cultural capital denotes knowledge or competence with “highbrow” culture
~ The effect of cultural capital must be partit­ioned from those of properly educat­ional “skill”, “ability”, or “achie­vement”
Paul DiMaggio
- A factor for filling out models of “status attainment process”
- Draw from Max Weber’s concept of “elite status cultures”

Which of the following statements is true about the gender difference in transition from high school to colleges?
B. More women than men obtained bachelor’s degrees in the 2000s
From high school to college
College enrollment and completion
~ has increased since the 1970s, but women increases more than men
~ probab­ility of completing college depends on…
~ gender gap in degree completion by race/e­thn­icity
~ women: lower dropout rate and faster completion
Gender gap in higher education
Individual and family factors
~ status attainment theory: access to resources
~ rational choice theory: incentive and constr­aints that shape individual decisions
~ family resources
~ academic perfor­mance: mechanisms
~ incentives and returns to college
Instit­utional factors
~ change in gender role attitudes
~ shifts in labor market structure
~ changes in educat­ional instit­utions
~ military service

Family SES and child develo­pment
- 3 main components of socioe­conomic position
• Income: enable or offset of access to financial and material resources
• Education: skills and knowledge
• Occupa­tional position: social capital and prestige
- 4 mechanisms
1. Parents’ invest­ments and resources
2. Family and enviro­nment stress
3. Families’ cultural practices
4. Strati­fic­ation of schooling opport­unities by family SES
ECEC  children’s develo­pment: mechanisms
• Indirect: ECEC home enviro­nment  children
- Foster stable routines at home  facilitate maternal employment
- Improve quality of time mothers spend with their children
• Direct effects
- Investment paradigm: educat­ional interv­ention in early years yields the most
power effects on later achiev­ement
Benefits of ECEC
• Experi­mental studies
- Randomized interv­entions in the U.S.
- Less systematic evidence on programs outside the U.S. context
- Limita­tions: external validity and genera­liz­ability
• Observ­ational studies
- Effect size is smaller than experi­mental studies
- Effects of ECEC on cognitive and language develo­pment
Demand for and supply of ECEC
Demand
~ US: family income -> ECEC partic­ipation
~ Europe: depends on national context
~ maternal education -> ECEC partic­ipation
Supply
~ subsidies and public programs in the US
~ publicly funded programs in Europe
Random Quiz
According to Nevena Kulic, Jan Skopek, Moris Triventi, and Hans-Peter Blossf­ield, the three main components of family’s socioe­conomic position are:
C. Income, education, occupa­tional position