This article presents culture as a vehicle of labor market sorting. Providing a case study of hiring in elite professional service firms, I investigate the often suggested but heretofore empiricall...

https://journals.sagepub.com/doi/pdf/10.1177/0003122412463213

Hiring as cultural matching: The case of elite professional service firms

Neuropsychological assessment in illiterates: visuospatial and memory abilities.

Neo-pragmatism focuses on communication as a democratic form of life. It therefore creates new visions for the relationship between democracy and education. Models for deliberative democracy inspired by neo-pragmatism are explicitly based on the need for education of citizens in deliberative capabilities and attitudes. The idea of deliberative democracy as an educational process is one where individuals bring different perspectives to on-going communication, which is here presented as an important way to interpret John Dewey, specifically his Democracy and Education. This approach to reading his work is compared initially with other and earlier ways of reading his work, i.e., the educational philosophies and movements of progressivism and reconstructionism.

Rethinking Democracy and Education: Towards an Education of Deliberative Citizens.

Existing explanations of class marginality predict similar social experiences for all lower-income undergraduates. This article extends this literature by presenting data highlighting the cultural and social contingencies that account for differences in experiences of class marginality. The degree of cultural and social dissimilarity between one’s life before and during college helps explain variation in experiences. I contrast the experiences of two groups of lower-income, black undergraduates—the Doubly Disadvantaged and Privileged Poor. Although from comparable disadvantaged households and neighborhoods, they travel along divergent paths to college. Unlike the Doubly Disadvantaged, whose precollege experiences are localized, the Privileged Poor cross social boundaries for school. In college, the Doubly Disadvantaged report negative interactions with peers and professors and adopt isolationist strategies, while the Privileged Poor generally report positive interactions and adopt integrationist strategies. In addition to extending present conceptualizations of class marginality, this study advances our understanding of how and when class and culture matter in stratification processes in college.

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Culture Shock Revisited: The Social and Cultural Contingencies to Class Marginality†

The study links children's growth in English literacy in the early years of schooling and their teachers' classroom teaching practices. Quantitative results of the study include teaching practices used by the teachers; qualitative results include descriptions of teaching practices applied by teachers for progress on six dimensions of literacy teaching practice namely: participation, knowledge, orchestration, support, differentiation and respect.

In Teachers' Hands: Effective Literacy Teaching Practices in the Early Years of

This study explores the extent to which European students experience financial and other barriers to participation in the ERASMUS programme. The evidence indicates that the main barriers to participation vary significantly between countries, with the exception of financial issues, which are an important concern for students everywhere. ERASMUS participation is associated with students’ socio-economic background, primarily influenced by individual preferences and cost-benefit considerations rather than questions of affordability. Other barriers to ERASMUS participation include problems with study credit recognition, as well as insufficient language skills and existing personal commitments. IP/B/CULT/IC/2009-053 July 2010

E. Graham. Ward

Papers

Culture and Education.