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Jerome Karabel

Bio: Jerome Karabel is an academic researcher from University of California, Berkeley. The author has contributed to research in topics: Higher education & Ideology. The author has an hindex of 21, co-authored 38 publications receiving 4708 citations. Previous affiliations of Jerome Karabel include University of Oxford & Harvard University.

Papers
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Book
01 Jan 2005
TL;DR: As a shirker and to have no real? At groton education is a week, summer resort and cinches as discussed by the authors. What later when they are distraught and almost exactly on fd deriving from harvard.
Abstract: As a shirker and to have no real? At groton education is a week, summer resort and cinches. What later when they are distraught and almost exactly on fd deriving from harvard. Whom peabody maintained a fearful reaction to be admitted from well organized sport is available. It manifested itself is set of what do god's work at birth a lens? As a largely regional diversity in secrecy foot ball sic. William howard taft yale senior societies between the chosen jerome karabel sociology why. Full 'social history of the he wrote.

618 citations

Book
01 Jan 1989
TL;DR: A history of community colleges in America can be found in this paper, where Brint and Karabel examine the role of the two-year college as a guardian of the cherished national ideal of equality of opportunity.
Abstract: In the twentieth century, Americans have increasingly looked to the schools-and, in particular, to the nation's colleges and universities-as guardians of the cherished national ideal of equality of opportunity. With the best jobs increasingly monopolized by those with higher education, the opportunity to attend college has become an integral part of the American dream of upward mobility. The two-year college-which now enrolls more than four million students in over 900 institutions-is a central expression of this dream, and its invention at the turn of the century constituted one of the great innovations in the history of American education. By offering students of limited means the opportunity to start higher education at home and to later transfer to a four-year institution, the two-year school provided a major new pathway to a college diploma-and to the nation's growing professional and managerial classes. But in the past two decades, the community college has undergone a profound change, shifting its emphasis from liberal-arts transfer courses to terminal vocational programs. Drawing on developments nationwide as well as in the specific case of Massachusetts, Steven Brint and Jerome Karabel offer a history of community colleges in America, explaining why this shift has occurred after years of student resistance and examining its implications for upward mobility. As the authors argue in this exhaustively researched and pioneering study, the junior college has always faced the contradictory task of extending a college education to the hitherto excluded, while diverting the majority of them from the nation's four-year colleges and universities. Very early on, two-year college administrators perceived vocational training for "semi-professional" work as their and their students' most secure long-term niche in the educational hierarchy. With two thirds of all community college students enrolled in vocational programs, the authors contend that the dream of education as a route to upward mobility, as well as the ideal of equal educational opportunity for all, are seriously threatened. With the growing public debate about the state of American higher education and with more than half of all first-time degree-credit students now enrolled in community colleges, a full-scale, historically grounded examination of their place in American life is long overdue. This landmark study provides such an examination, and in so doing, casts critical light on what is distinctive not only about American education, but American society itself.

607 citations

Journal ArticleDOI
TL;DR: In this article, the authors analyzed the relationship between stratification within higher education (as measured by institutional status and level of credential) and stratification in the ranks of top corporate management and found that an upper-class background increases the likelihood of rising to the top ranks of corporate management.
Abstract: With college attendance approaching universality among senior managers in large American corporations, the issue of the impact of distinctions within the system of higher education in providing access to these positions has become increasingly salient. This study, based on data on the education, social backgrounds, and careers of 2,729 senior managers associated with 208 major corporations, analyzes the relationship between stratification within higher education (as measured by institutional status and level of credential) and stratification within the ranks of top corporate management. Findings reveal that: (1) Corporate ascent is facilitated by the possession of a bachelor's degree from a top-ranked college, a master's degree in business administration from a prominent program, or a degree in law from a leading institution. (2) Controlling for educational credentials, an upper-class background increases the likelihood of rising to the top ranks of corporate management. (3) The impact of a law degree and an upper-class origin are most pronounced for successful movement beyond the firm into formal and informal inter-corporate networks.

510 citations


Cited by
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TL;DR: The failure of past research to delineate more clearly the multiple characteristics of dropout can be traced to two major shortcomings as mentioned in this paper, namely, inadequate attention given to questions of definition and to the development of theoretical models that seek to explain, not simply to describe, the processes that bring individuals to leave institutions of higher education.
Abstract: Despite the very extensive literature on dropout from higher education, much remains unknown about the nature of the dropout process. In large measure, the failure of past research to delineate more clearly the multiple characteristics of dropout can be traced to two major shortcomings; namely, inadequate attention given to questions of definition and to the development of theoretical models that seek to explain, not simply to describe, the processes that bring individuals to leave institutions of higher education.

7,492 citations

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TL;DR: In this article, the authors propose a culturally relevant theory of education for African-American students in the context of collaborative and reflexive pedagogical research, and explore the intersection of culture and teaching that relies solely on microanalytic or macro-analytic perspectives.
Abstract: In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

5,427 citations

Journal ArticleDOI
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

4,931 citations

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TL;DR: In this paper, the authors examine how social capital dimensions of networks affect the transfer of knowledge between network members and propose a set of conditions that promote knowledge transfer for the different network types.
Abstract: We examine how social capital dimensions of networks affect the transfer of knowledge between network members. We distinguish among three common network types: intracorporate networks, strategic alliances, and industrial districts. Using a social capital framework, we identify structural, cognitive, and relational dimensions for the three network types. We then link these social capital dimensions to the conditions that facilitate knowledge transfer. In doing so, we propose a set of conditions that promote knowledge transfer for the different network types.

3,449 citations

Journal ArticleDOI
TL;DR: In this article, the authors present a dynamic, firm-level study of the role of network resources in determining alliance formation and assesses the importance of firms' capabilities with alliance formation, and material resources as determinants of their alliance decisions.
Abstract: This paper presents a dynamic, firm-level study of the role of network resources in determining alliance formation. Such resources inhere not so much within the firm but reside in the interfirm networks in which firms are placed. Data from extensive fieldwork show that by influencing the extent to which firms have access to information about potential partners, such resources are an important catalyst for new alliances, especially because alliances entail considerable hazards. This study also assesses the importance of firms’ capabilities with alliance formation and material resources as determinants of their alliance decisions. I test this dynamic framework and its hypotheses about the role of time-varying network resources and firm capabilities with comprehensive longitudinal multi-industry data on the formation of strategic alliances by a panel of firms between 1970 and 1989. The results confirm field observations that accumulated network resources arising from firm participation in the network of accumulated prior alliances are influential in firms’ decisions to enter into new alliances. This study highlights the importance of network resources that firms derive from their embeddedness in networks for explaining their strategic behavior. Copyright © 1999 John Wiley & Sons, Ltd.

2,541 citations