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.

https://www.jstor.org/stable/pdfplus/1170024.pdf

Dropout from Higher Education: A Theoretical Synthesis of Recent Research

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.

https://www.jstor.org/stable/pdfplus/1163320.pdf

Toward a Theory of Culturally Relevant Pedagogy

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.

Democracy and education.

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.

Social Capital, Networks, and Knowledge Transfer

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.

Network location and learning: the influence of network resources and firm capabilities on alliance formation

Most analyses of the effects of college rank on labor market outcomes focus on its average impact across sub-populations and employment situations. The framework adopted in this paper, however, suggests that the effects of college rank may vary by individual characteristics and type of job. Using data from the 1973 Occupational Changes in a Generation Survey, we test three hypotheses suggesting that occupational advantage, as measured either by family of origin or current position, is a significant determinant of capacity to convert increments in college prestige into labor market success. The findings suggest that where one went to college is especially consequential for (1) the occupational status of individuals from professional families; (2) the earnings of individuals from both professional and managerial families; and (3) the earnings of individuals in both professional and managerial positions. Overall, these findings tend to confirm the study's underlying hypothesis that aggregate analyses of college rank may be misleading when applied across sub-populations and employment situations.

Occupational Advantage and the Impact of College Rank on Labor Market Outcomes

AT an 1866 meeting of a Congress of the First International, a leader of the French delegation, a worker named Tolain, arose to give his emphatic support to a motion to exclude from the organization all who were not workers. The motion was obviously directed against intellectuals-above all against a particularly troublesome German intellectual living in London who had been among the founders of the First International, Karl Marx. The congress rejected the motion after long discussions and debates, but the very raising of the issue reflected

Revolutionary Contradictions: Antonio Gramsci and the Problem of Intellectuals:

Using institutional data on fall 1999 freshman admissions, we document the existence and magnitude of inequalities among California high schools in the access they provide to the University of California (UC). Because high schools are segregated by socioeconomic status and race, we examine how schools that differ on these dimensions also differ in their rates of admission to UC. We find that UC admission rates are grossly unequal between the public and private sectors and within each sector. Different groups, however, face different barriers. Schools where the student body is heavily Latino tend to have low per capita admissions because fewer students apply; schools where the student body is heavily African American tend to have low per capita admissions because fewer applicants are admitted. Our research suggests the need for both high school outreach to increase applications and contextual review of applications to reduce inequalities in the admission of applicants.

High School Segregation and Access to the University of California.

Power and Ideology in Education

This article examines American education in comparative perspective, suggesting that the distinctive structure of the school system is both an embodiment and a source of the felt fluidity of class boundaries in the United States. Several characteristic features of the American educational system are identified: the avoidance of early selection, the lack of sharp segmentation between different types of institutions, relative freedom of movement both among and within institutions, openness to new fields of study, high levels of enrollment, and the provision of opportunities for educational mobility well into adulthood. The two-year public community college, it argues, is an essential expression of these patterns which, through its very accessibility, reinforces the American ideology that it is never too late for individual talent to reveal itself - and to be rewarded. The article concludes with a discussion of the effects of the nation's distinctive school system on American culture and politics, suggesting that the perceived “classlessness” of American society may in part be a product of its seemingly open and democratic structure of education.

https://edethnography.qwriting.qc.cuny.edu/files/2011/10/Brint-and-Karabel.pdf

Jerome Karabel

Papers

Occupational Advantage and the Impact of College Rank on Labor Market Outcomes

Revolutionary Contradictions: Antonio Gramsci and the Problem of Intellectuals:

High School Segregation and Access to the University of California.

Power and Ideology in Education

American education, meritocratic ideology, and the legitimation of inequality: the community college and the problem of American exceptionalism