Journal•ISSN: 0038-0407
Sociology Of Education
SAGE Publishing
About: Sociology Of Education is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Academic achievement & Higher education. It has an ISSN identifier of 0038-0407. Over the lifetime, 1336 publications have been published receiving 116925 citations. The journal is also known as: SOE.
Topics: Academic achievement, Higher education, Sociology of Education, Educational attainment, Socioeconomic status
Papers published on a yearly basis
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TL;DR: In this article, a qualitative study of family-school relationships in white working-class and middle-class communities was conducted, and the results indicated that schools have standardized views of the proper role of parents in schooling and social class provides parents with unequal resources to comply with teachers' requests for parental participation.
Abstract: This paper summarizes a qualitative study of family-school relationships in white working-class and middle-class communities. The results indicate that schools have standardized views of the proper role of parents in schooling. Moreover, social class provides parents with unequal resources to comply with teachers' requests for parental participation. Characteristics offamily life (e.g., social networks) also intervene and mediate family-school relationships. The social and cultural elements of family life that facilitate compliance with teachers' requests can be viewed as a form of cultural capital. The study suggests that the concept of cultural capital can be used fruitfully to understand social class differences in children's school experiences. The influence of family background on children's educational experiences has a curious place within the field of sociology of education. On the one hand, the issue has dominated the field. Wielding increasingly sophisticated methodological tools, social scientists have worked to document, elaborate, and replicate the influence of family background on educational
1,799 citations
TL;DR: The authors found that discussions of course content with other students outside class and membership in religious and social-community organizations are strongly associated with students' sense of belonging, while perceptions of a hostile racial climate have direct negative effects on students' feeling of belonging in the third year.
Abstract: To clarify the conceptual underpinnings of V. Tinto's theoretical model of students' departure, the study presented here tested a conceptual model of the antecedents of sense of belonging to examine the extent to which Latino students' background characteristics and college experiences in the first and second years contribute to their sense of belonging in the third year. The study found that discussions of course content with other students outside class and membership in religious and social-community organizations are strongly associated with students' sense of belonging. First-year experiences have positive effects, while perceptions of a hostile racial climate have direct negative effects on students' sense of belonging in the third year. The results suggest that greater attention needs to be paid to minority students' subjective sense of integration in campus life, temporal sequencing of college experiences and new avenues for understanding students' adjustment to college
1,608 citations
TL;DR: In this article, the authors present a case study of parents' involvement with their third-grade children using interviews and classroom observations, and reveal how some black parents, deeply concemed about the historical legacy of discrimination against blacks in schooling, approach the school with open criticisms.
Abstract: This article presents a case study of parents' involvement with their third-grade children. Using interviews and classroom observations, the research revealed how some black parents, deeply concemed about the historical legacy of discrimination against blacks in schooling, approach the school with open criticisms. Since educators seek a positive and deferential role for parents in schooling, race appears to play an independent role in parents' ability to comply with educators' requests (although social class also mediates the ways in which black parents express their concerns). The results highlight the difference between possession and activation of capital and the value accorded displays of capital in particular settings. Taken together, the findings suggest the importance of focusing on moments of inclusion and exclusion in examining how individuals activate social and cultural capital
1,444 citations
TL;DR: Les AA. as discussed by the authors investigate l'influence et le role des parents en ce qui concerne l'education et la reussite scolaire des enfants.
Abstract: Les AA. s'interrogent sur l'influence et le role des parents en ce qui concerne l'education et la reussite scolaire des enfants. Ils s'interrogent plus particulierement sur l'impact du statut socio-economique. Ils presentent un certain nombre de donnees collectees aux Etats-Unis concernant des eleves de college. Ils constatent que si l'assistance aux reunions pedagogiques est variable, en revanche, la surveillance et l'aide aux devoirs octroyee par les parents aux enfants est tres similaire quel que soit leur statut socio-economique. Ils montrent que le travail personnel est le facteur principal de la reussite scolaire
1,130 citations
TL;DR: In this paper, the attitude-achievement paradox of black youths and adults expressed a high regard for education even though their academic performance is poor, and the paradox of poor grades but positive attitudes toward education among blacks vanishes when concrete, rather than abstract, attitudes are related to high school grades.
Abstract: Many black youths and adults express a high regard for education even though their academic performance is poor. Utilizing a sample of 1,193 high school seniors, this article resolves the attitude-achievement paradox by demonstrating that attitudes toward education are multidimensional. The first dimension is composed of abstract attitudes that reflect the dominant ideology. The second dimension is composed of concrete attitudes that inform achievement behavior. Unlike abstract attitudes, these concrete attitudes are rooted in life experience in which educational credentials may not be fairly rewarded by the opportunity structure. The paradox of poor grades but positive attitudes toward education among blacks vanishes when concrete, rather than abstract, attitudes are related to high school grades. Substantively, the study reported in this article illustrates how race and class, which are large components of the social context of achievement, influence school outcomes. Education has had a special place in the hearts and minds of black Americans since the era of Reconstruction. Although public schooling was not widely available until over 100 years after the demise of slavery, blacks held fast to their faith in education as one of the few institutions that could lift them from poverty and oppression. Even so, the rhetorical importance that blacks place on education has rarely been matched by their scholastic performance. This research examines an important issue in the education of blacks, specifically the paradox of consistently positive attitudes toward education, coupled with frequently poor academic achievement. In his 1966 report, Coleman and his colleagues noted that black students held highly favorable attitudes toward education irrespective of their performance: "Negroes . . . give a picture of students who report high interest in academic achievement, but whose
1,065 citations