DOI•
Learning to Labour: How Working Class Kids Get Working Class Jobs
01 Dec 2011-Iss: 32, pp 5-8
About: The article was published on 2011-12-01 and is currently open access. It has received 1252 citations till now. The article focuses on the topics: Working class.
Citations
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TL;DR: In this article, the authors compared the intergenerational transmission of relative/positional advantage for the academic achievement of secondary school students in Taiwan and the USA and found that parental education plays a much stronger role than family income in both societies.
Abstract: This article compares the intergenerational transmission of relative/positional advantage for the academic achievement of secondary school students in Taiwan and the USA. Although any monotonic transformation of rank order is a valid measure of positional status, we use ‘the average number of competitors excluded’ as the index of positional status (PSI) because it is a ratio-scale metric easy to interpret and universally comparable—even among different variables and achievement test scores based on completely different tests. A PSI analysis of two large-scale national surveys of secondary school students (TEPS and NELS) shows that parental education plays a much stronger role than family income in both societies. Most important, parental education and income effects on the PSI are statistically indistinguishable between the two societies, despite very substantial differences in the institution of secondary education, including the screening and allocation of secondary students for higher education. This r...
10 citations
Cites background from "Learning to Labour: How Working Cla..."
...Others focus on the causal significance of identity, with varying emphasis on the role of single versus dual parents (McLanahan and Sandefur, 1994; Seltzer, 1994), peers, and neighbors (Whyte, 1943; Willis, 1977; Wilson, 1987)....
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...Others focus on the causal signifi- cance of identity, with varying emphasis on the role of single versus dual parents (McLanahan and Sandefur, 1994; Seltzer, 1994), peers, and neighbors (Whyte, 1943; Willis, 1977; Wilson, 1987)....
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Dissertation•
01 Jan 2015
TL;DR: In this article, the authors propose a 3.3-approximation algorithm for the 3.1-GHz bandit-16.3 GHz frequency bandit model, and
Abstract: 3
10 citations
TL;DR: In this article, relevance has been invoked as a curricular virtue and a curriculum constraint, both by students and teachers, in curriculum documents and in curriculum theory, to explore its variously conceived parameters and conditions.
Abstract: This paper reflects on how relevance has been invoked as a curricular principle, both by students and teachers, in curriculum documents and in curriculum theory, to explore its variously conceived parameters and conditions. By posing the questions ‘relevant to whom?’, ‘relevant to what?’, ‘relevant how?’ and ‘relevant when?’ this paper exposes relevance as both a curricular virtue and a curricular constraint. It draws on an empirical project undertaken in the prevocational curriculum offered in Australia’s recently extended compulsory schooling for students in non-academic pathways. Data vignettes offer windows into two settings to exemplify the different ways relevance can be interpreted, stretched or contested. Using Bernstein’s distinction between vertical and horizontal discourses and knowledge structures, the analysis identifies what is gained and what is lost when relevance, variously defined, serves as a principle for curricular selection.
10 citations
TL;DR: This article lay the groundwork for a research agenda on the formation of young people as workers, and therefore as subjects that are produced, valorised and devalorised within transnational movemen.
Abstract: This paper lays the groundwork for a research agenda on the formation of young people as workers, and therefore as subjects that are produced, valorised and devalorised within transnational movemen...
10 citations
Cites background from "Learning to Labour: How Working Cla..."
...Beyond this tradition, Paul Willis’ (1977) Learning to Labour is now seen as foundational to the field, but represented a far more expansive theoretical programme than the concept of youth transitions....
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...One of the most obvious consequences of this shift is the devalorisation of particular modes of white working-class masculinity that Willis (1977) positioned as central to the reproduction of the industrial labour force of the United Kingdom....
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...…of this shift in the sociology of youth has been enormous due to the significance of manufacturing labour to classic texts in the field such as Willis (1977) and Pollert (1981) and due to the elevated levels of youth unemployment and underemployment that have been installed as structural…...
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Dissertation•
22 Sep 2016
TL;DR: In this paper, the authors present a survey of the state of the art in bioinformatics, including the following papers: http://www.biomedical-information.org/
Abstract: ...........................................................................................2 Acknowledgements............................................................................3
10 citations
Cites background from "Learning to Labour: How Working Cla..."
...…affect the quality of pupils’ subjective educational experience, and play an important part in determining whether pupils feel happy and comfortable whilst at school (Willis, 1977; Mac an Ghaill, 1994; Hey, 1997; Reay, 2001; Renold, 2005; Francis et al., 2010; Ringrose, 2008; Currie et al., 2007)....
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...Such laddish behaviours have often been theorised by researchers as a working-class configuration of identity, designed to gain respect and admiration amongst their peers (Willis, 1977; Jackson, 2006)....
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...Educational researchers working with younger pupils in primary and secondary schools have found that peer cultures and friendship groups strongly affect the quality of pupils’ subjective educational experience, and play an important part in determining whether pupils feel happy and comfortable whilst at school (Willis, 1977; Mac an Ghaill, 1994; Hey, 1997; Reay, 2001; Renold, 2005; Francis et al., 2010; Ringrose, 2008; Currie et al., 2007)....
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References
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01 Jan 2010
TL;DR: The concept of community of practice was not born in the systems theory tradition as discussed by the authors, but it has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory.
Abstract: The concept of community of practice was not born in the systems theory tradition. It has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory (Lave, 1988; Bourdieu, 1977; Giddens, 1984; Foucault, 1980; Vygotsky, 1978). But the concept of community of practice is well aligned with the perspective of systems traditions. A community of practice itself can be viewed as a simple social system. And a complex social system can be viewed as constituted by interrelated communities of practice. In this essay I first explore the systemic nature of the concept at these two levels. Then I use this foundation to look at the applications of the concept, some of its main critiques, and its potential for developing a social discipline of learning.
1,082 citations
Book•
27 Jun 2011
TL;DR: In this article, the Flatlands of Oakland and the Youth Control Complex are discussed. But the focus is on the role of black youth in the criminal justice system and community institutions.
Abstract: Preface Acknowledgments Part I Hypercriminalization 1 Dreams Deferred: The Patterns of Punishment in Oakland 2 The Flatlands of Oakland and the Youth Control Complex 3 The Labeling Hype: Coming of Age in the Era of Mass Incarceration 4 The Coupling of Criminal Justice and Community Institutions Part II Consequences 5 "Dummy Smart": Misrecognition, Acting Out, and "Going Dumb" 6 Proving Manhood: Masculinity as a Rehabilitative Tool 7 Guilty by Association: Acting White or Acting Lawful? Conclusion: Toward a Youth Support Complex Appendix: Beyond Jungle-Book Tropes Notes References Index About the Author
909 citations
TL;DR: The authors examines the transition to adulthood among 1.5-generation undocumented Latino young adults and finds that for them, the transition from K to adulthood involves exiting the legally protected status of K to...
Abstract: This article examines the transition to adulthood among 1.5-generation undocumented Latino young adults. For them, the transition to adulthood involves exiting the legally protected status of K to ...
663 citations
TL;DR: In this article, student engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly, guided in part by social-ecological analysis and social-cultural theory.
Abstract: Student engagement research, policy, and practice are even more important in today’s race-to-the top policy environment. With a priority goal of postsecondary completion with advanced competence, today’s students must be engaged longer and more deeply. This need is especially salient for students attending schools located in segregated, high-poverty neighborhoods and isolated rural communities. Here, engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly. Guided in part by social-ecological analysis and social-cultural theory, engagement is conceptualized as a dynamic system of social and psychological constructs as well as a synergistic process. This conceptualization invites researchers, policymakers, and school-community leaders to develop improvement models that provide a more expansive, engagement-focused reach into students’ family, peer, and neighborhood ecologies.
528 citations
TL;DR: The Longitudinal Immigrant Student Adaptation Study (LISA) as discussed by the authors used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years.
Abstract: Background/Context: Newcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the classroom and in fostering academic engagement and school performance. Purpose: The aim of this study was to examine the role of school-based relationships in engagement and achievement in a population of newcomer immigrant students. Research Design: The Longitudinal Immigrant Student Adaptation Study (LISA) used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years. Based on data from the last year of the study, we examine how the role of relationships mediates newcomers’ challenges with academic engagement and performance. We identify factors that account for patterns of academic engagement and achievement, including country of origin, gender, maternal education, English language proficiency, and school-based relationships. Findings: Multiple regression analyses suggest that supportive school-based relationships strongly contribute to both the academic engagement and the school performance of the par
356 citations