Race Equality and Education Policy
01 Jan 2001-
About: The article was published on 2001-01-01 and is currently open access. It has received 3 citations till now. The article focuses on the topics: Social equality & Education policy.
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TL;DR: This article explored the relationship between sociology and sociology of education in the United Kingdom (UK), with specific reference to the development of a sociology of higher education, and examined the factors that may have led to or are symptomatic of the separation from sociology itself.
Abstract: The article explores the relationship between sociology and sociology of education in the United Kingdom (UK), with specific reference to the development of a sociology of higher education. Though the article is mainly concerned with the UK, the broader issues raised, about the status and location of the sociology of education in relation to sociology, who defines research excellence and research prestige and who collaborates with whom (and why) in social science research, are much more widely relevant. There are three main themes. The first concerns the recent history of sociology of education in the UK and its current location in education departments in higher education institutions. The second theme examines the factors that may have led to or are symptomatic of sociology of education's separation from sociology itself. The third theme is the prospect for the development of the sociology of higher education and its potential for collaborative activity with sociologists and other social scientists. In ...
31 citations
Cites background from "Race Equality and Education Policy"
...An additional popular focus has been on gender and ethnicity (Mirza, 1992; Mac an Ghaill, 1994; Epstein et al, 1998; Gillborn, 1998; Arnot et al, 1999; Gillborn, 2001; Arnot, 2002)....
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08 Feb 2015
TL;DR: In this article, the role of social economic factors in the academic achievement of first year students at a South African University was explored, where the influence of the following variables were examined with inferential statistics: having English as a home language; being a first-generation student; quality of high school attended; size of physical living/study space of a student and household structure.
Abstract: KEYWORDS Performance. Home Language. First-Generation Students. Family Structure. Living/Study Space ABSTRACT The objective of the research was to explore the role of social-economic factors in the academic achievement of first year students at a South African University. A survey was conducted with a sample size of 210 students. The influence of the following variables were examined with inferential statistics: having English as a home language; being a first-generation student; quality of high school attended; size of physical living/study space of a student and household structure. Chi-square tests showed that in this sample home language, type of high school and living/study space impacted on students' performance.
9 citations
Cites background from "Race Equality and Education Policy"
...Numerous studies (Anderson et al. 2001; Gillborn 2001; Hicks 2003; Ishitani 2003; Barry 2006; Clarkson 2008; Hossler et al. 2008; Hossler et al. 2009) point to the fact that the social background of students affects how they perform academically....
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TL;DR: In this paper , the authors address the causes of aggressive behavior among secondary school students and find that boys use abusive and foul language and involve in destructive activities as compared to girls who were rarely observed in abusive language or physical fight.
Abstract: The article addresses the causes of aggressive behavior among secondary school students. Data for the study was collected from secondary school teachers through structured interviews. Findings reveal that boys use abusive and foul language and involve in destructive activities as compare to girls who were rarely observed in abusive language or physical fight. Negative home and family environment (broken and divorced parents and family problems), unfriendly parents’ behavior, authoritative and dishonest behavior of teachers, poor teacher-student interaction, pressure of studies, unfriendly relationships with peers, injustice in society are the major causes of aggressive behavior of students at secondary level in students. Finding depicts no freedom of choice in subject selection makes boys aggressive and gender baseness in society makes girls aggressive. There is need to address the aggressive behavior among students at schools on top priority basis by arranging counseling services for students at school level to provide them psychotherapy for relaxation from aggressive behavior. The role of parents at home, and parentsteacher interaction, strong teacherstudent interaction, cooperative learning activities for students and their moral and religious training, scrutiny of presenting movies on promotion of aggression, and need of teachers’ training for providing counseling to aggressive students are some measures which can improve the situation. Strict rules may be implemented to keep check and balance on media for presenting material through various means of media.