We update theories of teacher expectancy and cultural capital by linking them to discussions of technology. We argue for broadening the span of culturally important forms of capital by including the ...digital dimension of cultural capital. Based on data from the third-grade and fifth-grade waves of the Early Childhood Longitudinal Survey-Kindergarten cohort (ECLS-K), results suggest a comprehensive model where teachers play a prominent, mediating role in the effects of computer proficiency on academic achievement. These findings have practical applications within classrooms, which can lead to a reduction in stratification. Our findings modernize and renew theoretical tools for understanding teacher and student interactions and the effects on achievement outcomes
Using a model of student dropout with only two possible outcomes– "still in school" or "dropout" –hides the complex reasons that students leave high school. We offer a model with three outcomes: in ...school, pushed out or pulled out. Using data from the Educational Longitudinal Survey, we find that for black students, differences in SES explain higher likelihoods of being either pushed or pulled out as compared to white students, but Latino students remain more likely to be pulled out even after we control for SES. We also find that SES moderates the relationship between race/gender and being pushed out, and that higher levels of SES may be detrimental to students of color in the context of high poverty schools.
The “choice” movement of the 1990s culminated in a proliferation of charter schools. However, school choice and charter school options may have future consequences for racial segregation given the ...potential for white flight similar to that which occurred in the 1960s and 1970s. Drawing from racial competition theory, this article contributes to literature on education and stratification in a broader sense by examining white enrollment in charter schools and its possible consequences for racial segregation. Data are drawn from the Schools and Staffing Survey (SASS), the Common Core of Data (CCD), and a unique dataset on district academic quality. Analyses suggest that relatively even distributions of white and nonwhite students within districts and corresponding competitive pressures spur white charter school enrollment. We suggest that such racial competition within the educational arena may indeed be bolstering the “return to school segregation.”
In this article, we explore several factors that may have an effect on business start-ups, focusing on possible gender differences. We conceptualize social capital as inhering in people's relations ...with others and examine the association between men's and women's social capital and their likelihood of starting a business. Two aspects of respondents' social capital are highlighted: the extent to which their business discussion networks are heterogeneous and the extent to which they contain a high proportion of kin. We show that a high proportion of kin and homogeneity in the network, rather than a high proportion of females in the network or being female, are critical disadvantages facing potential small business owners.
By most media accounts, charter schools are innovative schools. But little empirical work interrogates this idea. We examine the growth and decline of specialist charter school mission statements as ...one indicator of innovation. In line with theories of resource partitioning, we find that specialist charter school missions—those asserting innovation with regards to populations served, curricula utilized, and/or educational focus—have become increasingly diverse over time. However, simultaneously, we find support for a generalist assimilation hypothesis: Charter schools have come to resemble traditional schools through isomorphic tendencies over time. Hence, we show that although specialist charter schools are becoming increasingly diverse in their missions, these charter schools are increasingly making up a smaller portion of the population. We also find, counter to charter school advocates' intentions, that states with more permissive charter school laws are those that also tend to have a great proportion of charter schools with generalist missions. Our findings contribute to a theoretical understanding of specialist organizations by considering specialization as an example of innovation in the charter school population. Furthermore, our findings have implications for the way charter school laws are created and enacted to foster innovation through specialization.
Studies of teacher satisfaction suggest that satisfaction is related to both the racial composition and the organizational structure of the schools in which teachers work. In this article, the ...authors draw from theories of race and organizations to examine simultaneously the effects of school type (traditional public vs. charter) and racial mismatch on teacher satisfaction and subsequent turnover. In doing so, they examine the organizational differences between traditional public and charter schools that contribute to systematic differences in satisfaction and turnover across these school types. Using 1999-2000 Schools and Staffing Survey data, the authors find that charter school teachers are more satisfied than are public school teachers because of greater autonomy. Charter school teachers, however, are more likely to leave teaching than are traditional teachers. The authors also show that teaching in racially mismatched schools results in lower levels of satisfaction for white teachers and that being in a charter school reduces this negative effect.
The Closing Door Paino, Maria; Boylan, Rebecca L.; Renzulli, Linda A.
Sociological perspectives,
08/2017, Letnik:
60, Številka:
4
Journal Article
Recenzirano
Charter schools are promoted by policy makers and advocates as a way to reduce educational inequality. Charter schools tend to enroll higher proportions of black students than do traditional public ...schools. However, the accountability function of charter schools means that these schools are also more likely to close than traditional public schools. A high incidence of closure can lead to educational instability with students moving in and out of charter schools and traditional schools. We use critical race theory to build on prior work, examining the factors that may promote or constrain charter school closure. Specifically, we ask, how do the racial demographics of a charter school affect its likelihood of closure? Our findings reveal that as the proportion of black students in a charter school increases, so too does its likelihood of closings. Our work suggests that the promotion of charter schools as avenues of racial equity may be misleading.
Over the past four decades, states have increasingly regulated the practice of homeschooling. It is unclear, however, what initial conditions prompt states to regulate and whether states use the ...legislative or judicial system to do so. Using event history analyses, we identify how state‐level political dynamics, social movement mobilization, and educational policies have shaped the timing of pertinent regulatory efforts by courts and state legislatures. Interestingly, predicting the timing of initial government court successes regarding homeschooling regulation is a different story from the one about the conditions that facilitate early adoption of homeschooling legislation. We show that homeschooling legislation reflects state‐level educational, diffusion, and social movement dynamics. In contrast, early regulation via the courts is primarily determined by diffusion, and not by educational or social movement dynamics. Courts are both leading and lagging indicators of homeschooling regulation, because courts react to legislation and vice versa. In contrast, homeschooling legislation tends to be purely a lagging indicator, enacted largely in response to court decisions and in light of highly contentious school‐choice and accountability‐related policies.
Wage disparities remain an important source of gender inequality in U.S. labor markets including those for college and university faculty. Pay differences may result from the allocation of women and ...men to different locations defined by institution types, academic divisions, and ranks where pay scales differ. It may also reflect unequal earnings of men and women in similar locations. Using national data, we examine whether institution type, academic division, and rank influence salary independently of each other or whether they are interdependent such that their effects on salary depend on how they are combined. We find that they are interdependent. We then consider how these interdependent locations mediate or moderate the relationship between gender and pay. We find more evidence of mediation. Women are disproportionately located in academic locations that pay less than locations where men are more often found. This work contributes to the understanding of gender segregation and its ramifications for the academy.
We examine the connection between personal network characteristics and the activation of ties for access to resources during routine times. We focus on factors affecting business owners' use of their ...core network ties to obtain legal, loan, financial and expert advice. Owners rely more on core business ties when their core networks contain a high proportion of men, are very dense, and have high occupational heterogeneity. We conclude with suggestions for future research and implications for other populations in need of routine resources.
