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Job-seeking narratives: in search of graduate capitals acquired during student placements British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-03-13 Sally Smith, C. F. Smith
Being a graduate is no longer sufficient to secure a fulfilling and rewarding graduate role. This paper drew on Tomlinson’s Graduate Capital Model to analyse the job-seeking narratives of recent co...
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Shadow education in shadow: parental education and children’s shadow education participation before and during COVID-19 British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-03-08 Shichao Du
Shadow education is used not only to improve students’ educational achievements but also to maintain social reproduction by advantaged families. However, little is known about the socially stratifi...
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The impact of a school ability banding system on white, working-class males British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-03-07 Andrew J. Scattergood
As part of a wider study into the educational attitudes and experiences of white, working-class male pupils in the north of England, this paper explored the ways that male pupils in years 10 and 11...
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Girls’ education and the cultural capital of Pakistan’s urban middle class British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-03-05 Norin Taj
This qualitative study employs a Bourdieusian framework to explore how urban middle-class parents in Pakistan support their daughters’ education while transmitting cultural capital. Parents emphasi...
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Family learning environments in Scandinavia: dimensions, types and socioeconomic profiles British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-03-05 Jens-Peter Thomsen, Mads Meier Jæger, Katrine Syppli Kohl, Sofie Henze-Pedersen, Kirstine Karmsteen, Rasmus Henriksen Klokker
In this paper, we use data from 44 Danish families to develop a new conceptual framework for analysing family learning environments and how they shape children’s opportunities in the Scandinavian c...
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Bucking the trend: high-achieving, working-class girls and their strategic university decision making British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-02-28 Katherine Davey
Based on the life and educational histories of sixteen high-achieving, working-class girls applying to high-tariff universities, this paper rekindles debates about the role of agency within the dec...
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Taking Boys Seriously: a participatory action research initiative demonstrating the transformative potential of relational education British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-02-22 A. Hamilton, S. Morgan, B. Murphy, K. Harland
This article advances a gender-conscious conception of relational education emanating from the Taking Boys Seriously longitudinal participatory action research initiative in Northern Ireland. The s...
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How teacher wellbeing can be cruel: refusing discourses of wellbeing in an online Reddit forum British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-02-22 Saul Karnovsky, Brad Gobby
Teacher wellbeing is a growing international concern. Despite teachers’ experiences being deleteriously impacted by education policies and organisational conditions, dominant discourses of wellbein...
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Private school entry to Oxbridge: how cultural capital counts in the making of elites British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-02-08 Rachel Louise Stenhouse, Nicola Ingram
In this article we make an argument for the importance of embodied cultural capital in the generation of class advantage through private school students’ access to Oxbridge. Private schools in Engl...
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Participation as relational investment: thinking beyond social capital in culturally and linguistically diverse educational contexts British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-02-02 Bonita S. Cabiles
Departing from normative notions of participation as passive or responsive vis-à-vis active or agentic, this article conceptualises participation as ‘relational investment’. Drawing from a qualitat...
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Social stratifying Kazakhstan: A Bourdieusian social reproduction analysis of higher education internationalisation British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-01-09 Munyaradzi Hwami, Michelle Bedeker
This study addresses educational disparities faced by socioeconomically disadvantaged students, particularly in accessing international higher education in the post-Soviet region, focusing on Kazak...
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Other sociologies of education: providing critical perspectives from the Global South and North British Journal of Sociology of Education (IF 1.841) Pub Date : 2024-01-05 Francesca Peruzzo, Sara Joiko, Julie Allan, María Teresa Rojas
Published in British Journal of Sociology of Education (Vol. 44, No. 8, 2023)
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Middle-class parental engagement in pandemic times: developing strategies and mobilizing capitals British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-12-22 M. Antony-Newman, S. Niyozov, K. Pashchenko
Despite the rhetoric of ‘we are all in this together’ during the COVID-19 pandemic, not all families experienced schooling disruption in 2020–2022 equally. middle-class parents typically enjoy sign...
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Correction British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-12-18
Published in British Journal of Sociology of Education (Vol. 44, No. 8, 2023)
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Theorizing the professional habitus: operationalizing Bourdieu to explore the role of pedigree in Indonesian higher education British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-12-11 Fuad Arif Fudiyartanto, Garth Stahl
Academia today is deeply hierarchical and continues to be centered around perceptions of prestige and symbolic capital. The symbolic capital, or pedigree, associated with the training one receives ...
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Teaching about colonialism, nationalism, and neoliberal patriarchy during the Chilean social outbreak British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-12-11 Andrea Riedemann, Fernanda Stang, Sara Joiko, Josefina Palma, Antonia Garcés
While Chile currently commemorates 50 years since the 1973 coup, it is also immersed in the process of writing a new Constitution to replace that of 1980, which is responsible for the all over pres...
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‘I teach them what I can’: working-class mothers supporting their children’s relationship with schooling British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-12-01 Emilia Fakou
This text aims to demonstrate the contribution of working-class mothers to supporting their children at school and the social factors that determine the effectiveness of the practices these mothers...
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Doctoral theses British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-11-24
Published in British Journal of Sociology of Education (Ahead of Print, 2023)
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Countering whiteness and the culture trap in education British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-11-09 Manuel Madriaga
Published in British Journal of Sociology of Education (Vol. 44, No. 7, 2023)
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The degree generation: the making of unequal graduate lives, British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-11-09 Rita Hordósy
Published in British Journal of Sociology of Education (Vol. 44, No. 7, 2023)
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Emergency remote scholarship – publishing beyond the pandemic British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-11-09 Neil Selwyn
Published in British Journal of Sociology of Education (Vol. 44, No. 7, 2023)
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Reconsidering and teaching sociologies in Zambian teacher education: seeking Mbuyi, Mulenga, and Munkombwe British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-11-09 Matthew A. M. Thomas, Janet Serenje, Ferdinand Mwaka Chipindi
Global movements to decolonise sociology have gained significant momentum in recent decades and offer far-reaching implications for the field of education. One understudied area of research, howeve...
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Towards a Sociology of Educational ‘Ideal’: Powerful Knowledge, Knowledge of the Powerful, and Beyond British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-10-22 Xuelong Hu
This paper examines how the Durkheimian approach to the ‘ideal’ delineates a possible way of straddling the dilemma between the normative orientation of ‘powerful knowledge’ accounts and the critic...
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The story of women immigrants from FSU and their integration into Israeli academia British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-10-18 Victoria Kot, Katerina Bodovski, Miri Yemini
The under-representation of minorities at senior levels in academia has received some research attention in recent years. However, the experience of immigrant women from the former Soviet Union (FS...
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The burden of student loan debt: differences in socioeconomic background and attitudes towards higher education British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-10-22 Kazuhisa Furuta
Increased reliance on student loans to finance higher education (HE) raises concerns about unequal access and repayment burdens. However, who borrows and what motivates students and parents to borr...
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Gendered parenting and conjugal negotiation over children’s organised extracurricular activities British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-10-17 Yinni Peng
Although class differences and intra-class diversity in children’s engagement in organised extracurricular activities have been studied extensively, less attention has been paid to internal family ...
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With a little help from my family and friends: social class and contextual variations in the role of personal networks in students’ higher education plans British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-10-11 Léon Marbach, Agnès van Zanten
This article analyses the influence of family and friends on students’ higher education plans. Using a Bourdieusian framework, it examines social class and contextual influences on both the structu...
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Re-enchanting education: Bachilleratos Populares in Argentina as a commoning experience British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-10-06 Noelia Fernández González
Bachilleratos Populares (henceforth BPs) are free and self-managed high schools by grassroots social organizations after the Argentine crisis of 2001 to provide an option for youth and adults to fi...
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Decolonial love as a pedagogy of care for Black immigrant post-secondary students British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-09-21 Alana Butler
This paper explores ‘decolonial love’ as a pedagogy of care among 16 first generation Black immigrants enrolled in predominantly White four- year colleges in the United States and Canada. The term ...
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Victims and survivors of symbolic violence: an examination of the lived experiences of ‘near-miss’ pupils within an academically selective education system British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-09-19 Francesca McCarthy
Published in British Journal of Sociology of Education (Ahead of Print, 2023)
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Doctoral theses British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-08-15 Josefine Jahreie
Published in British Journal of Sociology of Education (Vol. 44, No. 6, 2023)
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School differences on whether and where students apply to university British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-08-08 Lucy Prior, George Leckie
Going to university is a key route to enhancing life opportunities for young people and for promoting social mobility. Despite the action of widening participation programs, substantial sociodemogr...
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Mathematics homework and the potential compounding of educational disadvantage British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-08-08 Lisa O’Keeffe, Carolyn Clarke, Sarah McDonald, Barbara Comber
Parental involvement in schooling has been shown to have a positive impact on children’s educational outcomes. With changing mathematics curricula and pedagogical approaches as a context, we explor...
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Coaching for privilege: coaches, soccer, and education in professional sports clubs in high-SES cities in Israel British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-08-08 Tamir Erez, Avihu Shoshana
This article examines two key questions: How do coaches working in professional soccer clubs with high socioeconomic class (SES) high-school student define their role? Do the coaches’ definitions o...
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Beyond bad behaviour? Towards a broader understanding of school student activism British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-08-07 Rhian Barrance, Esther Muddiman
Abstract This paper explores UK school students’ protest activism relating to their schools’ policies and practices, drawing on two datasets: 1) a newspaper analysis of media reports relating to school protests between 2000 and 2021; 2) a survey of 800 secondary school pupils in Wales. Drawing on social movements literature and adapting concepts for the school environment, we present a framework for
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Decolonising master’s supervision by queering/enfletando the process: opening decolonial cracks through fleta reflexivity British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-07-27 Tebi Ardiles, Paulina Bravo González, Corina González Weil
In 2021, one of this paper’s authors conducted research to obtain a master’s degree, while the other two worked as supervisors. The thesis aimed to explore the visions of pre-service biology teache...
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Talcott Parsons’s sociology of education: cognitive rationality and normative functionalism British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-07-25 Richard Lischka-Schmidt
Abstract Talcott Parsons did not leave us with a global and consistent sociology of education. Instead, different aspects can be found in Parsons’s oeuvre in different theoretical contexts. This paper summarises these different parts of Parsons’s sociology of education – his writings on the concepts of education and socialisation, the university, the school, the professions, and modernisation – and
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Urban neighbourhoods and guidance counselling in basic education: a spatial justice approach British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-07-22 Mira Kalalahti
This study sought to gain a deeper understanding of the spatiality and spatial justice of guidance counselling in basic education. The spatial framework was applied to analyse the recognition of di...
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‘They think it’s trendy to have a disability/mental-illness’: disability, capital and desire in elite education British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-07-19 Lauren Stentiford, George Koutsouris, Alexandra Allan
Abstract Research has long demonstrated the exclusion and Othering experienced by young people with disabilities in education. This paper presents findings from an ethnographic study conducted in an ‘elite’ sixth-form college in England, set against the backdrop of a shifting social, political, and cultural landscape, where neo-liberal discourses of dis/ability and healthism—centring on mental health
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Performing the norm in the Global North: migrant parents’ positions and participation within Icelandic schools British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-07-19 Eva Harðardóttir, Elizabeth Lay, Berglind Rós Magnúsdóttir
Abstract Parental involvement, presented as a normative construct, is widely considered a key strategy important to educational inclusion and democratic citizenship. Yet, migrant parents continue to experience exclusion within national educational settings. This study focused on the positions and participation of fourteen immigrant and refugee parents within Icelandic schools. Findings suggest that
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Decolonizing education in Latin America: critical environmental and intercultural education as an indigenous pluriversal alternative British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-07-13 Jorge Garcia-Arias, Silvina Corbetta, Bruno Baronnet
Following an argument that the 2030 Agenda consolidates a neoliberal hegemonic ‘development’ system, we analyze how SDG4 deepens an instrumental and utilitarian ‘education for sustainable developme...
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Sub-alterities: schooling in Southern Italy British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-07-05 Marco Pitzalis, Emanuela Spanò
The article analyses the circularity of symbolic and structural forms of domination, feeding the field of expertise, and the school field in a country such as Italy, historically characterised by a...
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Research assessment, emotional practices, and the social hierarchy: what can you afford to feel? British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-06-27 Simone Mejding Poulsen, Julie Rowlands
Abstract This paper investigates how the emotional responses towards research assessment reflect both social position and strategy in the struggle for scientific authority. This is examined through interviews with humanities researchers conducted as a part of a study on the implications for research practice of the Danish Bibliometric Research Indicator (BFI). Drawing on Bourdieu’s theory of practice
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Pupils’ school mobility during elementary school: what motives and results? British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-06-21 Claire Bonnard
Abstract In France, a quarter of pupils change schools during their elementary education. In this article, we analyse families’ motives in changing schools. Using a rich longitudinal database, we distinguish different motives for mobility: strategic mobility (search for a better school), reactive mobility (due to school difficulties) and residential mobility (due to a move). These different mobilities
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Teacher activism: struggles over public education in Chile British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-06-16 Carla Tapia, Parlo Singh, Susan Whatman, Debbie Bargallie
Abstract While much has been written about student movements against the neoliberal privatisation of education in Chile, less attention has been given to teacher activism around similar educational matters. In this article, we contribute to the field of teacher activism as a social movement to resist the global education reforms of neoliberal education policies/practices. Data for the study were generated
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School and community relationships in Mexico. Researching inclusion in education from critical and decolonial perspectives British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-06-05 Cristina Perales Franco, Stefano Claudio Sartorello
This paper takes the notion of inclusion as an imperfect and contested project toward educational and social justice, which seeks to address social and historically constructed exclusion. It aims t...
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Empty Britain? Hegemony and ambiguity in British education policy British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-06-04 Cameron Henshall, Howard Prosser, Fida Sanjakdar
Abstract The role of schools in developing a sense of common British identity has taken centre stage in the face of ‘racialised’ accounts of violence during the twenty first century. In this paper, we argue that certain British education policy documents can be understood as hegemonic interventions seeking to resolve ambiguities surrounding constructions of British identity. We do so by examining the
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Giving space to the subject’s potential present: Zemelman’s contributions to Sociology of Education British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-06-04 Felipe Acuña, Francisca Corbalán
The subfield of Sociology of Education (SOE) concerned with the growth of neoliberalism through critically analysing its policies, discourses, and processes of subjectivation has made a significant...
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Siblings’ educational mobility and the educational stratification of families British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-05-30 Stian A. Uvaag
Abstract This study examines same-sex siblings’ educational mobility using high-quality register data from Norway. The study explores how the educational level of younger siblings varies with the education of parents and firstborn siblings. Younger siblings are generally more likely to attain the same education as the eldest. Even though the distance and direction of educational mobility co-varies
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Announcement of doctoral theses British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-05-24 Josefine Jahreie
Published in British Journal of Sociology of Education (Vol. 44, No. 5, 2023)
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Empowerment not racialised segregation British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-05-15 Alireza Behtoui
Abstract The aim of this paper is to investigate the ‘equalising effect of schools’ in general and two concrete interventions that have been carried out recently in Sweden in particular. The first of these interventions is the closing down of schools in deprived neighbourhoods and moving pupils to other schools. The second is ‘empowerment’ – i.e., creating an inclusive and supportive pedagogical school
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Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21 British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-05-12 Louise Archer, Becky Francis, Morag Henderson, Henriette Holmegaard, Emily Macleod, Julie Moote, Emma Watson
Abstract Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10–21. We explore the potential significance of luck within the trajectories of 13 educationally
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Challenges of working in undervalued technical schools. A continuum between discourses of deficit and trust British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-05-11 Marta Cristina Azaola
Abstract This paper focuses on the perceptions of technical high school tutors in Mexico about students from lower socioeconomic backgrounds in the context of global curriculum reforms and institutional hierarchies. Through two novel concepts in education, culture of poverty and cultural deficiency, the paper explores: (a) how structural constraints shape tutors’ perceptions and practices with students
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From doxic breach to cleft habitus: affect, reflexivity and dispositional disjunctures British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-05-08 Biörn Ivemark, Anna Ambrose
Abstract Previous research has examined how mismatched dispositions within a divided or ‘cleft’ habitus are subjectively experienced but has not adequately explored nor theorized the variety of ways in which the dispositional disjunctures that progressively give rise to a cleft habitus are initially generated. Combining recent sociological work on ontological ruptures with an affective reading of Bourdieu’s
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Structuring middle-class aspirations: the role of place-based habitus and higher education British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-05-08 Amy E. Stich, Andrew M. Crain
Abstract This qualitative case study provides an analysis of the structuring of middle-class aspirations at one rural university in the United States. Using a Bourdieusian framework offered by Zipin and colleagues, findings suggest that although student participants in our study are similarly positioned relative to social class background, those from distinct geographic areas (i.e. rural and urban)
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Roma students’ academic self-assessment and educational aspirations in Hungarian primary schools British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-05-03 Dorottya Kisfalusi
Abstract Using a unique database from Hungarian primary schools, this study investigates whether academic self-assessment and educational aspirations differ between Roma minority and non-Roma majority students with similar cognitive skills and abilities. I find that Roma students have lower self-assessment, on average, than their non-Roma classmates with similar competences. In addition, although there
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“Miss, can you speak English?”: raciolinguistic ideologies and language oppression in initial teacher education British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-05-02 Ian Cushing
Abstract Racism is pervasive within the lives of racially minoritised pre-service teachers in England, but little work has explored how perceptions about language feature here. Based on interviews and workshops with 26 racially minoritised pre-service teachers, I describe their experiences of language oppression whilst on school experience placements, where they were instructed by mentors to modify
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Joy, pride, and shame: on working in the affective economy of edu-business British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-04-24 Malin Ideland, Margareta Serder
Abstract This study focuses on what people working in edu-business want to achieve. The aim is to explore (1) how the edu-business sector is discursively constructed as a work-place and part of the education system, and (2) how this discourse is organized within an affective economy – that is how the valuation of emotions distinguish what are considered as ‘good’ or ‘bad’ subjectivities, practices
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Tracking and educational inequality: a longitudinal analysis of two school reforms in Switzerland British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-04-22 Georges Felouzis, Samuel Charmillot
Abstract This paper examines the effects of different forms of tracking on learning inequalities in compulsory education. We use longitudinal monitoring of four cohorts of students over a four-year period, from their entry into secondary 1 education until they enter secondary 2 education. Our data include 18,706 students. We use multilevel regression analyses to test the effects of different forms
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Getting a head start: capital inheritance and the labour market entry of Finnish business graduates British Journal of Sociology of Education (IF 1.841) Pub Date : 2023-04-22 Nina Haltia, Ulpukka Isopahkala-Bouret, Heli Mutanen
Abstract Previous studies have associated participation in higher education with the formation of middle-class advantages. Studies have shown that graduates from affluent family backgrounds gain more advantages from graduate degrees and secure better job opportunities than their less privileged counterparts. Drawing on the Bourdieusian framework, this study uses qualitative interview data (n = 29)