Inequality Across Societies, Volume 14: Families, Schools, and Persisting Stratification (Research in Sociology of Education) PDF
Preview Inequality Across Societies, Volume 14: Families, Schools, and Persisting Stratification (Research in Sociology of Education)
RESEARCHINSOCIOLOGYOFEDUCATION VOLUME14 (FormerlyResearchinSociologyofEducationandSocialization) INEQUALITY ACROSS SOCIETIES: FAMILIES, SCHOOLS AND PERSISTING STRATIFICATION EDITEDBY DAVID BAKER PennsylvaniaStateUniversity,USA BRUCE FULLER UniversityofCalifornia,Berkeley,USA EMILY HANNUM UniversityofPennsylvania,USA REGINA WERUM EmoryUniversity,USA 2004 Amsterdam–Boston–Heidelberg–London–NewYork–Oxford–Paris SanDiego–SanFrancisco–Singapore–Sydney–Tokyo INEQUALITY ACROSS SOCIETIES: FAMILIES, SCHOOLS AND PERSISTING STRATIFICATION RESEARCH IN SOCIOLOGY OF EDUCATION (FormerlyResearchinSociologyofEducationandSocialization) Series Editors: Bruce Fuller and Emily Hannum PreviousVolumes: Volume10: ResearchinSociologyofEducationand Socialization–Editor,AaronM.Pallas Volume11: ResearchinSociologyofEducationand Socialization–Editor,AaronM.Pallas Volume12: ResearchinSociologyofEducationand Socialization–Editor,AaronM.Pallas Volume13: SchoolingandSocialCapitalinDiverse Cultures–Editors,BruceFullerand EmilyHannum ELSEVIERB.V. ELSEVIERInc. ELSEVIERLtd ELSEVIERLtd SaraBurgerhartstraat25 525BStreet,Suite1900 TheBoulevard,Langford 84TheobaldsRoad P.O.Box211, SanDiego, LaneKidlington, London 1000AEAmsterdam CA92101-4495 OxfordOX51GB WC1X8RR TheNetherlands USA UK UK ©2004ElsevierLtd.Allrightsreserved. ThisworkisprotectedundercopyrightbyElsevierLtd,andthefollowingtermsandconditionsapplyto itsuse: Photocopying Singlephotocopiesofsinglechaptersmaybemadeforpersonaluseasallowedbynationalcopyrightlaws. PermissionofthePublisherandpaymentofafeeisrequiredforallotherphotocopying,includingmultiple orsystematiccopying,copyingforadvertisingorpromotionalpurposes,resale,andallformsofdocument delivery.Specialratesareavailableforeducationalinstitutionsthatwishtomakephotocopiesfornon-profit educationalclassroomuse. PermissionsmaybesoughtdirectlyfromElsevier’sRightsDepartmentinOxford,UK;phone:(+44)1865 843830,fax:(+44)1865853333,e-mail:[email protected] viatheElsevierhomepage(http://www.elsevier.com/locate/permissions). IntheUSA,usersmayclearpermissionsandmakepaymentsthroughtheCopyrightClearanceCenter,Inc., 222RosewoodDrive,Danvers,MA01923,USA;phone:(+1)(978)7508400,fax:(+1)(978)7504744,andin theUKthroughtheCopyrightLicensingAgencyRapidClearanceService(CLARCS),90TottenhamCourt Road,LondonW1P0LP,UK;phone:(+44)2076315555;fax:(+44)2076315500.Othercountriesmay havealocalreprographicrightsagencyforpayments. DerivativeWorks Tablesofcontentsmaybereproducedforinternalcirculation,butpermissionofthePublisherisrequiredfor externalresaleordistributionofsuchmaterial.PermissionofthePublisherisrequiredforallotherderivative works,includingcompilationsandtranslations. ElectronicStorageorUsage PermissionofthePublisherisrequiredtostoreoruseelectronicallyanymaterialcontainedinthiswork, includinganychapterorpartofachapter. Exceptasoutlinedabove,nopartofthisworkmaybereproduced,storedinaretrievalsystemortransmitted inanyformorbyanymeans,electronic,mechanical,photocopying,recordingorotherwise,withoutprior writtenpermissionofthePublisher. Addresspermissionsrequeststo:Elsevier’sRightsDepartment,atthefaxande-mailaddressesnotedabove. Notice NoresponsibilityisassumedbythePublisherforanyinjuryand/ordamagetopersonsorpropertyasa matterofproductsliability,negligenceorotherwise,orfromanyuseoroperationofanymethods,products, instructionsorideascontainedinthematerialherein.Becauseofrapidadvancesinthemedicalsciences,in particular,independentverificationofdiagnosesanddrugdosagesshouldbemade. Firstedition2004 LibraryofCongressCataloginginPublicationData AcatalogrecordisavailablefromtheLibraryofCongress. BritishLibraryCataloguinginPublicationData AcataloguerecordisavailablefromtheBritishLibrary. ISBN:0-7623-1061-8 ISSN:1479-3539(Series) (cid:1)∞ThepaperusedinthispublicationmeetstherequirementsofANSI/NISOZ39.48-1992(Permanenceof Paper).PrintedinTheNetherlands. CONTENTS ACKNOWLEDGMENTS vii INTRODUCTION:INEQUALITYACROSSSOCIETIES BruceFullerandEmilyHannum 1 GRANDMOTHERS,FORMALCARE,ANDEDUCATIONAL ADVANTAGEINCHINA SusanE.ShortandRongjunSun 7 EDUCATIONALEXPANSIONANDINEQUALITYINKOREA HyunjoonPark 33 EDUCATIONALOPPORTUNITIESFORBOYSANDGIRLS INTHAILAND SaraR.Curran,ChangY.Chung,WendyCadgeand AnchaleeVarangrat 59 INPURSUITOFCOLLEGEQUALITY:MIGRATION DECISIONSAMONGCOLLEGESTUDENTSINJAPAN HiroshiOno 103 COMMENTARY:EDUCATIONALSTRATIFICATION INASIA EmilyHannumandBruceFuller 125 EGALITARIANISMVERSUSSOCIALREPRODUCTION: STRATIFICATIONINEASTERNEUROPE RaymondSin-KwokWong 139 v vi PARENTS,PARTNERS,ANDCREDENTIALS:SELF- EMPLOYMENTMOBILITYINTHEUNITEDSTATES ANDGERMANY PatriciaA.McManus 171 HEATINGUPTHEASPIRATIONSOFISRAELIARAB YOUTH GadYair,NabilKhattabandAaronBenavot 201 EDUCATIONALPATHWAYSINTOTHEEVOLVING LABOURMARKETOFWESTAFRICA StephenL.MorganandWilliamR.Morgan 225 UNEVENINROADS:UNDERSTANDINGWOMEN’SSTATUS INHIGHEREDUCATION KarenBradleyandMariaCharles 247 COMMENTARY:INEQUALITYANDSCHOOLING ASANINSTITUTION ReginaE.WerumandDavidP.Baker 275 ABOUTTHEAUTHORS 285 SUBJECTINDEX 291 ACKNOWLEDGMENTS WethankguesteditorsDavidBakerandReginaWerumforanenjoyablecollabo- rationincreatingthisvolume.WealsovaluethecontributionsofBobHass,ofHass andAssociates,whohelpedtoeditthemanuscripts.Fortheirongoingsupportand reviewofmanuscripts,wewouldliketoacknowledgeoureditorialboard:Annette Lareau, Temple; Sara Lawrence-Lightfoot, Harvard; Pedro Noguera, New York University; Aaron Pallas, Columbia; Francisco Ramirez, Stanford; Stephen Raudenbush, Michigan; Yossi Shavit, Tel Aviv; and Fran Vavrus, Columbia. Finally, we appreciate the fine work of external reviewers called upon for thisvolume. BruceFuller EmilyHannum SeriesEditors vii INTRODUCTION: INEQUALITY ACROSS SOCIETIES Bruce Fuller and Emily Hannum Thank you for faithfully opening yet another book on education and inequality. Therolethatschoolingplaysinmakingasocietymorefair–oractivelyreinforcing disparities across groups – is a topic that certainly demands greater attention fromscholarsandpolicymakersalike.Ascapitalismandtheneoliberaltenetsof everyday life evolve on a global scale, politicians and institutional leaders bank on schooling as the organization that will deliver us from evil, from inequality, fromtheroughedgesofunrelentingmaterialism. But indeed, volumes have already been written on the role of education in reproducing inequality, or as the institutional stage on which stratification has been contested throughout the modern era. Nor does the academic record tell a storythattypicallyendswithahappyresolution,orevenanintriguingclimax.So whydidwedecide–alongwithguesteditorsDavidBakerandReginaWerum– tocraftyetanothervolumeonstratificationandtheroleofschooling? In a word, possibilities. The stratification literature continues to be largely embeddedwithinthepoliticalandeconomicconditionsofparticularsocieties.By lookingacrossnationsandculturalsettings,newpossibilitiesarise.Forexample, in this volume, Hyunjoon Park’s study examines a half-century of successive generations moving through South Korean schools. He finds that the removal of selective exams reduced the influence of parents status on their son’s school attainment.Yettheremarkableexpansionofformalschoolinghasnotlessenedthe overallforceofparents’socialclassindrivingtheirchildren’seducationalattain- ment. The chapter on formal preschools in China, authored by Susan Short and InequalityAcrossSocieties:Families,SchoolsandPersistingStratification ResearchinSociologyofEducation,Volume14,1–5 (FormerlyResearchinSociologyofEducationandSocialization) ©2004PublishedbyElsevierLtd. ISSN:1479-3539/doi:10.1016/S1479-3539(03)14001-3 1 2 BRUCEFULLERANDEMILYHANNUM Rongjun Sun, illuminates how this novel institution is serving to reinforce class andgender-basedinequality,asitadvancestheearlylearningofsomechildren. Steve Morgan and William Morgan detail how traditional apprenticeship trainingpersistsinpartsofNigeria,complementingtheskillsandmodernstatus awarded by government schools. More successful young merchants appear to draw proficiencies, cultural knowledge, and social networks from these tandem institutions.Thesocialmechanismsofinequality–betheyembeddedinschools, families, or community organizations – vary dramatically across societies. And this variation in mechanisms holds important consequences both for the magnitudeofstratificationandfortheeconomicorsymbolicmarkersthatsignal tellingdifferencesamonggroups. The effects of “high-stakes testing,” preschool expansion, and public support ofreligiousschoolsarehottopicsintheUnitedStatesandEurope,whereincome inequality has grown wider even as mass schooling has spread. As we get our headsoutofourowncontextandthinkcross-nationally,wegainnewinsightsinto thepeculiaritiesofstratifyingmechanismsandourtacitassumptionsaboutthem. By looking across societies and at the forms of difference in each, we discover newdynamicsandfindmoreeffectivepolicyoptionsavailabletous. THEMES,FRESHEVIDENCE,AND THEORETICALADVANCES Beyond reporting on new possibilities, the nine empirical chapters and two commentaries that follow lend order to what scholars are discovering about the mechanisms,motivators,andtacitformsofinequalitythatcharacterizestratified societies,andthatimplicatetheschoolinstitutionateveryturn. Wesuggestthatyouputthreequestionstoeachauthorwhoseworkappearsin thisvolume.First,howdothesecross-nationalreportsilluminatenewmechanisms or locations of where particular groups benefit from differing opportunities? Second,howdoesthestudyilluminatefacetsoftheschool’sinner-workingsthat broadenorsystematicallynarrowchildren’slifechances?Andthird,whatactions bygovernmentcanactivelyreducetheschool’sstratifyingeffect? Empirical knowledge from cross-national perspectives is accumulating on theseimportanttopics(Buchmann&Hannum,2001;Shavit&Blossfeld,1993). And theory regarding the subtle or vivid character of stratifying mechanisms continues to mature, ranging from the activation of cultural capital between parents and teachers (Lareau, 2002), to curriculum tracking (Lucas & Berends, 2002), to situating children and parents in neighborhoods that possess unequal local institutions and social networks (Brooks-Gunn & Duncan, 2000; Fuller
Description:The list of books you might like
