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Descriptors:
Foreign Countries; Social Class; Labor Market; Women Faculty; Role; Gender Differences; Labor Force; Social Capital; Occupational Aspiration; College Faculty; Work Attitudes; Personal Narratives; Social Mobility; Educational Attainment; Ethnicity; Family Characteristics; Success

Abstract:
This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents' stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents' stories and experiences of their career success is inadequate because it has historically neglected to take account of women's position in the labour market. Drawing on an example from my data examining the influence of the respondents' familial attitudes and dispositions towards education, the paper contends that Bourdieu's concept of habitus is an invaluable tool for theorising senior female academics' pathways to career success by bringing together a cultural, social and economic understanding of social class and gender. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Isolation; Foreign Countries; Student Mobility; Nationalism; Foreign Students; Educational History; Social Capital; Social Mobility; Power Structure; Social Networks; Advantaged; Universities

Abstract:
Since Luxembourg became independent in 1839, practically the entire political, economic and intellectual elite of the country has been socialised abroad. It was only in 2003 that the Grand Duchy set up its own university; before then, young Luxembourgers had to study in foreign countries. Over the past 150 years, Luxembourg has thus experienced exceptionally lively student migration. This migration is almost unique in Europe; however, academic research has paid little attention to the consequences of the migration experience of whole student generations on Luxembourgish society. The data presented in this paper demonstrate that migration has opened up chances for participation and access to positions of social power, while at the same time the networks of students became an instrument of social exclusion. Thus, the migration experience over the past 150 years not only led to a strong degree of social-cultural cohesion within the national elite; paradoxically, international student mobility has also had deep effects on the preservation of national identity. (Contains 5 figures and 88 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Selective Admission; Cultural Differences; Social Mobility; Social Capital; Family Relationship; Friendship; Socioeconomic Background; Interviews; Surveys; Social Differences; Qualitative Research; Statistical Analysis; College Students

Abstract:
Sociologists have long recognized that cultural differences help explain the perpetuation of inequality by invisibly limiting access to elite cultural norms. However, there has been little investigation of the ways students reconcile shifts in habitus gained in educational settings with existing, nonelite habitus. The authors use both qualitative and quantitative data to examine the ways students navigate what Bourdieu called a "cleft habitus." In particular, the authors examine how students of low socioeconomic status experience contacts with their families and hometown friends, arguing that these moments are crucial to understanding whether and how their habitus is changing and whether that change creates a divide between those students and their origins. Interview and survey data both show that social mobility does not come without sacrifice and that these sacrifices warrant more serious study in the sociology of stratification. (Contains 3 tables and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Social Systems; Social Integration; Social Stratification; Equal Education; Comparative Analysis; Social Mobility; Adult Education; Skills; Disadvantaged; Political Attitudes; Social Attitudes

Abstract:
In this article we argue that the legitimacy and stability of the social and political order in Britain is undermined by persistent inequalities of skills and opportunities. We first contend that British society is characterised by a liberal regime of social cohesion. Crucial to such a regime is the belief in individual opportunity and rewards based on merit. We demonstrate, through comparative analysis, that skills inequality is actually higher and social mobility lower in Britain than in other western countries. Also the perception of equal opportunities is lower. In Britain there is thus a mismatch between the cherished ideal of meritocracy and the reality of a stratified society, both objectively and perceived. This, we postulate, is likely to contribute to the political alienation of disadvantaged groups. We argue that in theory adult learning could reduce the skills gap but that in reality it only magnifies skills inequality since in Britain the well educated and people in work have higher participation rates than the poorly educated and unemployed. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Tutoring; Foreign Countries; Probability; Private Schools; Family Characteristics; Family Income; College Entrance Examinations; Parent Background; Educational Attainment; Regression (Statistics); Equal Education; Social Mobility; Scores; College Preparation

Abstract:
This paper examines the determinants of students' performance on the entrance test at Universidade Federal de Pernambuco, Brazil. Particular attention is paid to the importance of family background variables, such as parents' education and family income, on students' performance and how they relate to the probability of attending public schools and private tutoring classes. Results suggest that parents' education and study environment are key determinants of students' achievements. Also, they are positively related to the probability of attending private schools and private tutoring classes, which are both estimated to have a positive effect on test scores. Finally, the quantile regression estimation shows that the effect of parents' education and family income varies across the conditional score distribution. These results highlight the need for developing policies that seek to improve the equality of opportunities in access to higher education. They are of special importance for a developing country like Brazil, in which not only the level of inequality is among the highest in the world but also the level of social intergenerational mobility is among the lowest compared to international standards. (Contains 4 tables, 2 figures and 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; Social Capital; Employment Opportunities; Economic Factors; Social Mobility; Academic Degrees; International Education; Role; Social Influences; Educational Experience

Abstract:
The fundamental logic of transnational education programmes is a one-to-one transfer of institutional capital across space and an unimportance of place. This article interrogates these presumptions and argues that space and place play an important role in transnational education. Drawing on research that examines the experiences of students and graduates of British degree programmes offered in Hong Kong, we conclude that institutional capital does not always travel wholly and smoothly due to a combination of policy-related, social, cultural and economic factors. Our findings also underline the importance of place in students' experiences, which are not sufficiently recognised by the providers. This, in turn, affects the ability of students to cultivate institutional and other forms of social capital, with implications for subsequent employment opportunities and social mobility. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnicity; Role of Education; Social Mobility; Social Integration; Minority Groups; Ethnic Groups; Outcomes of Education

Abstract:
This paper seeks to develop a clearer understanding of the role of education in the formation of ethnicity. The basic meaning of the term "ethnicity" is that it gives a distinct identity to a community and distinguishes one community or an individual from another. It has been found that ethnic consciousness or ethnic identity has been in increase even in the most developed countries of the world. Ethnic strife and conflict is the topic of the day everywhere. Education is one of the most potent components of development, and it can be considered that it does play a very distinguishing role in the formation of ethnic identity. Therefore, in this paper, an evaluative study has been made to know how, and in what ways, the education is helping in building up the ethnic awareness amongst the people. This study raises two questions: (1) How did the educational initiatives undertaken by the governmental and non-governmental agencies help in enhancing social integration and social mobility of the ethnic minority groups? and (2) What impact did educational (both negative and positive side of education) initiatives have on the ethnic minority groups? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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First Generation College Students; Attention; Family Attitudes; Family Environment; Family Influence; Anxiety; Social Mobility; Socioeconomic Status; Quality of Life; Well Being; Student Adjustment; Success; School Counselors; Higher Education; Counselor Role; Social Capital; Values Clarification; Student Empowerment

Abstract:
First-generation college students face a variety of academic and personal challenges, including survivor guilt (Piorkowski, 1983). Survivor guilt for these students involves negative emotions related to leaving family and friends "behind" in difficult contexts and lived experiences. This article provides (a) an overview of first-generation college students' participation in higher education, (b) a review of survivor guilt as experienced by these students, (c) a description of how logotherapy (Frankl, 2006) can be implemented by college counselors, and (d) the implications of this approach for college counselors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Social Class; Elementary Secondary Education; Inservice Teacher Education; Consciousness Raising; Social Mobility; Workshops; Interpersonal Competence; Family Financial Resources; Family Income; Low Income; Psychological Patterns; Theory Practice Relationship; Economic Climate; Systems Approach; Student Empowerment; Neoliberalism

Abstract:
This essay describes a vision of social class-sensitive pedagogy aimed at disrupting endemic classism in schools. We argue persistent upward mobility discourses construct classist hierarchies in schools and classroom practice and are founded on misunderstandings of work, lived experiences of social class, and the broader social and economic context of the United States and the world. Educators may unwittingly alienate the very students they hope to inspire, cause for serious inquiry into what a social class-sensitive pedagogy might entail. The manuscript highlights five interrelated principles that provide insights to what research tells us and how it can be used in K-12 and teacher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Tests; English (Second Language); Developing Nations; Foreign Countries; Data Analysis; Grade 12; Test Preparation; Second Language Learning; Second Language Instruction; Social Mobility; Language Role; Case Studies; College Entrance Examinations; Testing; Teacher Attitudes; Guidelines; Classroom Techniques; High Stakes Tests; Diaries; Interviews; Observation; Multiple Choice Tests; Reading Skills; Language Teachers

Abstract:
In a developing nation like Turkey, the English language plays a significant role in educational and socioeconomic mobility. English is acquired and taught as a foreign language (EFL) primarily in the classrooms. However, the ways in which English language is represented in classroom instruction have been hardly examined and understood. With that, this paper aims to depict two teachers' representations of the English language as influenced by a university entrance English language test administered in 2008 in Turkey. The two teachers' representations of the English language are projected from a 12th grade classroom at an Anatolian Lycee located in the Mediterranean region of Turkey. Doyle's task framework is employed, specifically in order to map what content representations emerged out of the teachers' classroom practices. Data sources include biweekly teacher logs, biweekly interviews, and biweekly classroom observations. The paper highlights that the two teachers' classroom representations of English were entrenched with the idea of high-stakes test preparation for university admissions as they deemed test preparation as a major part of their classroom instruction. That is, representations of the English language were contracted to tested structures and items. The paper illustrates the teachers' representations of reading and grammar with the insight that division of labour, though not in the form of collaboration, made it possible for the teachers to cope with the contraction effect of test preparation. The following are appended: (1) Multiple-Choice Reading Exercise; (2) Reading Exercise; and (3) Codes for Data Analysis. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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