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Soc M175

by: Don Jon
Don Jon

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About this Document

The finished quiz. The questions could vary depend on how you take notes
Sociology of Education
Dr. Brand
75 ?




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This 3 page Bundle was uploaded by Don Jon on Sunday January 24, 2016. The Bundle belongs to Soc 175 at University of California - Los Angeles taught by Dr. Brand in Winter 2016. Since its upload, it has received 64 views. For similar materials see Sociology of Education in Sociology at University of California - Los Angeles.


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Date Created: 01/24/16
1.   3 tenants of Education Gospel  Promoting vocationalism: form of schooling shifted to present for economic roles  in society; information age and high technology changing the nature of work; race for personal advancement – competition.  National and individual objective: important for the U.S. to have educated work  force, the push from the nation; individual want to get ahead (i.e. the American  Dream)  Ritual of critique and reaffirmation: critical idea that education system is not  doing well enough   need to reform; reaffirmation that education has potential,  faith in education reform. 2.   Vertical social mobility: transition of individual from one social stratum to another (a  person gets a promotion or demotion with different rewards). Horizontal social mobility: transition across social groups on same level (moving jobs  but with same pay, not moving across of reward distribution). Ascending (upward mobility): moving up classes (a child of a farmer becomes a doctor) Descending (downward mobility): moving down classes (giving up a job and taking a  lower paying one). 2 ways of vertical mobility may be characterized: Both vary by society and within a  society over time. There is no perpetual trend of an increase or decrease of both.  Intensiveness: how many strata do you cross? Is it a slight movement up or down or is it  intensive?  Generality: the number of individuals that have crosses, or have been mobile in the  system, in some period of time. 3.   Education facilitates acquisition of capital (parents’ cpeducation of childrencapital of children). Intergenerational loop from parents to children and vice versa). 4 types of  capital:  Physical capital: material, non­human asset that allows people to generate a  profit/revenue (machines, buildings, instruments, lan  education accessibility)  Human capital: knowledge, skills, ability that people have or acquire to enhance their  productivity ( education is an investment in human capital (tuition), on the job training,  migration, expenditures, psychological costs of getting education, trainn an economic return expectancy)  Cultural capital: cultural background, knowledge, disposition and skills that are from  one generation to the next (individual are stratified in society and possess different  amount of knowledge    success in education is largely dictated by those who have good  cultural practice better communication and assistance from teachers…etc.   contributing to the appearance of meritocracy). Linguistic capital from Bernstein:  working class kids have a more restricted linguistic code; middle class kids have more  elaborated code.  Social capital: networks of influence, connection, relationship, supports (parent­child  discussion of school activities, type of school attended, school changing, parental  involvement in school activities and parent­school academic contact are strongly  associated with educational achievement). 4.   3 forms of social capital  Obligations and expectations: high level of outstanding obligations you have more  social capital – people owe you; reciprocal is expected.  Information channels: information acquisition is costly, so information is a form of  social capital (an older sibling or a friend tells you which classes to take; job networks­  connection “know someone”…etc.)  Social norms: when individuals forgo self­interest for the interest of the community  (volunteer in school, sacrifice for the betterment of community); capital for the  community and the relations among members. 5. Relationship with 1 arrow: direct effect; multiple arrows leading from 1 variable to  another: indirect effect. Larger coefficient represent stronger associations (.859>.753).  Main factor: upward mobility because large association between people’s education and  the ultimate job they hold. Also the main factor in the reproduction of status from  generation to generation due to indirect effect U Y (effect of social origins is  transmitted). The model simplified path of how destination depends on origins and  education. Social origins impact education which impacts social destination…Proportion  of education variance that contributes to reproduction. Knowing social origins will  predict where they will end up as adults. Influence educat lots of mobility going on.  Stronger effect in father’s education than father’s occupation on influencing the  respondent’s education. College educated parents foster academic achievement  throughout their children’ lives. They provide support, encouragement, expectations, and  advice in educational pursuits.


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