Social Integration and the Status-Attainment Process

1976 ◽  
Vol 81 (6) ◽  
pp. 1360-1383 ◽  
Author(s):  
Luther B. Otto
Keyword(s):  
Social Integration ◽  
Status Attainment ◽  
The Status

Private Schooling and the Status Attainment Process

1979 ◽  
Vol 52 (2) ◽  
pp. 99 ◽  
Author(s):  
Lionel S. Lewis ◽  
Richard A. Wanner
Keyword(s):  
Status Attainment ◽  
Private Schooling ◽  
The Status

Arab Migrant Teachers in the United Arab Emirates and Qatar

2017 ◽  
Author(s):  
Natasha Ridge ◽  
Soha Shami ◽  
Susan Kippels
Keyword(s):  
Mixed Methods ◽  
Social Integration ◽  
United Arab Emirates ◽  
Comparative Approach ◽  
Policy Recommendations ◽  
Economic Motivation ◽  
Employment Conditions ◽  
Teacher Migration ◽  
The Status ◽  
Contractual Agreements

Globally, studies on migrant teachers have tended to focus on Africa and Asia, while the topic of teacher migration in the Middle East in general, and in the Gulf in particular, has not been examined before. This study examines the status of Arab migrant teachers through both an educational and institutional lens. The research employs a mixed-methods comparative approach to investigate contractual agreements, employment experiences, and social integration of Arab teachers in Qatar and the UAE. The results of the study are consistent with literature on the economic motivation behind migration. Arab migrant teachers come to the Gulf largely in order to make money and, in turn, to be able to provide for their families. In addition to examining the motivations for migration, the study also found that the majority of Arab migrant teachers come to the Gulf with the intention of living and working for significant periods of time. Examining issues such as how the uncertain employment conditions for expatriate Arab teachers manifest in their commitment to teaching, the chapter concludes by providing policy recommendations for improving the conditions and output of Arab migrant teachers in the UAE and Qatar.

Age at Immigration and Education: Further Explorations

1987 ◽  
Vol 21 (1) ◽  
pp. 70-85 ◽  
Author(s):  
Frank E. Jones
Keyword(s):  
Educational Attainment ◽  
Family Size ◽  
Status Attainment ◽  
Foreign Born ◽  
Weak Relationship ◽  
The Status ◽  
Mobility Study

Although initial analyses of data, collected for the Canadian Mobility Study, reveal a weak relationship between age at immigration and educational attainment, inclusion of a measure of periodicity in educational attainment models reveals age at immigration to have an effect comparable to that of family size on educational attainment. Given the strong periodicity effect, when age at immigration is excluded from the analysis, it is argued that the status attainment model, which best accounts for the educational attainment of native-born Canadians, also accounts best for the educational attainment of the foreign-born.

The Status Attainment Process: Socialization or Allocation?

Social Forces ◽  
1976 ◽  
Vol 55 (2) ◽  
pp. 368 ◽  
Author(s):  
Alan C. Kerckhoff
Keyword(s):  
Status Attainment ◽  
The Status

A Critical and Not-So-Critical Assumption of the Status Attainment Research Tradition: Rejoinder to Horan

Social Forces ◽  
1981 ◽  
Vol 59 (3) ◽  
pp. 810-814
Author(s):  
J. W. Balkwell ◽  
F. L. Bates ◽  
A. P. Garbin
Keyword(s):  
Status Attainment ◽  
Research Tradition ◽  
The Status

scholarly journals Democracy: Between the essentially contested concept and the agonistic practice: Connolly, Mouffe, Tully

2010 ◽  
Vol 21 (1) ◽  
pp. 65-87
Author(s):  
Michal Sladecek
Keyword(s):  
Social Integration ◽  
Political Theory ◽  
Liberal Democracy ◽  
The Political ◽  
Radical Pluralism ◽  
William Connolly ◽  
The Status ◽  
Specific Interpretation ◽  
Points Of View ◽  
Essentially Contested Concept

The text considers points of view of theoreticians of the radical pluralism (democracy): Connolly (William Connolly), Mouffe (Chantal Mouffe) and Tully (James Tully) with regard to the status and the nature of concepts in the political discourse, as well as the consequences of these conceptual presumptions to understanding democracy. The three authors emphasize the essential contestability of political concepts, the paradox of liberal democracy and the need to revise standard rational consensus theories of democracy. Also, the three authors take over the specific interpretation of Vittgenstein to the direction of political theory the centre of which consists of everyday contingent practices of politics as well as dissent about their assessment. The text analyzes the extent to which this reading is compatible to Wittgenstein's position. The author defends the opinion that the essential contestability does not imply agonism and denial of the significance of rules and tries to indicate to the points of illegitimate transition from antiessentialism to unconsensus rules. Also, the text underlines the flaws of dissent conception of democracy and social integration.

Introduction

Uneven Odds ◽  
2018 ◽  
pp. 1-34
Author(s):  
Divya Vaid
Keyword(s):  
Social Mobility ◽  
Status Attainment ◽  
Mobility Patterns ◽  
Class Mobility ◽  
Mobility Studies ◽  
The Status ◽  
Theoretical Paradigms

This chapter introduces the definitions, concepts, theoretical paradigms, and approaches to social mobility research. From the time that Pitrim Sorokin wrote the first treatise on social mobility in 1927, the area of mobility studies in sociology has grown substantially. This has led, at times, to heated debates on the most appropriate way to measure and capture mobility. This chapter compares and contrasts the two key approaches to the study of mobility, that is, the status attainment approach and the class mobility approach. It focusses on gender, caste, and locality for the study of social mobility patterns in India and also provides a review of previous studies. The chapter ends with a thematic outline of the book as well as a discussion on the methods employed.

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