Social Class Origin and Academic Success Revisited

1976 ◽  
Vol 49 (2) ◽  
pp. 184 ◽  
Author(s):  
Jerry Gaston ◽  
Fredric D. Wolinsky ◽  
Larry W. Bohleber
Keyword(s):  
Academic Success ◽  
Social Class ◽  
Class Origin

scholarly journals Social Class Origin and Assortative Mating in Britain, 1949–2010

Sociology ◽  
2017 ◽  
Vol 52 (6) ◽  
pp. 1217-1236 ◽  
Author(s):  
Ursula Henz ◽  
Colin Mills
Keyword(s):  
Social Class ◽  
Assortative Mating ◽  
Class Mobility ◽  
The Social ◽  
Class Origin ◽  
To Come ◽  
Similar Class ◽  
The 1960S ◽  
Level Aspect ◽  
Over Time

This article examines trends in assortative mating in Britain over the last 60 years. Assortative mating is the tendency for like to form a conjugal partnership with like. Our focus is on the association between the social class origins of the partners. The propensity towards assortative mating is taken as an index of the openness of society which we regard as a macro level aspect of social inequality. There is some evidence that the propensity for partners to come from similar class backgrounds declined during the 1960s. Thereafter, there was a period of 40 years of remarkable stability during which the propensity towards assortative mating fluctuated trendlessly within quite narrow limits. This picture of stability over time in social openness parallels the well-established facts about intergenerational social class mobility in Britain.

The Roots of Success: How CEO Social Class Origin Affects Firm Growth

2019 ◽  
Vol 2019 (1) ◽  
pp. 11291
Author(s):  
Maximilian Franz-Josef Göbel ◽  
Dominik Van Aaken ◽  
Hannes Winner
Keyword(s):  
Social Class ◽  
Firm Growth ◽  
Class Origin

scholarly journals Applying Ragin's Crisp and Fuzzy Set QCA to Large Datasets: Social Class and Educational Achievement in the National Child Development Study

2005 ◽  
Vol 10 (2) ◽  
pp. 1-20 ◽  
Author(s):  
Barry Cooper
Keyword(s):  
Social Class ◽  
Child Development ◽  
Fuzzy Set ◽  
Educational Achievement ◽  
Qualitative Comparative Analysis ◽  
Birth Cohorts ◽  
Development Study ◽  
National Child Development Study ◽  
Class Origin ◽  
Ongoing Project

The paper explores the use of Charles Ragin's Qualitative Comparative Analysis (QCA) in both its crisp and fuzzy set versions in the study of the relations between social class origin, sex, ‘ability’ and subsequent educational achievement. The work reported is part of a larger ongoing project which is employing QCA to compare these relations within two birth cohorts. Here data are used from the British National Child Development Study, i.e. from children born in 1958. The paper has a methodological focus, bringing out the strengths but also the difficulties that arise when employing QCA with a large dataset of this type. In particular, the problem of calibrating membership in fuzzy sets in a context where detailed case knowledge is not available is illustrated. It is also shown how the use of gradually increasing thresholds with Ragin's fs/QCA software can bring out the relative importance of various factors in accounting for achievement. The QCA-based analysis suggests that the processes of educational attainment can, at best, only be seen as partly falling under a ‘meritocratic’ description. It is also hoped that this paper will serve as a useful introduction to the potential of QCA for readers not yet familiar with it.

Schooling in France: From Organizational to Informal Inequality

2017 ◽  
Vol 673 (1) ◽  
pp. 235-250 ◽  
Author(s):  
Jean-Michel Chapoulie
Keyword(s):  
Social Class ◽  
Historical Perspective ◽  
Educational Background ◽  
Social Classes ◽  
Social Connections ◽  
Public Schooling ◽  
Fifth Republic ◽  
The Third ◽  
Policy Debates ◽  
Class Origin

This article presents a broad historical perspective on inequality in French primary and secondary public schooling (from age 6 to 18), with emphasis on policy debates and institutional consequences of public policy. During the Third and Fourth Republics (1870–1959), schooling was provided in three gender-segregated tracks for different social classes. Under the Fifth Republic (since 1960), educational tracks after age 16 have been coeducational and ostensibly indifferent to social class origin, focusing instead on previous academic achievement and students’ prospects for higher education or for jobs. Recent changes have seen a massive expansion in schooling, and have sought but failed to produce greater social class equality. I argue that recent attempts to mitigate inequality have failed because success in school depends on the cultural and educational background of students’ parents and also because upper- middle-class parents use various means—economic means and ability to capitalize on social connections—to enable their children to go to the best schools.

Social Class Differences in Language Predictability: Written

1973 ◽  
Vol 17 (3) ◽  
pp. 300-313 ◽  
Author(s):  
Millicent E. Poole
Keyword(s):  
Information Theory ◽  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Experimental Situation ◽  
First Year ◽  
Theory Approach ◽  
Class Differences ◽  
Class Origin ◽  
First Year University

Two cloze-tests were constructed from written essays encoded by 80 first-year university students of middle-class and working-class origin. In a second experimental situation, 46 tertiary subjects were asked to ‘fill in’ the missing cloze deletions of these written passages. Within the terms of the Bernstein elaborated-restricted code framework it was posited that, since working class language is thought to be characterized by greater lexical and structural predictability, these passages would facilitate the decoding task. The analysis was based firstly on a ‘verbatim’ cloze completion criterion and secondly utilized an information theory approach. Results on the first criterion indicated significant social class differences (higher predictability of working-class messages on lexical and total cloze deletions); whereas those on the second criterion were nonsignificant. Possible implications of the study for teaching were explored.

scholarly journals Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom

Social Forces ◽  
2020 ◽  
Vol 99 (2) ◽  
pp. 560-589 ◽  
Author(s):  
Natalie A E Young
Keyword(s):  
Academic Success ◽  
Social Class ◽  
Parental Involvement ◽  
Conceptual Model ◽  
Student Performance ◽  
Social Reproduction ◽  
Student Behavior ◽  
Educational Inequality ◽  
Family Background ◽  
School Students

Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.

Earnings in Elite Groups: The Impact of Social Class Origin

1996 ◽  
Vol 39 (4) ◽  
pp. 385-407 ◽  
Author(s):  
Marianne Nordli Hansen
Keyword(s):  
Social Class ◽  
Class Origin ◽  
The Impact
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