Educational Social Mobility Research Articles

Disadvantage, educational social mobility and barriers to student engagement: An exploration of the Psychosocial and Academic Trust Alienation theory across educational practice

This article explores the original concept of the Psychosocial and Academic Trust Alienation theory across the education sector, specifically focusing on barriers to student engagement for disadvantaged students and educational social mobility. It begins with an examination of the terms `disadvantage and educational social mobility' followed by a discussion of the context of the educational experiences of disadvantaged students aged 0-19 years old in the UK. An exploration and definition of the PATA theory and the subsequent links to barriers to student engagement in educational practice is then presented. Subsequently, age-appropriate case vignettes demonstrating how the PATA theory can be identified or experienced in practice are presented. Thereafter, practical teaching and learning strategies based on the concepts of the PATA theory for educators, leadership teams and Governments can be found. These strategies aim to stimulate educational pedagogy when supporting the most disadvantaged students in education. Therefore, the contribution of this article to the field of educational psychology is firstly, the acknowledgement of the presence of the PATA theory across educational age ranges, secondly it provides insights into the educational psychological barriers to engagement for the disadvantaged student demographic, and thirdly it proposes practical strategies for supporting disadvantaged student progression thus contributing to educational social mobility.

Social Mobility in James Kelman’s A Disaffection

تهدف هذه الدراسة الى البحث في إعادة تمثيل كيلمان الثقافي والغير التقليدي لهوية الفرد الاسكتلندي المنتمي للطبقة العاملة وتجسيد الحياة اليومية التي يعيشها في اسكتلندا ما بعد الصناعة. استنادًا إلى الطابع الفرداني الذي يضفيه الروائي الى شخصياته، توكد الدراسة على أن في عصر ما بعد الصناعة لا تزال المجتمعات المعاصرة مثل غلاسكو تعاني من الانقسام الطبقي والتفكك الثقافي، وان مفهوم المجتمع اللّا طبقي أو العقلية اللاطبقية في القرن الحادي والعشرين لم يتحقق بعد. 
 تناقش هذه الدراسه رواية كيلمان ، سخط (۸۹ ۱۹) ، مسلطا الضوء على شخصية باتريك ، وهو مدرس منتمي الى الطبقة العاملة يعيش بمرارة واغتراب . يثيرالفصل تساؤلات حول دور التعليم في الحراك الاجتماعي ، وقضايا الانعزال الثقافي والطبقي التي تشكل عاملاً رئيسياً في إعادة بناء او هدم هوية الطبقة العاملة.

Educational Social Mobility in Guatemala: The Social Elevator Walks Slowly

Educational Social Mobility in Guatemala: The Social Elevator Walks Slowly

"Pobreza y movilidad social educativa en Guatemala. El ascensor social camina lentamente."

The purpose of this article is to describe the evolution of poverty and social educational mobility in Guatemala, based on the development of a logarithmic regression model and the transition matrices with data from surveys of living conditions for the period 2000-2014. The results show that in this period, although educational social mobility at the country level increased, the power to explain the influence of father's education on the education of children decreased. There is greater educational mobility in men, non-indigenous, and no more than 40 years old, predominantly ascending short-distance educational mobility.

La rentabilidad de la educación superior en Chile. Revisión de las bases de 30 años de políticas públicas

espanolEste articulo presenta nueva evidencia del rol del sistema de educacion superior como un mecanismo de movilidad social. La vision es solo economica, poniendo enfasis en las condiciones laborales de quienes han pasado por el sistema de educacion superior y la rentabilidad economica asociada a esta decision. Para un porcentaje importante de la poblacion, particularmente aquellos que no se titulan, el paso por el sistema de educacion superior puede no significar mejores condiciones economicas que las que hubiesen tenido en caso de no haber pasado por el. El analisis de este articulo demuestra la urgencia de presentar mas y mejor evidencia respecto del verdadero rol del sistema de educacion superior como generador de movilidad social. ?Contribuye el sistema de educacion superior a la movilidad social? Por supuesto que si, toda vez que este sea de calidad y el estudiante tenga la capacidad para aprovecharlo. EnglishThis paper presents new evidence of the role of higher education in social mobility. Based on simple economic principles, the text emphasizes the importance of analyzing the working conditions of those individuals who have recently gone through the system of higher education in Chile. The empirical results show that for a significant fraction, particularly those who do complete their degree, having gone through the system of higher education may not translate into better economic conditions. The analysis demonstrates the urgency of presenting more precise and comprehensive evidence of the true role of the system of higher education as driver of social mobility. Does the system of higher education contribute to social mobility? Of course it does, as long as the quality of education is secured and the student has the capacity to take advantage of it.

"The Title of Lawyer Leads Nowhere!": The "Physiology" of the Law Student in Paul Gavarni, Émile de la Bédollierre and George Sand

In the 1830s and 1840s, the law student type develops into a pervasive and enduring cultural topos. The law student type, as sketched by Émile Gigaut de la Bédollierre and Paul Gavarni in Les Français peints par eux-mêmes (1840-42), as well by George Sand, in her novel Horace (1841) written in response to it, accurately refl ects the historical appeal of law among the educated elites as well as concern over the role of education in social mobility during the July monarchy. The type's effectiveness, however, depends less on its ability to make an historical situation legible than on its playful appeal to the reader's connivance. The three authors maintain an ironic distance from their student portraits that makes the reader part of the satire. The same expansion of liberal education that led to the proliferation of students also created a male readership that could see itself in these critical yet sympathetic portraits.

Path Analysis for Discrete Variables: The Role of Education in Social Mobility

SummaryAn important open question in sociology with obvious policy implications is how to assess the magnitude of the effect of educational attainment on intergenerational social mobility. To examine this, we propose a general method of path analysis, which can be used to estimate direct and indirect effects even in systems where some of the variables are categorical. It provides an additive decomposition of total effects which is exact when the effects are expressed as mean differences, and approximate but typically quite accurate for other measures of association such as log-odds-ratios. Estimates of the effects and their standard errors can be calculated by using standard output for fitted models. The method is illustrated by an analysis of British survey data on social mobility.

The Role of Higher Education in Social Mobility

Most Americans expect the nation's colleges and universities to promote the goal of social mobility to make it possible for anyone with ability and motivation to succeed. But according to Robert Haveman and Timothy Smeeding, income-related gaps both in access to and in success in higher education are large and growing. In the top-tier colleges and universities, almost three-quarters of the entering class is from the highest socioeconomic quartile. The pool of qualified youth is far greater than the number admitted and enrolled; hence America's top colleges could enroll more moderate- and low-income students without lowering their selection standards. Higher-income parents make enormous efforts to ensure their children's academic success, while children of poor parents begin the "college education game" later and with fewer resources. Students in poor and minority neighborhoods are less well prepared academically; ill prepared to select colleges, apply for admission, and secure acceptance; and poorly informed about the cost of attending college and the availability of needs-based financial aid. Sharply rising college prices during the 1980s and 1990s, together with the growing inequality of family income, have raised the cost of attending college far more for low-income students than for well-to-do students. Financial aid has risen more slowly, and the share targeted on low-income students has been falling. The authors offer bold policy recommendations to increase educational opportunities for low- and middle-income students. These involve the development of financing structures that will increase access for students from lower-income families. Public institutions could price tuition close to real costs and use added revenues to provide direct student aid for students from low-income families. Federal subsidies to students who attend wealthy institutions could be capped, with the savings redirected to students attending less well-endowed schools, both public and private. Finally, federal and state governments could redirect to lower-income students the financial support they now provide colleges and universities.