Reproduction Of Inequality Research Articles

Occupational aspirations at the end of compulsory schooling: The interplay of parents’ educational background, work values and self-Concepts in the reproduction of inequality

Decisions about further schooling or vocational training are imminent at the end of lower secondary education, and they determine educational and occupational trajectories. Understanding decision processes during this transition helps to elucidate the intergenerational reproduction of inequality. The aim of this study is to untangle influences on students’ occupational aspirations and how their parents’ educational level shapes these aspirations. We analysed data from an online survey of 3078 students at approximately 15 years of age in the general track of lower secondary school (‘Neue Mittelschule’) in Vienna (Austria). Based on regression analyses and path models, we show that educational background is related to occupational aspirations. Work values, attitudes towards school and social capital shape occupational aspirations but cannot be (fully) explained by educational background. Furthermore, we find no evidence that locus of control affects the level of occupational aspirations.

Gender inequality in academia from the perspective of the dialogical self: beyond ‘autonomous men’ and ‘relational women’

ABSTRACT The dichotomy of ‘autonomous men’ and ‘relational women’ is a long-lived social construction that is often taken for a fact. It is also suggested to relate to the reproduction of gender inequality in academia. Through the lens of dialogical self-theory, and based on our narrative data, we show that subtle gender inequality causes tension in the dialogical structure of the self. The tension is enforced by material and structural barriers and is rooted in the multiplicity of competing self-narratives. This tension is not an indication of lack of agency, and is linked to the interplay between self, organization and society. Those with a higher degree of multiplicity and democratic relations among their key I-positions are more prone to facing tension in career progression because of competing self-narratives. In this context, we introduce a distinction between ‘being autonomous’ and ‘having reduced multiplicity’. This distinction shifts the focus from women only to selfhood, and to men and the reduction of multiplicity of I-positions to address gender inequality.

Caste and Class: Outgroup Favoritism and Inequality Reproduction in the Workplace

Caste and Class: Outgroup Favoritism and Inequality Reproduction in the Workplace

To Transform or Not to Transform? Understanding the Digital Literacies of Rural Lower-Class EFL Learners

ABSTRACT This case study builds on Bourdieu’s theory of practice to explore the ways in which two rural lower-class EFL learners—Andy and Xu—developed contrasting digital literacy trajectories in non-instructional and naturalistic settings. This study also seeks to examine how different online literacy trajectories impact rural lower-class students’ struggles to claim the right to speak across time and space. Findings reveal that habitus, as a system of transferable and durable dispositions molded by individuals' past conditions of existence, plays a vital role in shaping their initial marginalized status in university classrooms and in directing them to diverse digital literacies in the wild that might contribute to or hinder the reproduction of legitimate capital in urban spaces. With the dynamic interplay of habitus operation and capital accumulation in online spaces and the offline institutional field, the two learners developed different ways of reframing their rural identities by performing digital literacies of various kinds. I highlight that such different patterns demonstrate the reproduction or transformation of inequality for rural learners from lower-class backgrounds in the digital age. This study closes by calling for more effort to create enabling conditions for lower-class EFL learners in the digital age.

Raciolinguistic perspective on labor in the Americas

Abstract This introduction presents the concept of raciolinguistic ideologies and discusses its potential to look at issues related to labor in the Americas. We explore the concept of raciolinguistics as a helpful anchor for researchers to examine the co-construction of race and language. Additionally, we link the current reproduction of social and economic inequality to the interconnection of slavery and capitalism stemming from the colonial projects. We briefly present the six contributions to this special issue, a collection of works that rely on different theoretical perspectives, methodologies, and analytical approaches to examine the (re)production of inequality in American labor markets as it materializes in unfair working practices and discourses that naturalize labor discrimination across the region. The six papers included in the issue offer an interesting dialogue between the raciolinguistic perspective and political economy approaches. Finally, these papers highlight four overarching themes: the repercussions for vulnerabilized communities of the stratification of the labor market, the ways in which the commodification and decommodification of racialized languages tend to favor powerful social positions, the way in which language authority operates to decide what counts as legitimate languages/speakers; and the need felt by speakers to make discursive sense of raciolinguistic practices and discourses.

Formal and hidden curriculum at the Universidad Autónoma Chapingo, Mexico

The educational system plays a key role in the reproduction of gender inequality, as it transmits sexist norms and stereotypes on a daily basis. Gender-sensitive education seeks to transform educational contents and practices in order to create school environments where the principles of respect, equity and social justice prevail. The objective of this paper is to examine the agroecology curriculum taught at the Universidad Autónoma Chapingo, Mexico. Data was obtained through a survey, content analysis of course syllabi, and in-depth interviews. Results identified an androcentric bias in teaching contents, and gender discrimination in classroom interaction. It is concluded that gender mainstreaming in higher education is essential to counteract sexism and other forms of social inequality.

Intersectional approaches to data: The importance of an articulation mindset for intersectional data science

Data's increasing role in society and high profile reproduction of inequalities is in tension with traditional methods of using social data for social justice. Alongside this, ‘intersectionality’ has increased in prominence as a critical social theory and praxis to address inequalities. Yet, there is not a comprehensive review of how intersectionality is operationalized in research data practice. In this study, we examined how intersectionality researchers across a range of disciplines conduct intersectional analysis as a means of unpacking how intersectional praxis may advance an intersectional data science agenda. To explore how intersectionality researchers collect and analyze data, we conducted a critical discourse analysis approach in a review of 172 articles that stated using an intersectional approach in some way. We contemplated whether and how Collins’ three frames of relationality were evident in their approach. We found an over-reliance on the additive thinking frame in quantitative research, which poses limits on the potential for this research to address structural inequality. We suggest ways in which intersectional data science could adopt an articulation mindset to improve on this tendency.

Educational Trajectories of First-Generation Students as a Case of Inequality in Higher Education

Today educational trajectories of First-Generation College Students (hereinafter referred to as FGS) can be considered as a key subject of international research on inequality. The study of FGS has both conceptual and practical implications: holding a consistently vulnerable position within the higher education institutions, FGS constitute a vivid case that illustrates the mechanisms of inequality reproduction, as well as demonstrates its multidimensional and rigid nature. While there is a well-developed tradition of research on this issue in the West, the FGS category has not yet received much attention in the Russian academic field, which leaves invisible many aspects of inequality within Russian education.
 This article is devoted to the review of international studies of First-Generation Students – people who were the first in their family to find themselves studying in higher education institutions. Two groups of sources are analyzed: empirical educational strategies of FGS, as well as theoretical works aimed at conceptualizing this category and explaining the vulnerability of its representatives in the education system. Two areas of empirical work on FGS could be distinguished: the first one is devoted to the study of educational choice and admission to universities, while the second one considers the process of studying at a university. The concepts of habitus and forms of capital by P. Bourdieu, the integration model by V. Tinto and the role theory by G.H. Mead are considered as the dominant theoretical directions of understanding FGS. The article concludes with the discussion of potential and limitations of studying FGS in the Russian context in terms of both specifics of national educational system and the stratification model of Russian society.

Immigration theory between assimilation and discrimination

ABSTRACT While most immigration studies traditionally build on assimilation theory, references to discrimination are increasingly present in the field, usually in an oppositional way. This article attempts to rethink the coexistence of these two concepts in the immigration scholarship and analyse their relationship. I first review the analytical perspectives of assimilation theory and argue that, unlike assimilation, discrimination is not a migration-specific concept. I distinguish between three forms of discrimination facing the immigrant population: civic discrimination, discrimination against migratory attributes and ethnoracial discrimination. The empirical section uses self-reported measures of discrimination from recent large-scale French data to assess each of these three forms of discrimination and analyse their determinants. The results show evidence relative to each of these three forms and point to discrepancies with assimilation. In particular, assimilation-facilitating characteristics such as early childhood knowledge of French and education in France are associated with higher levels of perceived discrimination. Perceptions of skin colour and religious discrimination also appear to remain stable if not increase over immigrant generations from non-European origins. The conclusion discusses some avenues to bridge the gap between intergenerational perspectives of immigrant socioeconomic attainment and the more general scholarship on the reproduction of inequality.

The spatially uneven effects of a desegregation education policy

The spatial, institutional and social configurations of school supply and demand are crucial aspects in understanding the various mechanisms of production and reproduction of socio-spatial inequalities in education. The same policy instruments may have different effects depending on the characteristics of local education markets and the dynamics of supply and demand in each of them. This article investigates how a policy designed to reduce school segregation in the city of Barcelona resulted in uneven effects in different catchment areas of the city, which are socially and educationally diverse. By comparing the effects of the same policy strategy in different territories, the article identifies four mechanisms that mediate and occasionally prevent the effectiveness of the policy instruments or their implementation procedures. Identifying these mechanisms is an important and necessary task when reviewing the existing policy design and adapting it to the particularities of local education markets.

Satellite Dependency: The Problem of Legitimating Structures for Localized Arts and Cultural Policy

Against a backdrop of growing interest in localized cultural policy, this article explores the example of Oldham, an “overshadowed” town (Pike et al., 2016) situated on the edge of the Northern English city of Manchester (United Kingdom). While urban planning discourse has acknowledged the impact of large cities on neighboring satellite areas, finding that regeneration projects can result in a weak sense of place for [such] secondary towns (Turok, 2009), few have considered the extent to which arts organizations in secondary towns are able to sustain their work and create their own narratives. Drawing from the thought of Pierre Bourdieu and from theories of institutional logics, I adopt a relational approach to exploring the ways in which organizations within the local cultural ecology understand their operating environment. Although cultural policy endeavors to use local arts infrastructure to build local capacity, this case study reveals a situation in which those organizations in satellite towns remain unable to gain the status enjoyed by their metropolitan counterparts. Further, it examples a field that remains highly institutionalized, hierarchical, and increasingly professionalized. Institutional arrangements result in organizations in the satellite-town depending upon its city neighbor for crucial legitimating capitals. Just as stories of class reproduce patterns of inequality, this situation is similarly true for organizations. Organizations are found to be complicit in the production and reproduction of inequalities within the institutional field, with dominant organizations appearing more able to access legitimizing capital than others. Ultimately, I argue that organizations in satellite towns are heavily reliant on symbolic resources supplied by the institutional fields of greater scope in which they are nested. Organizations are required to harness the support of elite individuals and dominant “world-maker” organizations, which lie beyond their immediate local context to secure legitimacy for themselves and their activities. This situation I term “satellite dependency.”

Feminist Academic Activism in English Language Teaching: The Need to Study Discourses on Femininities Critically

Social research into English Language Teaching (ELT) has a long history. Within it, gender studies have gained ground in recent decades, with special focus on materials and resources. However, a proper integration of the category of femininity has not yet been achieved. The article offers an ample, argumentative, narrative literature review of the main realizations of femininity, as theorized in recent years, such as emphasized femininity or entitled femininity, as well as some other concepts like ambivalent sexism and postfeminism. It is written as the second item within a series of papers that aims to theoretically support the assumption of Feminist Critical Discourse Analysis as a suitable method to discover how all these social phenomena interact in ELT contexts, helping to shape its (gender’s) hidden curriculum. The paper concludes the necessity of integrating the issue of femininities in teacher training programs and in social research in ELT, for the sake of making this field more a liberating practice and less a means of (re)production of (gender) inequalities. To do so, it offers areas of interest for critical researchers and ELT practitioners to carry out such empirical investigation, which is the upcoming stage in this sequence of publications.

Stacked decks: Building inspectors and the reproduction of urban inequality. By Bartram,Robin, University of Chicago Press. 2022. ISBN: 978‐0‐226‐82114‐6. $27.50

The British Journal of SociologyEarly View BOOK REVIEW Stacked decks: Building inspectors and the reproduction of urban inequality. By Bartram,, Robin, University of Chicago Press. 2022. ISBN: 978-0-226-82114-6. $27.50 Elizabeth Korver-Glenn, Corresponding Author Elizabeth Korver-Glenn [email protected] orcid.org/0000-0001-9513-8122 Washington University in St. Louis, St. Louis, Missouri, USASearch for more papers by this author Elizabeth Korver-Glenn, Corresponding Author Elizabeth Korver-Glenn [email protected] orcid.org/0000-0001-9513-8122 Washington University in St. Louis, St. Louis, Missouri, USASearch for more papers by this author First published: 08 June 2023 https://doi.org/10.1111/1468-4446.13041Read the full textAboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. REFERENCES Du Bois, W. E. B. [1899] 1996. The philadelphia negro: A social study. University of Pennsylvania Press. Ladner, J. (1971). Tomorrow’s tomorrow: The black woman. University of Nebraska Press. Mills, C. W. (1997). The racial contract. Cornell University Press. Mueller, J. C. (2020). Racial ideology or racial ignorance? An alternative theory of racial cognition. Sociological Theory, 38(2), 142– 169. https://doi.org/10.1177/0735275120926197 Pattillo, M. (2013). Housing: Commodity versus right. Annual Review of Sociology, 39(1), 509– 531. https://doi.org/10.1146/annurev-soc-071312-145611 Early ViewOnline Version of Record before inclusion in an issue ReferencesRelatedInformation

Accounting for Cisnormativity: Understanding Transgender and Non-Binary Young People’s Strategies to Resist and Reduce Inequality in Healthcare

Using in-depth interviews with transgender and non-binary (TGNB) young adults in the Southeastern US, I examine TGNB young people’s healthcare experiences and strategies for resisting and reducing inequality in healthcare settings. My analysis draws on sociological conceptualizations of accountability structures in TGNB healthcare and specifically the conceptualization of cisnormative accountability. In this article, I demonstrate how TGNB patients are held accountable to the institutional and interpersonal maintenance of (a) cisnormativity and (b) the medical model of transgender identity in US healthcare systems. Such instances of cisnormative accountability, regardless of cisgender people’s intentions, contribute to the reproduction of gender inequality among TGNB communities. Further, I explain how TGNB young patients engage in strategies to resist and reduce inequality in healthcare through (a) avoidance of health services and (b) selective disclosure of TGNB identities. I draw out implications for understanding TGNB young people’s strategies to minimize inequality in healthcare, and the consequences cisnormative accountability has for the reproduction of gender inequality.

Making Way for Men: The Gendered Processes of Graduate Hiring in Elite Professional Service Firms in China

Extensive research has been conducted on the reproduction of gender inequalities in professional hiring, despite the claim of meritocracy and commitment to equality in professional sectors. While the existing literature highlights the significance of understanding gender inequalities in the context of globalisation of professional firms and their practices, it has predominantly focused on the Anglo-Saxon context. There remains a gap in the literature regarding how gender inequalities are produced in professional hiring in the context of China. Drawing on qualitative material, this study explores the gendered processes of graduate hiring in elite professional firms in China. By applying the perspective of gender practices, this article elucidates how Chinese recruiters construct male favouritism and rig the selection process. The analysis sheds light on the processes that produce gender inequalities and hinder the progress of women in the context of growing competition and lack of support for women’s participation in professional work.

Colonialities of chrononormativity: Exploring the im/possibilities of un/becoming childhoods

This paper diffracts the work of Maria Lugones, Elizabeth Freeman, and Karen Barad to develop the notion of colonialities of chrononormativity. This diffractive reading is motivated by a desire to examine the way childhoods are a colonial inheritance, producing multiplicitous configurations of children that embody various un/just distributions of agency. That is, like the coloniality of gender (Lugones, 2007), the coloniality of chrononormativity re/produces the boundaries of acceptability around how childhood ought to be performed, as part of broader colonialities of power (Quijano, 2000). This work does not suggest that these colonialities are separable, recognising the entanglement of gender, capitalism, labour, disability, race, sexuality, age, and the reproduction of inequalities. Rather than colonialities diluting one another, we demonstrate how it is this very entanglement that produces the narrow parameters of normative childhoods, fosters hegemony, and affects intelligibilities. While mapping the boundaries of colonialities of childhood is productive, insofar as it resists the naturalisation of colonial taxonomies, we are more concerned with how tracing these entanglements allows us to attend to the im/possibilities of doing ‘childhood’ differently, affording different responses to what it means to become child.

Gentrifying with family wealth: Parental gifts and neighbourhood sorting among young adult owner-occupants

This paper assesses the role of parental gifts in neighbourhood sorting among young adult homebuyers. We make use of high-quality individual-level registry data for two large urban metropolitan areas in the Netherlands. While previous studies have shown that young adults receiving gifts purchase more expensive housing, little is known about the role of gifts in where young adults buy. Our study finds that parental gifts flow into the housing market in a spatially-uneven way. Movers supported by substantial parental gifts are more likely to enter owner-occupied housing in high-status and gentrifying urban neighbourhoods compared to movers without gifts. This study shows that this can only partially be explained by household and parental characteristics and by the uneven distribution of housing values. The remaining effect suggests that parental gifts also play a role in trade-offs regarding spatial residential decision-making. The conclusion discusses the ramifications of our findings for debates on (re)production of class and intra-generational inequalities through housing, and provides avenues for further research.

Review of “Violent Differences: The Importance of Race in Sexual Assault Against Queer Men”

Whose experiences of sexual violence guide our theories? Whose voices shape our visions for social transformation? These are the political and theoretical questions at the center of Doug Meyer’s important book, Violent Differences: The Importance of Race in Sexual Assault Against Queer Men. Throughout the book, Meyer builds an intersectional analysis of sexual violence grounded in queer male survivors’ experiences of assault, with a focus on the complex nexus of race and sexuality. The goal of the book is to decenter whiteness and heterosexuality in research and policy related to sexual violence, and Meyer is successful in showing the audience how this should be done. Woven throughout the text are survivors’ empathetically presented stories, which manage to stand on their own as theoretical statements. But Meyer’s own intersectional analytic is also strong throughout, showing that we cannot understand sexual violence without careful attention of victims’ structural vulnerabilities. Meyer builds on feminist intersectional scholarship to show that experiences of violence are not evenly distributed across social groups; rather, the harms of intimate violence are concentrated in particular social locations, with devastating consequences for the reproduction of racial and sexual inequality.

The Regulation of Religion by Secular Work Practice: Exploring Muslim Employees’ Performance of Religious Practice

Adopting a practice lens, this study contributes to debates on the reproduction of religious inequalities in the workplace by going beyond the literature's dominant focus on the role of discourse in the regulation of employees’ religion. Drawing on interviews with Muslim employees in Belgium, this study offers a practice-based theorization of religious inequality at work, focusing on the role of the rhythms, objects, spaces, and bodies of work practice in the regulation of religion and on religious employees’ different performances directly negotiating these aspects of work practice. Based on this practice-based understanding, we identify contributions to several debates on religion at work. First, we show the role of work practice in imposing a secular order that selectively embraces cultural and religious practices that have historically dominated the Global North. Second, we add to studies on Muslim employees by showing how solely focusing on Islamophobic discourses and discursive practices overlooks the interplay between these discourses and work practice in the regulation of religion and Muslim employees’ negotiation of the rhythms, objects, spaces, and bodies of work practice. Third, contributing to debates on (in)visibility, we expose that the (in)visibility of religion is shaped by its relation to work practice and that religious employees can negotiate work practice through invisibly performing religious practice. Fourth, adding to our understanding of the inclusion of religious employees, we emphasize the importance of the flexibility of work practice and the role of other employees in enabling religious employees to better align work and religious practice.

Mapping public health training in Latin America: perspectives for training institutionsMapeamento da formação em saúde pública na América Latina: perspectivas para as instituições formadoras

Map the public health training courses and programs offered in Latin America, and identify regional training strategies and competencies developed in health workers. An internet search was conducted to identify public health training courses and programs offered by Latin American institutions. The following data were collected: name, country, and province/state of the training institution; course name; type of institution; educational level; modality; accreditation; year first offered; periodicity; and contact information. The programs and curricula on offer were analyzed by training level using descriptive content analysis, and the main competencies developed were identified. The mapping identified 2 296 public health training opportunities in all Latin American subregions, distributed across 29 of the Region's 33 countries; these were fairly heterogeneous, both conceptually and programmatically, with uneven geographical distribution within and between countries. In the analysis of curricula and programmatic contents, a need for greater linkage with essential public health functions was detected. It is necessary to adapt the competencies and skills developed by the courses and programs to the demands of users of the regional health services, programs, and systems in order to achieve programs aimed at tackling the socio-environmental determinants of health and the production and reproduction of inequalities.