Sociology Of Education Research Articles

Choice, Information Inequity, and the Production, Legitimation, and Reduction of Educational Inequality

Background: Choice is a key part of the culture of the United States. Americans believe deeply in the personal and social usefulness of being able to make many choices. Hence, all sorts of efforts have been made to increase students’ options, whether by creating many different kinds of schools and colleges, offering a great array of majors and degree programs, or allowing multiple modes of attending higher education. However, this proliferation of choices reproduces social inequality in two crucial ways. First, the provision of many options produces social inequality: people often make choices that do not serve their interests as well as they might wish, particularly if they are faced with many options and do not have adequate information. Second, the provision of many choices legitimates social inequality: the more one thinks in terms of choices in the context of a highly individualistic culture such as that of the United States, the easier it is for dominant groups to blame nondominants as creating their own troubles through feckless choices. Purpose: This paper focuses on one particularly important realm of choice—higher education—because it has come to play a central role in the transmission and legitimation of social inequality. Four higher education choices are of particular interest: whether to enter higher education, which college to attend, what major to choose, and what modality to attend college (for example, part time versus full time or in person versus online). Analyzing this choice-making process, the paper focuses on the impact of inequitable access to high-quality information. Beyond analyzing how choice proliferation and information inequity join to produce and legitimate educational inequality, the paper lays out detailed recommendations for what can be done to reduce this inegalitarian impact. Research Design: The paper draws on a wide variety of social science literatures including sociology of education, critical race theory, behavioral economics, and cognitive and social psychology. More particularly, the paper synthesizes sociology of education research inspired by Pierre Bourdieu and work drawing on critical race theory. Although there are major tensions between these two bodies of work, they can be fruitfully combined to both illuminate and overcome the ways information inequity produces and legitimates educational inequality. Recommendations: To reduce the role of information inequity in producing and legitimating educational inequality, the paper recommends four strands of change. One strand involves providing high-quality information more equitably through restructured and much more pervasive school counseling and other forms of information provision during middle school, high school, and higher education. A crucial component of this more equitable information provision is drawing on the community cultural wealth of nondominant communities. Second, it is important to design an “architecture of choice” that simplifies choice making and nudges students toward better choices by such means as simplifying the financial aid process, improving credit articulation for community college transfer students, and building guided pathways through college. A third strand involves reducing the harms of suboptimal choices by creating the means to monitor student progress and intervene when students might or actually do go off course. Finally, because suboptimal choices will still occur, it is important to enlighten student choosers and their observers about how choice making under conditions of information inequity produces and legitimates social inequality and to empower them to combat that stratified and stratifying process.

When the Penny Drops: Understanding how social class influences speciality careers in the UK medical profession

In the UK, the medical profession is socially exclusive and socially stratified as doctors from more advantaged backgrounds are more likely to train for specialities with more competitive entry. However, in research to date the causes and consequences of social stratification have been overlooked. We explore this subject here, drawing on a qualitative study comprising in-depth interviews with 30 medical students and doctors from less advantaged socio-economic backgrounds negotiating medical school and early careers. Using Bourdieu's ‘theory of practice’ we show how socialisation in the family and at school influences how aspirant medics from less advantaged backgrounds view the world, suggesting some inclination towards more community orientated careers, which may be less competitive. However, these tendencies are encouraged as they lack stocks of social, economic and cultural capital, which are convertible to power and position in the field. While allowing for both choice and constraint our core argument is that speciality outcomes are sometimes inequitable and potentially inefficient, as doctors from more advantaged backgrounds have privileged access to more competitive careers for reasons not solely related to ability or skill. Our main theoretical contribution is to literature in the sociology of medical education where ours is the first study to open-up the ‘black box’ of causal factors connecting medical students' resources on entering the field of education and training with speciality outcomes, though our findings also have important implications for practitioners, the profession and for patients. We discuss the implications for safe and effective healthcare and how this informs directions for future research.

IMPLEMENTATION OF SOCIOLOGY OF EDUCATION IN FORMATION OF CHARACTER THROUGH DISCIPLINE TRAINING

Character education is a system that teaches character values ​​with elements of knowledge, awareness and action, as well as putting these values ​​into practice. One way to develop quality character or educate children about their character is to provide knowledge about how to behave according to expectations in everyday life and apply it in society. This characteristic behavior is certainly related to relationships with society. Since humans were born into this world, consciously or unconsciously, we have studied and understood social relationships, namely the relationships between humans in society. The research method in this article uses qualitative research: Literature Study, namely a data collection method by understanding and studying theories from various literature related to research. The aim of this research is to examine the sociology of education, the sociology of education as character formation through disciplinary habituation and implementation of disciplinary character formation.

EdTech in sociological education: Challenges and opportunities, risks and solutions

The contemporary system of sociological education undergoes all processes of digital transformation; therefore, the key challenges to the teaching community and risks associated with new functions and a decrease in the quality of education require serious rethinking in the context of digital transformation. Moreover, the tasks of identifying the capabilities of EdTech and constructive ways of using them in sociological education are also updated. The article considers the trends in the development of EdTech in education and conditions, technologies and directions for its use in sociological education. The empirical basis of the article is the results of sociological research conducted by international and Russian organizations on the use and development prospects of EdTech. The introduction and use of technologies in the education system determine the task of developing a new digital infrastructure and of the corresponding training/retraining of teaching staff. On the other hand, the education system should respond to students’ requests for emotional inclusion, support, psychological well-being and pedagogy of care in the digitally mediated environment. The author argues that the key tasks to be solved under the introduction of EdTech into sociological education are as follows: formation of a meaningful approach to the use of technology by all participants of the educational process; training in new methods for the analysis of transforming social reality; identification of legitimate ways to use artificial intelligence in education and research. The article emphasizes the dynamism of digital transformation in education, which determines the need for monitoring research and for a comprehensive (infrastructural, personnel, content) digital transformation strategy taking into account the features of educational programs.

THE URGENCY OF SOCIOLOGY OF EDUCATION IN EDUCATIONAL INSTITUTIONS: LITERATURE REVIEW

Education does not only involve mastering academic knowledge, but also involves forming a strong personality in students. Therefore, educational management that focuses on the sociology of education is very important to strengthen students' overall character. This research uses a literature study method to investigate the role of educational sociology in shaping student character through educational management. The aim of this research is to collect and display relevant reading material regarding the importance of educational sociology in educational management, using the literature review method. From the research results, it can be concluded that the implications of sociology are closely related to the field of education, as a scientific discipline that seeks to understand methods for managing the educational process in order to advance individual personality development. Sociology of education is in-depth and deals with various problems that arise in the educational context, especially in social interactions between students and their environment, teachers and peers. Apart from that, educational sociology also observes social phenomena that arise in the education system.

Sociologist 4.0: Challenges and risks for the professional sociological education

The Russian system of the professional sociological education, if we date its institutionalization to the creation of the first sociological faculties in the USSR in 1989, has functioned for more than thirty years. However, in the coming years, this education will have the most difficult period in its development due to the transition to a new two-level model of higher education and to the adoption of the Federal State Educational Standard of the 4th generation (FSES 4). The implementation of these plans creates certain challenges: 1) sociological training would lose the status of an independent enlarged group of specialties (EGS) and would be included into the political sciences EGS; 2) the suggested program of joint training of sociologists with representatives of political sciences in the first two years of study would reduce the study time for mastering sociological academic disciplines; 3) there are certain contradictions between the basic and specialized levels of higher education due to the suggested expanded opportunities for basic-level graduates to enroll in graduate school. Moreover, such issues as the target numbers for the EGS, mechanisms for their distribution between areas of training and possibility of simultaneous training in ‘related’ specialties have not been resolved. These challenges create risks for sociology of maintaining its status of a specialty, and, ultimately, a threat to its independence and identity. The author suggests some measures to develop the professional sociological education and to maintain its status under the current reform of the national higher education system, which is primarily the restoration of the sociological EGS in the List of Areas of Training in Higher Education, which would make the new FSES 4 focus on the related areas of training and improve the quality of sociological education.

Sociological education in Belarus: History and the present time

As has happened more than once in history, today education again needs a clear direction for its development. The whirlwinds of change calmed down, and it became obvious that a lot of good things had been lost: education is essentially conservative, and this is its great advantage. Education shows a path to eternal truths, to understanding the laws of evolution and the world of the mind. The university in this sense is not a place of services, bargain, purchase or sale, it is a temple of science and truth, which by definition cannot be widespread. The university lives its own life but in connection with the state, its history, national traditions and values. The article considers the problems of the transformation of sociological education and institutionalization of sociology in Belarus. The teaching of sociological disciplines began with the opening of the Belarusian State University (BSU) in 1921. Professor S.Z. Katzenbogen became the first teacher of sociological disciplines and the head of the department of sociology and primitive culture. This was followed by a more than a thirty-year forced break due to the removal of sociology from the curriculum, repressions of the 1930s, the Great Patriotic War and post-war reconstruction. The revival of sociology began in the 1960s with the efforts of G.P. Davidyuk and E.M. Babosov. Sociological departments were opened at the Academy of Sciences and leading universities; sociology became one of the main sources of knowledge about the contemporary society and social well-being. Despite all difficulties and obstacles, sociology has become in demand under the current uncertainty, global instability and social turbulence. However, the ignorance of national experience and educational traditions and mechanical borrowing of foreign practices is unacceptable and leads to stagnation.

The new Federal State Educational Standard and sociological imagination: A few words about poor sociological (and not demoscopic) education

The article presents some thoughts about the reasons for the current extreme concern of the Russian professional sociological community about the model of training proposed by the Federal State Educational Standard of the fourth generation. In the first part of the article, the author briefly summarizes general problems of higher education, which are typical not only for the Russian university system but also, to one degree or another, for most national approaches to professional training (massification, commercialization, bureaucratization, digitalization, loss of university autonomy and institutional independence for the sake of socialeconomic reproduction, a decrease in the quality of training of future specialists and in the authority of the university teacher, etc.). In the second, main part of the article, the author refers to the respected sociological works and expert assessments to identify main reasons for the professional sociological community’s concern about the proposed radical change in the model of sociological training. Certainly, there is a number of obvious risks with “qualitative” variability, such as the priority of the political-science orientation, reduction in the volume of disciplines fundamentally important for sociological training, difficulty in mastering special professional competencies in a shorter period, unclear prospects for the full-time teaching staff of sociological departments, etc. However, the main danger is that the proposed model of sociological training would be unable to develop the main professional skill of the competent researcher (and not the demoscopist/practitioner) - sociological imagination, which requires longterm “slow reading” and constant methodological reflection.

Model of sociology training introduced by the fourthgeneration Federal State Educational Standard

Today a new level-system of higher education is formed in Russia through significant changes that meet the new requirements for specialists in economics, social sectors, and all spheres of public life. The new system is to incorporate the developments of the Soviet educational model and the experience of recent decades. The article considers a new model of sociological training implied in the reform of the higher education system and in the fourthgeneration Federal State Educational Standard (FSES). One of the central ideas of the new system is to provide students with the opportunity to choose a field of study not upon entering a university, but at the third year of study, which would increase the awareness of professional choice, help graduates to more successfully integrate into the labor market due to a broader educational base and ensure the flexibility of educational programs, preserving the “fundamental core” in each. Thus, the first two years are for general (for the enlarged group of areas) training, and then specialized (sociological) training starts. However, the draft of the new standard proposed by the Ministry of Education and Science, which is based on updated, enlarged groups of areas, would not improve the professional training of sociologists. The mandatory general part for all areas in the group would inevitably reduce the professional part of training, thus, depriving the higher sociological education of connections with practice and destroying the focused training of specialists, which contradicts the demands of society and the labor market, and the goals of the country’s social-economic development. There are also other problems: an unpredictable extension of the time to enter the labor market; not identified mechanisms for distributing student quotas between areas within the group, for funding an extended period of study (20 %-40 % increase in cost) and an increased teaching load. The current pilot project designed for three years would not allow to make valid conclusions about the suggested changes as students will not even complete the basic level of higher education. Therefore, it is necessary to return to the FSES for each area of training, to further develop regulatory and legal grounds for the transition from the Bologna system with a focus on the values and goals of the Russian higher education, and to ensure a broad public-p rofessional discussion about the planned reforms.

The socialcultural context of the formation and implementation of the sociological education models in Russia

The article considers historical aspects of the formation and implementation of the sociological education models in Russia. The model developed by N.I. Kareev and M.M. Kovalevsky at the end of the 19th century was to teach sociology to students of all areas of university training. In 1901, sociologization of social sciences started at the Russian School of Higher Social Sciences in Paris, and in 1908 it was improved at the departments of sociology of the V.M. Bekhterev Psychoneurological Institute and A.L. Shanyavsky Moscow City People’s University. In 1918, P.A. Sorokin developed a professional model for training sociologists; until 1921 this model was implemented at the faculties of social sciences of the Moscow, Petrograd and Yaroslavl State Universities. In 1922, the implementation of both models was suspended due to the introduction of centralized plans to teach the basics of MarxismLeninism to students. The creative potential of two historical models became in demand during perestroika , in the late 1980s - early 1990s, and new versions of the educational and professional models were introduced in the higher education in favorable conditions for the reinstitutionalization of sociology. However, since 2010, there has been a gradual reduction in the number of sociological departments and faculties in Bachelor’s-Master’s programs. Today educational and professional models are unevenly represented in the Russian higher education; their implementation remains questionable due to the idea of the Ministry of Science and Higher Education to return to training students on the basis of the enlarged groups of specialties, i.e. sociology curriculum will have to be coordinated with curricula for regional studies, international relations, tourism and political science.

Implementation of Multicultural Education As Revitalization of National Awareness for Sociology Education Students

Despite the optimism of many scholars, activists, and educators for a fully multicultural world, the aims of people of colour and multiculturalists are still hindered by social problems such as racism, inequality, injustice, and poverty. This research aims to explore multicultural education in a nation that is becoming more aware, specifically focusing on students studying sociology education. The study method adopts a qualitative phenomenological approach that focuses on comprehending the significance of different experiences and human interactions. It is crucial to cultivate an understanding of students' sociology education in order to promote awareness of intercultural marriages in both academic and non-academic settings. Resistance to implementing intercultural education is present both within the organisation and from external sources. Multiculturalism aids students in understanding and valuing the various aspects of culture, language, ethnicity, religion, and race that contribute to the Indonesian nation, which is essential for the formation of national identity. Multicultural education theorists and policymakers in universities should challenge assumptions about ethnic and cultural dominance and promote the inclusion of the Indonesian language in multicultural education.

Social Variables and Maladaptive Behaviours among Secondary School Students in Akwa Ibom State, Nigeria

The study examined Social variables and Maladaptive behaviour of public senior secondary school students in Akwa Ibom State, Nigeria Three research questions were formulated and three hypotheses were stated in their null form and tested with appropriate statistics at a .05 level of significance. The descriptive survey design was adopted for the study. The population of the study comprised 54,216 senior secondary two (SS2) students in all 235 public secondary schools in Akwa Ibom State, Nigeria. Nwana’s sampling formula was used to select 20% of students from nineteen (9) public secondary schools. The researcher made use of a questionnaire entitled (FVSDBTQ) to obtain data from respondents. The instrument was validated by experts in the sociology of Education and Measurement and Evaluation from the Department of Educational Foundations, Guidance and Counseling, University of Uyo, Uyo. Cronbach Apha analysis for internal consistency reliability of the instrument yielded a coefficient of .96. Research questions were answered using mean and standard deviation while the hypotheses were tested using independent t-test and ANOVA. The study revealed that social variables differ in terms of the maladaptive behaviour of secondary school students in Akwa Ibom State, Nigeria. The independent t-test and ANOVA of the hypotheses indicated significant differences in students’ maladaptive behaviour based on family discipline, family emotional climate and parent-child relationship. It was, therefore, concluded that social variables differ significantly based on students’ maladaptive behaviour in Akwa Ibom State, Nigeria. The researcher made some useful recommendations which include: parents should also take the discipline of their children seriously; parents should show a good example for their children to emulate and parents should also develop a healthy relationship with their children to help them develop good moral behaviour among other recommendations.

Participatory Learning Method: Effectiveness in Improving Student Learning Outcomes

The appropriate learning methods are needed to allow students to learn actively, dare to participate, and interact with each other in learning. This study aims to determine the effectiveness of the participatory learning method in improving student learning outcomes in educational sociology and anthropology courses. This research is a type of quantitative research with pre-experimental research methods and uses the one-group pretest-posttest design as the research design. The subjects in this study were undergraduate students from the nonformal education study program who contracted educational sociology and anthropology courses in the even semester of the 2021/2022 academic year at the Universitas Negeri Manado, with a research sample consisting of 15 students. Data collection techniques using test techniques. The research instrument used was a test of learning outcomes in the form of a pretest and a posttest in the form of a description. The results showed that the average posttest (3.37) was higher than the pretest (1.51). In addition, the average N-gain (g) acquisition score calculation is 0.75, which is included in the high category; thus, applying the participatory learning method effectively improves student learning outcomes in educational sociology and anthropology courses.

The Implementation of The Social Role of Sociology Teachers in The Community (Study of Teachers in North Lombok)

This research aims to describe the implementation of the social role of high school sociology teachers in North Lombok within the community and the influencing factors. This is a qualitative descriptive study. The research subjects are high school sociology teachers in North Lombok. The informants are community leaders in the areas where the research subjects reside. Data were collected using interview techniques, observation, and documentary study. Data analysis was conducted through qualitative analysis steps, including data reduction, data presentation, verification/conclusion drawing. The results of the research show that the implementation of the social role of high school sociology teachers in North Lombok in the community includes: (1) as leaders in the community, both formal leaders and informal leaders. Formal leaders serve as village heads, while informal leaders serve as heads of local community organizations, women's groups, and mosque/musalla construction committees. (2) as facilitators in finding donors to support public facility development. (3) as mediators connecting youth with local community leaders to communicate various programs initiated by the youth. (4) as initiators of various activities, including initiating the establishment of Islamic schools, initiating the creation of Quranic reading centers, initiating the renovation of mosques and musallahs, and initiating social service activities. (5) as participants, with sociology teachers actively participating in various community activities, such as community work groups, community cleanup, reforestation, social service activities, sports events, and local community competitions. Factors influencing the implementation of the social role of high school sociology teachers in North Lombok within the community include supporting factors and hindering factors. Supporting factors consist of family support and local community solidarity. Hindering factors include the busyness of the community with unpredictable work schedules and the relatively low level of education in the local community, which makes it challenging to build understanding and awareness among the local population.

Strategi PAK Ditinjau Dari Sudut Pandang Sosiologi Pendidikan

Indonesian students' character is greatly shaped by Christian Religious Education, but in an age of globalisation and religious diversity, PAK practices must be updated and adjusted to the changing social environment. This study applies insights from educational sociology to analyse successful PAK tactics. The ideas of Christian education and sociological theories of education are used to emphasise difficulties and barriers in putting the PAK strategy into practice through qualitative library study methodologies. The results highlight the significance of comprehending ideological disputes in societies, changing curricula to reflect cultural and technological advances, and focusing on the symbolic interaction between teachers and students. The findings lay the groundwork for the creation of more pertinent and potent religious instruction.

Toward a Du Boisian Pedagogy for the Teaching of Sociology

This article contributes to the reclamation of W.E.B. Du Bois’s many contributions to social science practice. In particular, it offers an original quadripartite pedagogical framework grounded in the practices and ideas of Du Bois and more contemporary Du Boisian scholars. In doing so, it utilizes a combination of archival materials, Du Bois’s publications, and secondary literature. This article then intervenes by (1) offering a concise review of the trajectory and main developments of Du Bois’s educational thought, (2) analyzing and synthesizing the secondary educational literature on Du Bois’s philosophy and sociology of education, and (3) outlining an original framework for pedagogical practice grounded in Du Boisian principles. It argues that a Du Boisian framework for pedagogy will be crucial in the Du Bois-inspired efforts to decolonize the sociological imagination.

Efforts to increase student participation, achievement motivation, and learning outcomes through the active learning model type everyone is a teacher here in the subject of sociology class XI of SMA Negeri 2 Menyuke

This research was conducted in an effort to improve student participation, achievement motivation, and learning outcomes through the Active Learning Model Type Everyone is A teacher Here in the subject of sociology for grade XI students at SMA Negeri 2 Menyuke. This research is generally motivated by the fact that the learning outcomes of students in this subject at SMA Negeri 2 Menyuke are still low. Many efforts have been made, but they have not provided maximum results. The use of the everyone is A teacher here (ETH) learning model in this research is an innovative effort in sociology learning at SMA Negeri 2 Menyuke. The method used is Classroom Action Research, with the research subjects being grade XI IPS 1 students at SMA Negeri 2 Menyuke. In addition to observation to observe the implementation of the action and student participation in learning, the instruments used in this research are also questionnaires to collect data on achievement motivation and learning outcome tests to measure the success of learning using this method. There are two cycles used in this research, and it is concluded after the second cycle is implemented. The results of the research show that the use of everyone is a teacher here (ETH) can improve student participation, achievement motivation, and learning outcomes in sociology for grade XI IPS 1 students at SMA Negeri 2 Menyuke. The research results recommend that sociology teachers use this method by varying it with various relevant media.

Reflecting on Thich Nhat Hanh

This “Final Thought” is a personal reflection on the impact Thich Nhat Hanh, the Vietnamese Zen Monk, activist, and writer has had on my life, including how I teach sociology. I hope that readers get a taste of Nhat Hanh’s simple but profound teachings and also feel nourished and uplifted as they read these reflections.

Analisis Kesenjangan Sosial di Sekolah: Perspektif Sosiologi Pendidikan Islam (Studi Kasus di SDN Bhayangkara Yogyakarta)

The sociology of education has a crucial role in developing a more optimal and efficient education system. One of the major bottlenecks in the sociology of education is the educational gap. The sociology of education is a sociological analysis used to solve the main issues faced in the realm of education. The purpose of this study is to analyze social inequality in schools from the perspective of Islamic education sociology. The research approach uses qualitative research. This research was conducted at SDN Bhayangkara. The subject of this research is the teacher. Data collection techniques using observation, interviews, and documentation. Data analysis used data reduction, data display, and data conclusion verification. The results of the research can be concluded that social inequality also occurs not only in the community but in the educational environment this often occurs. SDN Bhayangkara is a public school located in the middle of the urban city of Yogyakarta. Students with various kinds of social, and economic status, parenting patterns, and different environments have resulted in social inequality in the school environment such as at SDN Bhayangkara. The application of the sociology of Islamic Education with counseling guidance, there is moral material, there is an example, there is punishment and religious activities. Through the application of the sociology of Islamic education, it is hoped that it can prevent social inequalities that occur in schools.

Sejarah Sosiologi Pendidikan

One of the goals of education is to develop each person to reach their highest potential and provide opportunities to achieve everything in life according to their natural abilities. However, there are still many people who doubt that any education system can achieve these goals perfectly. Several cases in schools that occur include inequality in school welfare with imperfect coordination of learning progress. The introduction of sociology in schools is rarely well received by students. In fact, people must be able to apply it in their daily social life. The method used is the qualitative research method Library Research using information collection such as books, journals, documents, magazines, stories and history from the library. The aim of this article is to understand how the history of the sociology of education developed in line with the development of social science. The result is that the birth of Sociology of Education was influenced by three factors, firstly the very rapid development of society, secondly by teacher factors, thirdly by motivational factors in education. Sociology became a separate science in the 19th century. In 1916, New York and Columbia universities established departments of educational sociology. In 1917, the first Sociology textbook was published, compiled by Walter R. Smith. In 1923, the Sociology of Education Association was formed by the Congress of the American Sociological Association. In Indonesia, the Sociology of Education course only appeared in 1967 and was included in the curriculum of the Didactic and Curriculum Department at the Faculty of Education, IKIP Yogyakarta. Figures in Sociology of Education include (a) Lester Frank Word (b) John Dewey (c) Emile Durkheim (d) Karl Mannheim (e) Talcott Parson (f) E George Payne.