Index
Research in the Sociology of Education
ISBN: 978-1-78769-078-3, eISBN: 978-1-78769-077-6
ISSN: 1479-3539
Publication date: 30 October 2018
This content is currently only available as a PDF
Citation
(2018), "Index", Research in the Sociology of Education (Research in the Sociology of Education, Vol. 20), Emerald Publishing Limited, Leeds, pp. 219-226. https://doi.org/10.1108/S1479-353920180000020009
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
Abitur degree
, 10–11, 19–21, 23
Academic ability
, 74
Academic achievement
, 18–19
educational aspirations and
, 18–19
gender gaps in
, 181–208, 211–218
relationship with prevalence of shadow education
, 88–91, 98n, 2, 103
Academic high-school qualification (AHSQ)
, 7, 17, 19, 25, 27, 28, 30, 31, 33
Academic undermatch
, 108
Adjustment process
, 10
Aggression
physical
, 42, 44, 45, 62
psychological
, 42, 44
sexual
, 44, 63
Albania, shadow education in
, 79, 84, 88
American Society for Cell Biology
, 162
Anticipation of discrimination
, 31–32
Anticipatory family obligations
, 117–121
Apprenticeship (Berufsausbildung)
, 22
Arrival of migrants
, 11, 15–17
Asian American students, socialization experiences of
, 159
Asians and Pacific Islanders (APIs), model minority stereotype of
, 155–174
analyses
, 164–165
Asian American students, socialization experiences of
, 159, 166–168, 170–171
doctoral education
, 156–158, 161, 163, 166, 167, 170, 171, 173n8
extending prior research
, 161–162
international vs domestic
, 159–161
limitations
, 165–166
research productivity
, 168–170, 173n5
socialization
, 157–159
variables
, 163–164, 165, 179
Aspiration–achievement paradox
, 6–7, 8, 10
Australia, shadow education in
, 91
Autonomy
, 109, 111, 112, 116, 121–123, 125
Bamboo ceiling
, 173
Blocked opportunities framework
, 8, 10, 19, 30, 32, 35
Brazil, shadow education in
, 98n7
California State University (CSU)
high-achieving students enrollment
, 109
Campus climate, and doctorate education
, 179
Center for the Integration of Research, Teaching, and Learning (CIRTL) Network
, 162
Child Behavior Check List
, 53
Children of immigrants
educational attainment of
, 131–133
group differences
, 138–141
high-brow cultural capital
, 130, 131, 133–135, 137–138, 141, 143, 145, 147, 148
highest math course in high school
, 136
home-country cultural capital
, 131, 135, 138, 141, 143, 146, 148
initial college major in STEM
, 137
multivariate analysis
, 141–146
race-ethnicity/immigrant generation
, 137
STEM bachelor’s degree, completion of
, 137
STEM education
, 129–150, 154
China
academic performance
, 43
doctoral education
, 161
homeroom teacher system
, 43
New Curriculum
, 43
one fee system
, 49
risk factors associated with teachers and classrooms
, 53
school violence in
, 41–65
Classroom climate
, 43, 63–64
Classroom risk factors
, 53–54, 60–61
Coauthorship
, 158
Cognition framework of high-achieving students apply to college
, 113–114
Community support, for education
, 48
Compulsory education
, 49
Confucianism
, 75
Cultural capital
high-brow
, 130, 131, 133–135, 137–138, 141, 143, 145, 147, 148
home-country
, 131, 135, 138, 141, 143, 146, 148
Cultural framework of high-achieving students apply to college
, 113–114
Cultural path-dependent model
, 75–76
Cultural repertories
, 113
Cyprus, shadow education in
, 79
Czech Republic
educational systems, features of
, 211
gender gaps in student academic achievement
, 182, 183, 186, 187, 191, 192, 195, 200, 207, 208, 212–215, 217–218
shadow education in
, 97n3
Decision-making of students
, 109–114, 117, 118, 120, 122, 125
Denmark, shadow education in
, 88
Discrimination
anticipation of
, 31–32
in doctorate education
, 159, 172, 173n7
Disruptive behavior
, 47
Doctoral education
, 156–159, 161, 163, 166, 167, 170, 171, 173n8
academic motivation and
, 161
international vs domestic
, 159–161
language deficiency and
, 160
opportunity costs and
, 160
psychological burdens and
, 160
social relationships and
, 160
socialization process of
, 158–159, 166–168, 170–171
Duration of stay, and educational aspirations
, 18, 28–31
Economic deprivation
, 47
Economic model
, 76–77
Educational aspirations
and academic achievement
, 18–19
anticipation of discrimination and
, 31–32
bivariate results
, 19–22
duration of stay and
, 18, 28–31
generation status and
, 15–17, 18, 28–31
hypothesis
, 22, 25
among immigrant families, formation of
, 8–10
among immigrant students, in Germany
, 5–36
of parents
, 23–28
school tracking and
, 10–11
socioeconomic status and
, 18–19
Educational attainment
, 6, 7, 9, 10, 12, 15, 17, 18, 33
of immigrant children
, 131–133
Educational enrollment rate
, 77–78, 109
Educational inequality
, 11
Educational policy, implications on shadow education
, 96–97
EEOC
Asian American and Pacific Islander (AAPI) Work Group
, 173
England, school violence in
, 47
Enrollment
, 131
high-achieving students
, 107–126
rate
, 77–78, 109
Equity in academic achievement
, 185
Ethnicity
, 137
in doctoral education
, 158
Familism
, 112
Family decision-making, and shadow education
, 74–75
Family relationships, impact on high-achieving students apply to college
, 107–126
Fee-paying out-of-school classes
, 73–74, 88, 91, 93–94, 97, 98n4
Financial barriers to school access
, 50
Finland, shadow education in
, 88
Frames
, 113
Gansu Survey of Children and Families (GSCF)
, 50, 51
Gender equity
, 185
Gender gaps, in student academic achievement
, 181–208, 211–218
adjusted gender gaps
, 202, 205–207
mean and variance of test scores
, 191–195
methods and data
, 187–191
model estimates
, 196–202, 203, 204
multilevel-MIMIC models, model fit of
, 195–196
previous research
, 183–186
set-up and hypotheses
, 186–187
Gender inequality
, 182, 183, 185–187, 192, 195, 208
Gender status
, 184
Gender stratification
, 185
Generation status, and educational aspirations
, 7, 9, 10, 15–18, 25, 28–31, 36n10
Georgia Tech
“Jumping on the M train,”
, 132
Germany
educational aspirations among immigrant students in
, 5–36
educational systems, features of
, 211
gender gaps in student academic achievement
, 182, 183, 186, 187, 191, 192, 195, 200, 207, 208, 212–215, 217–218
shadow education in
, 97n3
Gymnasium degree
, 11, 12, 191
Hauptschule (vocational schools)
, 11–13, 19–21, 23, 31, 191
Heterogeneity among lower-SES students
, 121
High-achieving students apply to college
higher-SES students, narratives of interdependence among
, 121–124
literature review
, 110–113
lower-SES students, narratives of interdependence among
, 116–121
method of analysis
, 114–116
narratives
, 113–114
social class and family relationships, impact of
, 107–126
High-brow cultural capital
, 130, 131, 133–135, 137–138, 141, 143, 145, 147, 148
Higher-SES students, narratives of interdependence among
, 121–124
High school, highest math course in
, 136
Hispanic serving institutions (HSIs)
doctorate education in
, 162
Historically black colleges and universities (HBCUs)
doctorate education in
, 162
Home-country cultural capital
, 131, 135, 138, 141, 143, 146, 148
Homeroom teacher system
, 43
Hong Kong, physical victimization in
, 55
Hostility, and doctorate education
, 159
Human capital model
, 74–75
Identity confusion
, 159
Immigrant education
, 5–36
Immigrant generation
, 137
Immigrant incorporation
, 130, 135, 147
Immigrant optimism
, 7–11, 18, 22, 27, 28, 30, 32, 33, 35
Indonesia, shadow education in
, 88
Inequality
gender
, 182, 183, 185–187, 192, 195, 208
in higher education
, 166, 170
Information deficit
, 7–9, 22, 27, 28, 30, 32, 33, 35
Institutional habitus
, 111
Institutional model
, 77–78
Intergenerational attainment process
, 6, 8
Internalizing behavior
, 53
International Socio-Economic Index of Occupational Status (ISEI)
, 98–99n, 10, 190
International Standard Classification of Education (ISCED)
, 98n10
Interpersonal violence
, 47
Israel, school violence in
, 42
Ivy League universities, high-achieving students enrollment in
, 108, 109
Japan
doctorate education
, 161
educational systems, features of
, 211
gender gaps in student academic achievement
, 182, 183, 191, 212, 213, 216–217
juku
, 73
school violence in
, 42
K-12 education
, 171, 172
Kaplan
, 72
Kardash’s Research Self-Efficacy Scale
, 164
Korea
doctoral education
, 161
educational systems, features of
, 211
gender gaps in student academic achievement
, 183, 191, 212, 213, 216–217
shadow education in
, 75, 91, 98n, 8, 98n9
see also South Korea
Language achievement test
, 58
Language deficiency
, 160
Lawson’s Test of Scientific Reasoning
, 164
Liberal arts colleges, high-achieving students enrollment in
, 108, 109
Lower-SES students, narratives of interdependence among
, 116–121
anticipatory family concerns
, 118–121
heterogeneity
, 121
immediate and anticipatory family obligations
, 117–118
Malaysia, shadow education in
, 88
Massachusetts Institute of Technology (MIT)
, 119
Math course, in high school
, 136
Median odds ratio (MOR)
, 54–56, 58–59, 64n2
Mental ability
and educational attainment
, 6
and occupational aspiration
, 6
Middle class children, choice and autonomy among
, 112
MIMIC model
, 183, 186–191
multi-level
, 183, 186, 187
model fit of
, 195–196
two-level
, 187, 188, 191, 202, 208
Model minority stereotype of Asians and Pacific Islanders
, 155–174
analyses
, 164–165
Asian American students, socialization experiences of
, 159, 166–168, 170–171
doctoral education
, 156–158, 161, 163, 166, 167, 170, 171, 173n8
extending prior research
, 161–162
international vs domestic
, 159–161
limitations
, 165–166
research productivity
, 168–170, 173n5
socialization
, 157–159
variables
, 163–164, 165, 179
Monte Carlo error (MCE)
, 36n7
Multilevel logistic regression analysis (MLRA), of physical victimization
, 44, 54, 56–60
Narrative causality
, 114
Narrative closure
, 114
Narratives of interdependence
, 113–114
among higher-SES students
, 121–124
among lower-SES students
, 116–121
National Center for Education Statistics (NCES)
, 135
National Educational Panel Study (NEPS)
, 6, 11, 17, 19, 22, 35n, 1, 36n9
National Education Longitudinal Study (NELS)
, 135–136, 138, 150n8
National influences of shadow education
, 75–78
cultural path-dependent model
, 75–76
economic model
, 76–77
institutional model
, 77–78
National Research Council
Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads
, 130
National Student Loan Data System
, 150n3
Nation at Risk
, 74
New Curriculum (China)
, 43
New Curriculum Reform
, 53
New Zealand
school violence in
, 42
shadow education in
, 91
No Child Left Behind (NCLB) Act
, 96
Nonvictims, profiles of
, 55–56
Norway
gender gaps in student academic achievement
, 183
school violence in
, 42
shadow education in
, 88
Occupational aspiration
, 6
Occupational attainment
, 6
One fee system
, 49
Opportunity structures
, 11, 15–17
Organisation for Economic Co-operation and Development (OECD)
, 78, 187, 207
Organizational habitus
, 111
Parents, parenting
career aspirations of
, 23–28
educational aspirations of
, 23–28
among higher-SES families
, 125
parental education
, 98n10
Peer networks, negative influence of
, 8
Peer victimization
, 44, 47, 63
Physical aggression
, 42, 44, 45, 62
Physical victimization
, 44, 45, 48, 51–52, 63, 64
multilevel logistic regression analysis of
, 44, 54, 56–60
prevalence of
, 55, 56
risk factors of
, 48, 51, 61
Positive discipline
, 47
Positive role models, lack of
, 8
Poverty, and victimization
, 47–48
Prejudice, and doctorate education
, 159, 172, 179
Private supplementary tutoring, see Shadow education
Private tutoring, shadow education in
, 73, 76, 93, 96, 97, 104–105
Programme for International Student Assessment (PISA)
gender gaps in student academic achievement
, 182, 185–187, 190–192, 205, 208, 216, 217
immigrant optimism
, 9, 35n3
shadow education
, 73, 78, 79, 83–84, 88, 93, 97n, 2, 98n, 3, 99n11
Psychological aggression
, 42, 44
Race
, 137
in doctoral education
, 158, 159
Rational choice framework of high-achieving students apply to college
, 110–113
Realschule (comprehensive schools)
, 11, 12, 20, 21, 23, 191
Reproduction model
, 75
Research productivity
, 168–170, 173n5
Rural China
school violence in
, 43, 46, 50, 55
see also China
SAT preparation services
, 76
School climate
, 43, 47, 62
School risk factors
, 54
School tracking, and educational aspirations
, 10–11, 35n, 5, 36n6
School violence, in China
, 41–65
analytic procedure
, 51
analytic sample
, 51
analytic strategy
, 54–55
bullying
, 42, 44–46, 63
conceptualization of victimization
, 44–45
hypothesis
, 48–49, 60–61
implications of
, 63–64
limitations of
, 63
measurement
, 51–54
peer victimization
, 44, 47, 63
physical victimization
, 44, 45, 48, 51–52, 54–61, 63, 64
risk factors of
, 42, 44–48, 51–54, 61
school risk factors
, 54
social ecological framework
, 45–48
student risk factors
, 52–53
teachers and classroom risk factors
, 53–54, 60–61
Secondary education or schooling
, 7, 10–12, 17, 18, 27, 33, 35, 35n, 5, 186
Second generation
, 130, 131, 137, 148
Self-efficacy
, 184
Sexual aggression
, 44, 63
Sexual victimization
, 44
Shadow education
, 71–99, 102–105
academic achievement and prevalence, relationship between
, 88–91, 103
analytical strategies
, 84, 88
country-level variables
, 79–84
educational policy, implications for
, 96–97
family decision-making and
, 74–75
future research, directions for
, 97
methods
, 78–79
multilevel regression results
, 91–93
national influences on
, 75–78
prevalence of
, 72, 88–91, 102
student-level variables
, 84, 85–87
theories and prior research
, 74
Shanghai-China, shadow education in
, 79, 84, 88
Singapore, shadow education in
, 98n7
Social capital
, 8
Social class, impact on high-achieving students apply to college
, 107–126
Social competition
, 43
Social ecological framework of student victimization
, 45–48
contextual perspectives on school violence
, 46–48
individual risk factors of student victimization
, 45–46
Social exclusion
, 44, 63
Socialization
defined
, 157–158
experiences, of Asian American students
, 159
process of doctoral education
, 158–159
Social stratification
impact on high-achieving students apply to college
, 108, 126
system
, 33
Socioeconomic status (SES)
and educational aspirations
, 18–19, 22
and educational attainment
, 6
narratives of interdependence among high-achieving students apply to college
, 116–124
and occupational aspiration
, 6
and shadow education
, 74, 77, 84, 88, 91, 93–95, 97n, 2, 98n, 3, 98n4
South Korea
gender gaps in student academic achievement
, 182
hagwon
, 73
see also Korea
STEM (science, technology, math and engineering)
, 129–150, 156, 166, 171
bachelor’s degree, completion of
, 137
initial college major in
, 137
Student risk factors
, 52–53
Student–teacher closeness
, 47
Survey of Earned Doctorates
, 165–166
Survey of Graduate Students and Postdoctorates in Science and Engineering
, 166
Sweden
gender gaps in student academic achievement
, 183
Taipei, shadow education in
, 91, 98n, 6, 98n7
Taiwan
educational systems, features of
, 211
gender gaps in student academic achievement
, 182, 183, 186, 191, 192, 195, 200, 212–217
physical victimization
, 55
Teachers
evaluation
, 43
rankings
, 43
risk factors associated with
, 53–54, 60–61
Tertiary education
, 40
Third International Mathematics and Science Study (TIMSS)
, 42, 72, 73, 97n, 1, 185
Tracking system in schools, and educational aspirations
, 10–11, 35n, 5, 36n6
Tunisia, shadow education in
, 79, 84, 88
Turkey
educational aspirations among immigrant students in
, 8
school violence in
, 42
UC Berkeley
, 120
UCLA
, 120
United Arab Emirates, shadow education in
, 98n7
United States (US, USA)
Asians and Pacific Islanders
, 156
Department of Commerce
““STEM: Good Jobs Now and for the Future,”
, 149
doctoral education
, 160, 172
educational aspirations among immigrant students in
, 6
educational systems, features of
, 211
gender gaps in student academic achievement
, 182, 183, 191, 200, 208, 212, 213, 217–218
Kumon
, 73
No Child Left Behind Act
, 96
school violence in
, 42, 47
shadow education in
, 76, 96
University of California (UC)
high-achieving students enrollment
, 109
University of Wisconsin-Madison
Social Science Computing Cooperative
, 36n8
Verbal victimization
direct
, 44
indirect
, 44
Victimization
bullying
, 42, 44–46, 63
conceptualization of
, 44–45
peer
, 44, 47, 63
physical
, 44, 45, 48, 51–52, 54–61, 63, 64
risk factors of
, 42, 44–48, 51, 61
sexual
, 44
verbal
, 44
Victims, profiles of
, 55–56
Viet Nam, shadow education in
, 88
Violence, see School violence, in China
Wisconsin model of status attainment
, 6
Working class families, interactions in
, 112
Youth Self Report
, 53
- Prelims
- Educational Outcomes of Heterogeneous Groups of Students in Diverse Contexts
- The Variation in Educational Aspirations among Immigrant Students in Germany
- School Violence in China: A Multilevel Analysis of Student Victimization in Rural Middle Schools
- Global Patterns of the Use of Shadow Education: Student, Family, and National Influences
- Narratives of Interdependence and Independence: The Role of Social Class and Family Relationships in Where High-Achieving Students Apply to College
- Jumping on the STEM Train: Differences in Key Milestones in the STEM Pipeline between Children of Immigrants and Natives in the United States
- Socialization Experiences and Research Productivity of Asians and Pacific Islanders: “Model Minority” Stereotype and Domestic vs. International Comparison
- Gender Gaps in Student Academic Achievement and Inequality
- Index