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Social mobility is the movement of individuals, families, households or other categories of people within or between social strata in a society. It is a change in social status relative to one's current social location within a given society. This movement occurs between layers or tiers in an open system of social stratification. Open stratification systems are those in which at least some value is given to achieved status characteristics in a society. The movement can be in a downward or upward direction. Markers for social mobility such as education and class, are used to predict, discuss and learn more about an individual or a group's mobility in society.
Child discipline is the methods used to prevent future unwanted behaviour in children. The word discipline is defined as imparting knowledge and skill, in other words, to teach. In its most general sense, discipline refers to systematic instruction given to a disciple. To discipline means to instruct a person to follow a particular code of conduct.
In economics, a cycle of poverty or poverty trap is when poverty seems to be inherited, preventing subsequent generations from escaping it. It is caused by self-reinforcing mechanisms that cause poverty, once it exists, to persist unless there is outside intervention. It can persist across generations, and when applied to developing countries, is also known as a development trap.
Sociology of the family is a subfield of sociology in which researchers and academics study family structure as a social institution and unit of socialization from various sociological perspectives. It can be seen as an example of patterned social relations and group dynamics.
Kyōiku mama (教育ママ) is a Japanese pejorative term which translates literally as "education mother". The kyōiku mama is a stereotyped figure in modern Japanese society, portrayed as a mother who relentlessly drives her child to study, to the detriment of the child's social and physical development, and emotional well-being.
The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education.
The educational attainment of the U.S. population refers to the highest level of education completed. The educational attainment of the U.S. population is similar to that of many other industrialized countries with the vast majority of the population having completed secondary education and a rising number of college graduates that outnumber high school dropouts. As a whole, the population of the United States is spending more years in formal educational programs. As with income, levels differ by race, age, household configuration, and geography.
Rachel Sherman is a professor of sociology at the New School for Social Research. Her first book, Class Acts: Service and Inequality in Luxury Hotels, analyzes how workers, guests, and managers in luxury hotels make sense of and negotiate class inequalities that marked their relationships. Her second book, Uneasy Street: The Anxieties of Affluence, explores the lived experience of privilege among wealthy and affluent parents in New York City.
Socioeconomic status (SES) is an economic and sociological combined total measure of a person's work experience and of an individual's or family's access to economic resources and social position in relation to others. When analyzing a family's SES, the household income and the education and occupations of its members are examined, whereas for an individual's SES only their own attributes are assessed. Recently, research has revealed a lesser-recognized attribute of SES as perceived financial stress, as it defines the "balance between income and necessary expenses". Perceived financial stress can be tested by deciphering whether a person at the end of each month has more than enough, just enough, or not enough money or resources. However, SES is more commonly used to depict an economic difference in society as a whole.
After-school activities, also known as after-school programs or after-school care, started in the early 1900s mainly just as supervision of students after the final school bell. Today, after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program, today, will not limit its focus on academics but with a holistic sense of helping the student population. An after-school activity is any organized program that youth or adult learner voluntary can participate in outside of the traditional school day. Some programs are run by a primary or secondary school, while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, church, library, or park. After-school activities are a cornerstone of concerted cultivation, which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores, improved homework completion, and higher grades, further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally, certain activities or programs have made strides in closing the achievement gap, or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal, different countries implement after-school activities differently, causing after-school activities to vary on a global scale.
The Gilbert model was developed by Dennis Gilbert as a means of a more effective way of classifying people in a given society into social classes.
Evelyn Seiko Nakano Glenn is a professor at the University of California, Berkeley. In addition to her teaching and research responsibilities, she served as founding director of the university's Center for Race and Gender (CRG), a leading U.S. academic center for the study of intersectionality among gender, race and class social groups and institutions. In June 2008, Glenn was elected president of the 15,000-member American Sociological Association. She served as president-elect during the 2008–2009 academic year, assumed her presidency at the annual ASA national convention in San Francisco in August 2009, served as president of the association during the 2009–2010 year, and continued to serve on the ASA governing council as past-president until August 2011. Her presidential address, given at the 2010 meetings in Atlanta, was entitled "Constructing Citizenship: Exclusion, Subordination, and Resistance", and was printed as the lead article in the American Sociological Review.
Educational Inequality is the unequal distribution of academic resources, including but not limited to school funding, qualified and experienced teachers, books, physical facilities and technologies, to socially excluded communities. These communities tend to be historically disadvantaged and oppressed. Individuals belonging to these marginalized groups are often denied access to schools with adequate resources and those that can be accessed are so distant from these communities. Inequality leads to major differences in the educational success or efficiency of these individuals and ultimately suppresses social and economic mobility. Inequality in education is broken down into different types: regional inequality, inequality by sex, inequality by social stratification, inequality by parental income, inequality by parent occupation, and many more.
Concerted cultivation is a style of parenting. The expression is attributed to Annette Lareau. This parenting style or parenting practice is marked by a parent's attempts to foster their child's talents by incorporating organized activities in their children's lives. This parenting style is commonly exhibited in middle class and upper class American families, and is also characterized by consciously developing language use and ability to interact with social institutions. Many have attributed cultural benefits to this form of child-rearing due to the style's use in higher income families, conversely affecting the social habitus of children raised in such a manner. A child that has been concertedly cultivated will often express greater social prowess in social situations involving formality or structure attributed to their increased experience and engagement in organized clubs, sports, musical groups as well as increased experience with adults and power structure. This pattern of child rearing has been linked to an increase in financial and academic success.
Working class education is the education of working-class people.
White-Washing Race: The Myth of a Color-Blind Society is a 2005 book arguing that racial discrimination is still evident on contemporary American society. The book draws on the fields of sociology, political science, economics, criminology, and legal studies. The authors argue that the inequalities which prevail in America today, especially with regard to wages, income, and access to housing and health care, are the effects of either cultural or individual failures.
Unequal Childhoods: Class, Race, and Family Life is a 2003 non-fiction book by American sociologist Annette Lareau based upon a study of 88 African American and white families to understand the impact of how social class makes a difference in family life, more specifically in children's lives. The book argues that regardless of race, social economic class will determine how children cultivate skills they will use in the future. In the second edition, Lareau revisits the subjects from the original study a decade later in order to examine the impact of social class on the transition to adulthood. She covers the subjects' awareness of their social class, high school experiences and the effect of organized activities as they went through their adolescent years. She emphasizes the use of concerted cultivation, and natural growth as tools parents in different social and economic classes use in order to raise their children and by continuing her research ten years later she is able to show how these methods of child rearing helped to cultivate the children into the adults they are today.
Cultural deprivation is a theory in sociology where a person has inferior norms, values, skills and knowledge. The theory states that people of lower social classes experience cultural deprivation compared with those above and that this disadvantages them, as a result of which the gap between classes increases.
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools. Educational inequality contributes to a number of broader problems in the United States, including income inequality and increasing prison populations. Educational inequalities in the United States are wide-ranging, and many potential solutions have been proposed to mitigate their impacts on students.
Jessica McCrory Calarco is an American sociologist and a professor of sociology at the University of Wisconsin–Madison. Her research considers inequalities in education and family life. She has published three books, Negotiating Opportunities, A Field Guide to Grad School, and Qualitative Literacy.
References
- 1 2 3 UC Santa Cruz. http://currents.ucsc.edu/05-06/11-28/lareau.asp. Retrieved November 8, 2008.
- 1 2 3 4 5 6 7 Lareau, Annette. Unequal Childhoods: Class, race, and Family Life. Berkeley and Los Angeles, California: University of California Press, 2003.
- ↑ University of Maryland. She also co-edited (with Dalton Conley) Social Class: How Does it Work? (Russell Sage). In addition, she is the co-editor of Education Research on Trial (with Pamela Barnhouse Walters and Sheri Ranis (Routledge). . Retrieved November 8, 2008.
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