‘Maybe Life Can Become Easier Because of My Good Grades’: Children’s Conflicting Repertoires on Aspirations and Life Chances

2020 ◽  
pp. 136078042097541
Author(s):  
Imane Kostet ◽  
Noel Clycq ◽  
Gert Verschraegen
Keyword(s):  
Social Inequality ◽  
Social Mobility ◽  
Education System ◽  
Personal Agency ◽  
Life Chances ◽  
The Future

In this article, we draw on interviews with pupils aged 11–13 years, to analyse children’s aspirations, expectations of the future, and reasonings about social inequality in the context of an early tracking education system. We highlight the conflicting yet creative ways in which children make sense of inequality in relation to life chances. Although our child-respondents prefer structural explanations for inequality, they strategically draw on repertoires of individual social mobility to express their faith in personal agency and meritocracy. In doing so, these children use narratives of upwards mobility that have arisen in very different socio-economic and political contexts to make sense of inequality in their own locality.

The Evolutionary Future

2017 ◽  
Author(s):  
Robert B. Archibald
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Social Mobility ◽  
Education System ◽  
Private Colleges ◽  
Higher Education Institutions ◽  
Public Institutions ◽  
Higher Education System ◽  
The Future

The higher education system is resilient. Disruption is not around the corner. Yet the future is not secure. There has been a growing bifurcation of the system into a set of well-resourced institutions that serve families with means and a group of underresourced institutions that serve the bulk of the nation’s underprivileged students. The schools most at risk are nonselective public institutions and financially weaker small private colleges. This chapter describes how the turbulence buffeting the higher education system is likely to play out among our diverse higher education institutions, and how this may affect social mobility in the future.

After Care

2017 ◽  
Author(s):  
Barry Godfrey ◽  
Pam Cox ◽  
Heather Shore ◽  
Zoe Alker
Keyword(s):  
Criminal Justice ◽  
Social Mobility ◽  
Early Release ◽  
Release System ◽  
Life Chances ◽  
After Care

Chapters 6 follows the children out of the institutional gate and into adulthood. It draws on rich personal evidence created through the ‘licence’ (or early release) system as well as census, military, employment, criminal justice, and local press records to track their subsequent journeys through life. The chapter focuses on the experiences of the majority who—to our knowledge—desisted from further offending. This group might be described as adolescent-limited offenders. The factors that seem likely to have contributed to their ‘successful’ reintegration are examined, and there is consideration of what that ‘success’ may have meant in terms of wider life chances and social mobility.

scholarly journals The Relevance of Inequality Research in Sociology for Inequality Reduction

2021 ◽  
Vol 7 ◽  
pp. 237802312110201
Author(s):  
Thomas A. DiPrete ◽  
Brittany N. Fox-Williams
Keyword(s):  
Social Sciences ◽  
Social Policy ◽  
Social Inequality ◽  
Large Scale ◽  
Sociological Research ◽  
Life Chances ◽  
The Past ◽  
The Social ◽  
Large Scale Change ◽  
The Subject

Social inequality is a central topic of research in the social sciences. Decades of research have deepened our understanding of the characteristics and causes of social inequality. At the same time, social inequality has markedly increased during the past 40 years, and progress on reducing poverty and improving the life chances of Americans in the bottom half of the distribution has been frustratingly slow. How useful has sociological research been to the task of reducing inequality? The authors analyze the stance taken by sociological research on the subject of reducing inequality. They identify an imbalance in the literature between the discipline’s continual efforts to motivate the plausibility of large-scale change and its lesser efforts to identify feasible strategies of change either through social policy or by enhancing individual and local agency with the potential to cumulate into meaningful progress on inequality reduction.

scholarly journals Intergenerational relations and social mobility: Social inequality in physical function in old age

2019 ◽  
Vol 80 ◽  
pp. 58-64 ◽  
Author(s):  
Terese Sara Høj Jørgensen ◽  
Charlotte Juul Nilsson ◽  
Rikke Lund ◽  
Volkert Siersma ◽  
Stefan Fors
Keyword(s):  
Physical Function ◽  
Social Inequality ◽  
Old Age ◽  
Social Mobility ◽  
Intergenerational Relations

scholarly journals Melatih Keterampilan Berpikir Kreatif melalui Pembelajaran Berbasis Proyek dalam Mempersiapkan Tenaga Kerja untuk Menghadapi Kompetisi Global

2019 ◽  
Vol 3 (2) ◽  
pp. 39-44
Author(s):  
Muhammad Munib
Keyword(s):  
Education System ◽  
Creative Thinking ◽  
Soft Skills ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Technology Literacy ◽  
Educational Institutions ◽  
Skilled Workers ◽  
The Future ◽  
High Level

Often we find the fact that skills gaps begin with the basic idea that many jobs exist, but skilled workers do not. The relationship exists between labor readiness, business and industrial development, and educational institutions have been around for a long time. However, this relationship cannot refute the fact that prospective employees are not ready to enter the workplace in the future. The Law of the Republic of Indonesia concerning the national education system addresses the importance of training in creative thinking skills by stating that the education system must develop the potential of students to be religious, respectful, well-educated, and competent in thinking creatively, independently, democratically, and responsibly. While empirical studies show that Indonesian students have unsatisfactory creative thinking skills. This study aims to describe how to train Creative Thinking Skills through project-based learning in preparing the Workforce to face global competition. From the results of the discussion it was concluded: 1) The government needs to be more serious in entering tertiary education and setting targets for maximum workforce readiness. 2) Educational institutions in their learning activities need to improve their mastery of high-level thinking skills in determining their educational success by improving high-level cognitive functions (metacognition, metamemory and metacomprehension, or assessing the truth of one's own memories; solving problems, or taking appropriate steps when dealing with unknown things, and think critically, or evaluate the quality of ideas). 3) For most educators today who are well connected and driven by technology, the mastery of technology literacy in education is still lacking, therefore mastery of technology literacy needs to be improved at the level of the teachers in this country. 4) Potential to integrate Project Based Learning (PBL) in the classroom to improve students' soft skills which in turn will ensure greater results for them in the future. To achieve that, their soft skills need to be improved by using the PBL approach. This approach is relevant to the concept of 21st century learning, especially in education.

scholarly journals Social Inequality and the Future of US Life Expectancy

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Iliya Gutin ◽  
Robert A. Hummer
Keyword(s):  
United States ◽  
Life Expectancy ◽  
Social Inequality ◽  
Population Health ◽  
The United States ◽  
Annual Review ◽  
Publication Date ◽  
The Social ◽  
The Future ◽  
Extreme Longevity

Despite decades of progress, the future of life expectancy in the United States is uncertain due to widening socioeconomic disparities in mortality, continued disparities in mortality across racial/ethnic groups, and an increase in extrinsic causes of death. These trends prompt us to scrutinize life expectancy in a high-income but enormously unequal society like the United States, where social factors determine who is most able to maximize their biological lifespan. After reviewing evidence for biodemographic perspectives on life expectancy, the uneven diffusion of health-enhancing innovations throughout the population, and the changing nature of threats to population health, we argue that sociology is optimally positioned to lead discourse on the future of life expectancy. Given recent trends, sociologists should emphasize the importance of the social determinants of life expectancy, redirecting research focus away from extending extreme longevity and toward research on social inequality with the goal of improving population health for all. Expected final online publication date for the Annual Review of Sociology, Volume 47 is July 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Tracking in Israeli high schools: social inequality after 50 years of educational reforms

2021 ◽  
Author(s):  
Eyal Bar-Haim ◽  
Yariv Feniger
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Social Inequality ◽  
Structural Changes ◽  
Social Background ◽  
Data Set ◽  
Life Chances ◽  
Academic Tracks ◽  
Track Placement ◽  
Parental Class

This paper provides an overview of tracking in Israeli upper secondary education and assesses its effect on the attainment of higher education degrees and earnings. Since the early 1970’s, the Israeli education system has gone through three major reforms that profoundly transformed tracking and sorting mechanisms in secondary education. All three aimed at reducing social inequality in educational attainment through structural changes that expanded learning opportunities and replaced rigid top-down sorting mechanisms with concepts of differentiation and choice. Utilising a data set that includes a large representative sample of Israelis born between 1978 and 1981 who were fully affected by the reforms, the analysis shows that there is a clear link between social background and track placement. Track placement, in turn, is associated with attainment of higher education degrees and income. Moreover, tracking mediates a large proportion of the association between parental class and these two adult outcomes. We also show that the low-status academic tracks that replaced the vocational tracks did not improve the life chances of low-achieving students from disadvantaged social groups.<br /><br />Key messages<br /><ul><li>We analyze the relation between social background, secondary education tracking and later life achievements using registry data.</li><br /><li>The results show that tracking mediates a large proportion of the association between background and outcomes High-tier vocational tracks improved the chances of students.</li><br /><li>Low-status academic tracks did not improve the life chances of low background students.</li></ul>

From Ground to Cloud

2018 ◽  
pp. 1-21
Author(s):  
Kostis Koutsopoulos
Keyword(s):  
Cloud Computing ◽  
Education System ◽  
Future Scenarios ◽  
Ripple Effects ◽  
The Future ◽  
Education Stakeholders

As technology has become an agent of immense change, it has forced upon the education system Cloud Computing, which in the form of School on the Cloud will have significant future ripple effects. In moving from ground (present conditions) to Cloud (future conditions), there is a need to examine the educational enhancements and the future ramifications of this technology. The description of these effects represents the goal of this chapter, by reviewing the major aspects of the future of Cloud Based Education and by presenting the approach and the results of a foresight exercise, which have led to the development of a series of future scenarios related to the future roles of the major education stakeholders.

English and the Imagining of a Cosmopolitan City

2020 ◽  
pp. 71-98
Author(s):  
Christina P. Davis
Keyword(s):  
Social Mobility ◽  
National Language ◽  
Education Reforms ◽  
Sri Lankan ◽  
The Future ◽  
Upward Social Mobility ◽  
Language And Education ◽  
The City

Chapter 4 considers the role of English in how the Girls’ College grade 10 Tamil-medium students navigated inequalities in the school as a whole and the Tamil-medium stream and claimed status as cosmopolitan Kandy or Sri Lankan girls. The use of full English in the classroom risked making them seem uppity, but the girls skillfully used English-inflected Tamil to articulate desired identities and stake claims in the future. Despite their multilingualism, the girls’ identities as predominantly Tamil speakers shaped how they interacted in school and in their home and neighborhood settings. This chapter argues that while their representation of themselves as Kandy girls avoided ethnicity-based models of identity, inconsistent with ideologies present in the national language and education reforms, they did not view Kandy as ethnically integrated so much as associate the city with their potential for upward social mobility.

scholarly journals Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amit Joshi ◽  
Muddu Vinay ◽  
Preeti Bhaskar
Keyword(s):  
Home Environment ◽  
Education System ◽  
Interpretative Phenomenological Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Negative Attitude ◽  
Technical Support ◽  
Content Type ◽  
The Future ◽  
The Government

Purpose In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India. Design/methodology/approach Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data. Findings The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments. Practical implications The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future. Originality/value Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation.

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