scholarly journals The Importance Of Educational Level For Farmer’s Upward Social Mobility In Wringinpitu Village

2018 ◽  
Vol 2 ◽  
pp. 18
Author(s):  
Nurina Adi Paramitha ◽  
Supriyadi Supriyadi ◽  
Ahmad Zuber
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Junior High School ◽  
Role Models ◽  
Family Background ◽  
Social Position ◽  
Upward Movement ◽  
Factors Affecting ◽  
Before And After ◽  
Upward Social Mobility

Education influences upward movement in vertical social mobility. With scholars not returning to villages, upward social mobility in a farmer’s society slows down. The research was conducted from September 2017 until April 2018 in Wringinpitu village, Tegaldlimo sub-district, Banyuwangi district with the aim of determining upward social mobility of farmers in Wringinpitu village. Upward social mobility is determined by the differences in a farmer’s life, before and after planting oranges, land ownership, wealth, and social position in a society. The research uses a qualitative case study design with data collected through observation, documentation, and in-depth interviews. The informants were selected based on a purposive sampling method. The data was then validated by triangulation and analyzed using the interactive model. The results has shown that the factors affecting upward social mobility was not only due to higher education levels but also from opportunities, family background, and social capital. Scholarly farmers achieve the highest social position while farmers with only junior high school background having the lowest social position. The less educated farmers are less able to absorb information and make innovations. Scholarly farmers are more successful and become role models for other farmers. Farmer with higher education are able to achieve higher vertical social mobility and vice versa. The results of the research propose that educational institutions should educate and motivate scholars to return to their villages as agents of change.

Educational Choices, Family Background, and Social Mobility

2019 ◽  
pp. 128-146
Author(s):  
Maria da Conceição Rego ◽  
Carlos Vieira ◽  
Isabel Vieira
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Family Background ◽  
Economic Status ◽  
Current Data ◽  
Educational Choices ◽  
Access To Higher Education ◽  
Job Market ◽  
Socio Economic Status ◽  
Policy Measures

Education is generally considered a valuable tool to improve individual socio-economic status. In European peripheral countries, up to the late 1970s, only a small elite had access to higher education and such privilege guaranteed a comfortable socio-economic position, not only via the job market, but also by allowing the sustainability of pre-existing social links. From then on, democratization of access to higher education should have prompted a decrease in social and economic inequalities within and across countries. However, current data still reflects that, despite gained access to social uplifting tools, individuals from less favored backgrounds appear to not have been able to close the various gaps separating them from the more privileged ones. In this chapter, the authors analyze recent data to characterize higher education attendance in Portugal, highlighting some factors that may still block the socio-economic improvement of the less favored students and suggesting policy measures to overcome them.

Growing up in Hong Kong before and after 1980

2017 ◽  
Author(s):  
Yue Chim Richard Wong
Keyword(s):  
Social Mobility ◽  
Rental Housing ◽  
Growing Up ◽  
The Poor ◽  
Public Rental Housing ◽  
Before And After ◽  
Upward Social Mobility ◽  
Poor Children ◽  
Housing Estates ◽  
Housing Units

Hong Kong’s public housing estates are transforming into areas of growing poverty, with more divorced households. They are increasingly weak neighborhoods for motivating children to higher aspirations. There are doubts about the wisdom of continuing the development of more public rental housing units to solve our shortage of housing units. A far better solution is to build subsidized homes for ownership so that families have a stake to stay together and work for a better future. By keeping families together, more children will be prevented from falling into a state of disadvantage that will be detrimental to their future upward social mobility. Why foster and concentrate the poor and the divorced in publicly subsidized ghettos? Poor children deserve a better deal. A city of homeowners is also less politically divided.

scholarly journals The Role of Higher Education in Promoting Social Mobility in Indonesia

2017 ◽  
Vol 6 (1) ◽  
pp. 233
Author(s):  
Muhammad Husni Arifin
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Educational Opportunity ◽  
Social Economy ◽  
Theoretical Frameworks ◽  
Relevant Theory ◽  
Upward Social Mobility ◽  
Inequality Of Educational Opportunity

This paper explains the link between higher education and social mobility in Indonesia. There are several theoretical frameworks talking about the link between higher education and social mobility and the relevant theory of them is Raymond Boudon’s Inequality of Educational Opportunity (IEO) and Inequality of Social Opportunity (ISO). The results reveal that the link between higher education and social mobility in Indonesia is influenced by other factors: inequality of social-economy and geography and cultural disparities. Furthermore, the more decreasing inequality in the society, the more people can go to higher education and in turn will promote upward social mobility.

Students, Workers, and Social Change: The Limits of Czech Stalinism

Slavic Review ◽  
1997 ◽  
Vol 56 (2) ◽  
pp. 307-335 ◽  
Author(s):  
John Connelly
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Soviet Union ◽  
Social Mobility ◽  
The Other ◽  
Social Classes ◽  
The Soviet Union ◽  
Elite Status ◽  
Working Class Students ◽  
Upward Social Mobility

Only a few years after the defeat of Nazi Germany, communists throughout eastern Europe began constructing new societies according to models imported from the Soviet Union. One of the most important tasks facing them in this enterprise was to establish firm bases of social support. For this, the Soviet model seemed straightforward: communists had to destroy the power of the old elites and recruit new elites from underprivileged social strata. In the 1920s the Bolsheviks had attempted to achieve these goals through higher education. By using affirmative action in student admissions and setting up worker preparation courses—the rabfaky—they broke the ability of the former upper classes to bequeath status and rapidly increased the numbers of workers and peasants among university students. Between 1927-28 and 1932-33 the number of working-class students doubled to half of all students, while the total number of students more than doubled. Issues of ideology aside, the logic of this transformation was simple: underprivileged social classes were likely to reward communists with loyalty in exchange for upward social mobility. The middle and upper classes, on the other hand, had considered it their prerogative to aspire to elite status. Their attachment to communism would always seem suspect, because in the best of cases it was based upon ideological commitment alone.

Emerging psychopathology moderates upward social mobility: The intergenerational (dis)continuity of socioeconomic status

2015 ◽  
Vol 27 (4pt1) ◽  
pp. 1217-1236 ◽  
Author(s):  
Marie-Hélène Véronneau ◽  
Lisa A. Serbin ◽  
Dale M. Stack ◽  
Jane Ledingham ◽  
Alex E. Schwartzman
Keyword(s):  
Socioeconomic Status ◽  
Educational Attainment ◽  
Social Mobility ◽  
Family Background ◽  
Social Withdrawal ◽  
Academic Competence ◽  
Individual Risk ◽  
Social Policies ◽  
Highly Educated ◽  
Upward Social Mobility

AbstractSocioeconomic status (SES) is relatively stable across generations, but social policies may create opportunities for upward social mobility among disadvantaged populations during periods of economic growth. With respect to expanded educational opportunities that occurred in Québec (Canada) during the 1960s, we hypothesized that children's social and academic competence would promote upward mobility, whereas aggression and social withdrawal would have the opposite effect. Out of 4,109 children attending low-SES schools in 1976–1978, a representative subsample of 503 participants were followed until midadulthood. Path analyses revealed that parents’ SES predicted offspring's SES through associations with offspring's likeability, academic competence, and educational attainment. Interaction effects revealed individual risk factors that moderated children's ability to take advantage of intrafamilial or extrafamilial opportunities that could enhance their educational attainment. Highly aggressive participants and those presenting low academic achievement were unable to gain advantage from having highly educated parents. They reached lower educational attainment than their less aggressive or higher achieving peers who came from a similarly advantaged family background. Growing up with parents occupying low-prestige jobs put withdrawn boys and outgoing girls at risk for low educational attainment. In conclusion, social policies can raise SES across generations, with great benefits for the most disadvantaged segments of the population. However, children presenting with emerging psychopathology or academic weaknesses do not benefit from these policies as much as others, and should receive additional, targeted services.

scholarly journals The ‘dual tension’ created by negotiating upward social mobility and habitus: A generational study of skilled working-class men, their sons and grandsons following deindustrialization

2019 ◽  
Vol 68 (7) ◽  
pp. 891-911
Author(s):  
George Karl Ackers
Keyword(s):  
Qualitative Research ◽  
Working Class ◽  
Social Mobility ◽  
Life Stories ◽  
Family Background ◽  
Occupational Position ◽  
Intergenerational Study ◽  
Working Lives ◽  
Generational Study ◽  
Upward Social Mobility

This article presents an intergenerational study of 28 skilled working-class men’s life stories of negotiating social mobility in the wake of deindustrialization. This contributes to emerging qualitative research that aims to build a framework that understands the personal tensions social mobility creates for individuals. In this study, the tensions that men experienced were not exclusively the consequence of ‘habitus clivé’, i.e. men feeling a dislocation from their working-class backgrounds as they climbed the occupational ladder. Men’s tensions also arose from internalizing the generational pressure to improve their occupational position. Pressed by these competing tensions, men developed a ‘ getting-on outlook’ over their careers, which meant that each generation pursued upward social mobility while also seeking to have the integrity of their working lives authenticated by their parents. To build on habitus, Bertaux and Bertaux-Wiame’s description of the ‘dual tension’ is advanced as a means to frame the conflict between belonging and individuality that social mobility provoked. This article suggests this ‘dual tension’ could be reduced by families in a process named ‘authentication’. ‘Authentication’ reflects intergenerational dialogues and practices developed by the younger generations to have their achieved status recognized as in keeping with their family background.

scholarly journals The Effects of Gender and Parental Education on Participation Within Post-Secondary Education in the 1970s and 1980s

1989 ◽  
Vol 19 (1) ◽  
pp. 49-62
Author(s):  
Neil Guppy ◽  
Krishna Pendakur
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Parental Education ◽  
Family Background ◽  
Full Time ◽  
Post Secondary Education ◽  
Factors Affecting ◽  
Post Secondary ◽  
Part Time ◽  
The Impact

Knowledge of factors affecting access to post-secondary education is growing, but we know much less about influences shaping patterns of study within higher education. This paper explores the impact of gender and parental education on student decisions to study part-time or full-time, to choose college or university, and to enroll in different fields of study. These issues are examined using representative national samples of Canadian students from 1974-75 and 1983-84. We demonstrate that both gender and family education play decisive roles in influencing patterns of participation in higher education and that the effects of family background differ significantly between women and men.

scholarly journals The problem of social selection in the system of higher ­education in the conditions of distance ­learning (through the prism of ­Pitrim Sorokin’s theory of social mobility)

2021 ◽  
Vol 6 (11) ◽  
pp. 22-29
Author(s):  
Iryna Pidkurkova
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Key Words ◽  
Social Mobility ◽  
Social Selection ◽  
Upward Movement ◽  
Social Functions ◽  
The Social ◽  
Selection Of

During the quarantine of a coronavirus pandemic, distance learning does not properly perform such a function of higher education as social selection. This is illustrated through the prism of P. Sorokin’s theory of social mobility. One of the provisions of the theory assumes that the school, the institute of education is a social elevator, through which there is an upward movement, and due to the social functions of the school (testing, selection, distribution) there is the selection of the best, most skilled and talented individuals and their promotion. Distance education in the modern Ukrainian version makes the openings of the social “sieves” too large. So, firstly, not only the best and most capable can go through them, and secondly, such a system of education can lead to improper acquisition of knowledge by the students. Key words: social selection, social sieve, social mobility, social functions of education, distance learning.

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