scholarly journals L’expérience sociale des institutions scolaires : construire son identité linguistique au fil de la transition à l’enseignement supérieur

2013 ◽  
Vol 43 (1) ◽  
pp. 44-62
Author(s):  
Marie-Odile Magnan
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Social Reproduction ◽  
Life Story ◽  
Sociology Of Education ◽  
Constructivist Approach ◽  
Linguistic Identity ◽  
Classical View ◽  
The Social ◽  
Transition To Higher Education

Rather than using the classical view generally embraced by the field of sociology of education – that is equity in educational chances and mechanisms of social reproduction, this article analyses the construction of linguistic identity among young adults during their school and mobility pathways. The results obtained from this qualitative research (N=33) demonstrate that the transition to higher education influences the construction of linguistic identity of young adults who previously attended a minority linguistic school in Canada – and this is mainly due to the new relationships to otherness that the transition to higher education involves. Using a micro sociological and constructivist approach, the article draws a parallel between the objective pathways (school and mobility transitions) and the subjective pathways (construction of linguistic identity) of young adults by analysing their life story with a diachronic approach. Although some researchers have evoked the decline of the school institution (Dubet, 2002), this article reveals that the social experience of school leaves a mark on life pathways.    

scholarly journals Ways of Psychosocial Development During Adolescence (12–20 years)

2015 ◽  
Vol 20 (2) ◽  
pp. 24-33 ◽  
Author(s):  
A.V. Shamne
Keyword(s):  
Higher Education ◽  
Cluster Analysis ◽  
Young Adults ◽  
Social Development ◽  
Psychosocial Development ◽  
Social World ◽  
Questionnaire Data ◽  
The Social ◽  
Different Types ◽  
Psychosocial Transition

We analyze the results of empirical operationalization of options (types) of psychosocial development in adolescent age. We studied a large sample of adolescents and young adults of 12-20 years (N = 1130, 48% male) from different strata of the urban and rural (17%) Ukrainian population (students of secondary, vocational, technical and higher education). We used the author’s method “Psychosocial Questionnaire”. Data were analyzed with K-means cluster analysis. We identified and analyzed five clusters (“internal”, “dominant”, “integrated”, “addict”, “aloof”), which represent individually typical features of modern youth psychosocial transition to a state of maturity. Clusters (types) were also analyzed with the following criteria: 1) productive / prosperous and non¬productive / dysfunctional types of psycho-social development; 2) psychosocial integration / adaptation and disintegration / maladaptation in the social world. We revealed the tasks and conditions of effective psychological support of the youth (correction zone) with different types of psycho-social development.

scholarly journals Algumas dimensões culturais da trajetória de estudantes pobres no ensino superior público: o caso da UFMG

2019 ◽  
Vol 87 (216) ◽  
Author(s):  
Écio Portes
Keyword(s):  
Higher Education ◽  
Sociology Of Education ◽  
The Public ◽  
Poor Students ◽  
The Social ◽  
Education School ◽  
University Life ◽  
Institutional Strategies ◽  
Object Of Study ◽  
The University

Estuda as trajetórias de estudantes pobres em cursos altamente seletivos da Universidade Federal de Minas Gerais, como Ciência da Computação, Comunicação Social, Direito, Engenharia Elétrica, Fisioterapia e Medicina. Explica o conjunto de circunstâncias que propiciaram esse sucesso escolar. Realiza esse intento investigando a história de estudantes pobres no ensino superior no século 20, nas Faculdades de Direito de Olinda/Recife e de São Paulo e a história do atendimento a estudantes pobres empreendido pela UFMG desde o momento de sua criação. Utiliza os trabalhos que lidam com trajetórias escolares, principalmente de sociólogos franceses, como Bourdieu, De Queiroz, Lahire, Laurens e Terrail, entre outros. Os resultados confirmam a existência de estudantes pobres no ensino superior desde a implantação deste, mesmo que pouco representativa; e, como conclusão, é afirmado que a inclusão e a permanência de estudantes pobres no ensino superior brasileiro são uma tarefa de difícil execução, que se deu sem a presença de ações desenvolvidas pelo Estado. No passado, esses estudantes desenvolveram estratégias próprias que se associariam, já no século 20, a estratégias filantrópicas e institucionais empreendidas no seio da própria instituição universitária, a exemplo do que vem fazendo a UFMG ao longo do tempo. Essas ações sustentaram um grupo de estudantes pobres no interior da universidade pública, mas não puseram fim às discriminações sofridas nem minimizaram os constrangimentos econômicos perpetuados historicamente e pelos quais outros vêm passando no cotidiano universitário. Palavras-chave: sociologia da educação; trajetórias escolares; estudantes pobres; ensino superior. Abstract This work gives priority to the historic and theoretical search necessary to the understanding of the object of study, the social and school trajectories of poor students, in the past and in the present. The new data and the proposed analyses lead us to believe that the fact of poor students being included in the Brazilian higher education and remaining at the University is not an easy task and took place without any government policies. In former times, these students developed their own strategies, which became associated, in the twentieth century, to institutional strategies, organised inside the University itself, following the example of what UFMG has been doing all this time. These actions supported a group of poor students in the public University but did not hinder prejudice nor diminished economical embarrassments, which they historically have been going through in their university routine. Keywords: sociology of education; school trajectories; university life; poor students; higher education.

Social Mobility in Chilean Youth and Their Parents: A Generational Analysis from the Perspective of Social Reproduction

2020 ◽  
pp. 0094582X2093910
Author(s):  
Luis Miguel Rodrigo ◽  
Mauricio Oyarzo
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Life Cycle ◽  
Social Mobility ◽  
Social Reproduction ◽  
Educación Superior ◽  
Access To Higher Education ◽  
Educacion Superior ◽  
The Social ◽  
Life Cycle Effects

Recent studies on Chile agree that the country’s youth enjoy greater social mobility than previous generations. This has been attributed either to their greater access to higher education or to life-cycle effects on occupation. A test of these two hypotheses by estimating the socioeconomic positions of four generations of Chileans using a model of analysis based on the social reproduction paradigm shows that younger generations of Chileans have a lower level of social inheritance than the rest of the population only during their initial years in the labor market. Therefore, the greater social mobility observed in them is temporary and is explained by life-cycle effects on occupation. Estudios recientes sobre Chile coinciden en que la actual juventud chilena goza de una mayor movilidad social que las generaciones anteriores. Esto se ha atribuido a su mayor acceso a la educación superior o a los efectos del ciclo de vida en la ocupación. Aquí se examinan estas dos hipótesis a partir de una aproximación en torno a las posiciones socioeconómicas de cuatro generaciones chilenas. Se utiliza un modelo analítico asentado en el paradigma de la reproducción social, el cual nos muestra que las generaciones más jóvenes tienen un grado de herencia social más bajo que el resto de la población tan sólo durante sus primeros años como participantes en el mercado laboral. Por lo tanto, su mayor movilidad social es temporal y se explica a partir de los efectos del ciclo de vida en la ocupación.

Optimal Cut-Off Score of Social Phobia and Anxiety Inventory-Brief Form

2018 ◽  
Vol 34 (4) ◽  
pp. 278-282 ◽  
Author(s):  
Luis-Joaquin Garcia-Lopez ◽  
Deborah Beidel ◽  
Jose-Antonio Muela-Martinez ◽  
Lourdes Espinosa-Fernandez
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Anxiety Disorder ◽  
Social Phobia ◽  
Clinical Utility ◽  
Healthy Controls ◽  
Screening Measure ◽  
Dsm 5 ◽  
The Social ◽  
Heated Debate

Abstract. No cut-off scores for the Social Phobia and Anxiety Inventory-Brief (SPAI-B) are available to screen for young adults with and without social anxiety disorder (SAD). In addition, there is a currently heated debate on the utility of the performance-only specifier in DSM-5. The present study is aimed at covering these gaps. Participants included 124 young adults in higher education with a clinical diagnosis of SAD and 81 healthy controls. The SPAI-B scores revealed a continuum of severity among the nonclinical population, performance-only specifier participants, and those with both performance and social interactional fears. Data suggested to use a rounded cut-off of 24 to screen for patients with both performance and interactional fears, and a rounded cut-off score of 23 for young adults with performance-only specifier. Findings demonstrated that the SPAI-B is particularly useful as a screening measure among young adults in higher education, but the limited discriminative capacity of the performance-only specifier may call into question the clinical utility of this recently established specifier.

Schooling and Social Reproduction

1982 ◽  
Vol 26 (2) ◽  
pp. 144-154 ◽  
Author(s):  
Sandra Taylor
Keyword(s):  
Social Structure ◽  
Social Reproduction ◽  
School Context ◽  
Theoretical Work ◽  
Sociology Of Education ◽  
Levels Of Analysis ◽  
Social Construction Of Reality ◽  
Theoretical Perspectives ◽  
The Social ◽  
Development Of Identity

The need for theory in the sociology of education which deals with both structure and identity is discussed. It is argued that such theory is particularly relevant to an analysis of how schooling acts as an agent of social reproduction. Using Berger and Luckmann's social construction of reality theory (1966) as a basis, a number of theoretical perspectives which are relevant to the development of a theory of schooling and social reproduction are discussed. Two levels of analysis are considered: firstly the development of identity in the school context, and secondly the role of the education system in the reproduction of the social structure. Drawing on these ideas, the paper attempts to begin to move towards a theory of schooling and social reproduction which deals with both levels of analysis. It is suggested that the school processes which centre on school organization are significant mediators between identity and structure. It seems to be important that future empirical and theoretical work in sociology of education should focus on this mediating level. Only when we fully understand how schools replicate the social structure can we develop a viable pedagogy for change.

scholarly journals Analysis of Religious Socialization Based on Interviews Conducted with Young Adults

Religions ◽  
2019 ◽  
Vol 10 (6) ◽  
pp. 365 ◽  
Author(s):  
Gabriella Pusztai ◽  
Zsuzsanna Demeter-Karászi
Keyword(s):  
Young Adults ◽  
Social Network ◽  
Qualitative Interviews ◽  
Network Models ◽  
Religious Practice ◽  
Constructivist Approach ◽  
Religious Socialization ◽  
The Social ◽  
The Family ◽  
Religious Transmission

The term religious socialization has become a pressing issue in the context of religious socialization research. It also raises the question whether religious transmission can be interpreted through the reproduction or constructivist approach. Previously, the reconstruction models determined the approach of studying religious socialization. According to these models, socialization meant the adoption of the patterns of religious practice in the family. In this sense, socialization is periodical. The constructivist and the social network models of sociology significantly changed our conception of religious socialization. The earlier model was replaced by a model which rests on activity, correlation and open-endedness. In this paper, 18 qualitative interviews were analyzeanalyzed. Because religiosity is a multidimensional phenomenon, we wanted to analyze development in each dimension, which is why we relied on Glock and Stark’s model. Based on our results, seven types emerged and these findings have strengthened the constructivist approach.

Arabic Literature Since the Beginning of the Nineteenth Century

1923 ◽  
Vol 2 (4) ◽  
pp. 755-762
Author(s):  
Shaykh M.H. 'Abd Al Raziq
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Life Story ◽  
Arabic Literature ◽  
Government Institutions ◽  
The Social ◽  
Political Conditions

The biography of this great Egyptian scholar and organizer was published in one volume in 1894 by Dr. Durry Pasha (1841–1900). It was mainly taken from the ninth volume cf in which 'Alī Pāsha had described his early studies at village schools and higher education at government institutions. Finally he was sent-to Paris in company with the sons of Mohammed Ah Pasha to complete his education. This life-story reveals to the reader the social and political conditions of Egypt and the introduction of the refo

scholarly journals Sobre la mirada de género en la salud reproductiva y la construcción social de la maternidad

2010 ◽  
pp. 89
Author(s):  
Esther Castellanos Torres ◽  
Isabel Soriano Villarroel
Keyword(s):  
Social Construction ◽  
Social Reproduction ◽  
Gender Relations ◽  
Reproductive Rights ◽  
Point Of View ◽  
Human Reproduction ◽  
Constructivist Approach ◽  
Secondary Sources ◽  
The Social ◽  
Sexual And Reproductive Rights

<p>El presente artículo contempla tres objetivos: 1) explicitar que la sexualidad engloba la reproducción humana; 2) reflexionar sobre la maternidad como construcción social y 3) entender la reproducción social como sustentadora del orden económico y social patriarcal. A partir de la lectura de fuentes secundarias de diferentes autoras que han abordado estas cuestiones desde un planteamiento constructivista de la maternidad y las relaciones de género, se ha reflexionado y estructurado el artículo en tres apartados que dan respuesta a los objetivos. Por último, se plantean conclusiones encaminadas a posibilitar el ejercicio pleno de los derechos sexuales y reproductivos.</p><p><br />This article seeks three objectives: 1) to clarify that sexuality includes also human reproduction, 2) to reflect on motherhood as a social construction and 3) to understand the social reproduction as a supporter of the patriarchal, social and economic order. The article answers the objectives in three sections from a point of view of a constructivist approach to the motherhood and the gender relations through the reading of secondary sources of several authoresses. Finally, the article sets some conclusions out in order to make possible the full exercise of sexual and reproductive rights.<br /><br /></p>

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

Sign in / Sign up

Export Citation Format

Share Document