scholarly journals Intergenerational and Marriage Mobility of University Professors in the Netherlands During the 19th Century

2021 ◽  
Vol 10 ◽  
pp. 167-171
Author(s):  
Ineke Maas ◽  
Marco H. D. Van Leeuwen ◽  
Antonie Knigge
Keyword(s):  
Cultural Capital ◽  
19Th Century ◽  
Occupational Group ◽  
Contemporary Society ◽  
University Professors ◽  
Capital Theory ◽  
Civil Marriage ◽  
Cultural Capital Theory ◽  
The 19Th Century ◽  
Do So

In this study we ask the question to what extent 19th-century university professors were a closed occupational group in the sense that they had little intergenerational and marriage mobility. We do so in honor of Kees Mandemakers, who is about to retire as a professor, but whose younger family members may follow in his footsteps. We derive competing hypotheses from cultural capital theory and the meritocracy thesis and test them using civil marriage records for the period 1813–1922 in six Dutch provinces (N = 1,180,976 marriages). Although only 4.4% of all university professors had a father in the same occupation, the odds ratio of 331 shows that this is much more likely than to be expected under independence. Similarly, professors were much more likely to marry the daughter of a professor. Compared to other elite occupations the intergenerational immobility of professors was not especially high, but their marriage immobility was exceptional. Cultural capital theory receives more support than the meritocracy thesis. We hope that Mandemakers, Mandemakers and Mandemakers will accept the challenge and investigate whether these findings can be generalized to contemporary society.

The Horn of the Unicorn

Antiquity ◽  
1953 ◽  
Vol 27 (105) ◽  
pp. 15-19 ◽  
Author(s):  
Humphrey Humphreys
Keyword(s):  
19Th Century ◽  
Middle Ages ◽  
Old Testament ◽  
The 19Th Century ◽  
Do So ◽  
The Middle Ages

Though everyone now agrees that the unicorn never existed, this unanimity is quite recent. All through the 19th century there were periodic reports of its presence in darkest Africa or on the Asiatic steppes, and hopes that it would turn out to be a reality died hard. But if there never was such a creature why did the men of the Middle Ages believe in it so firmly and depict it so often? As Christians it was incumbent on them to do so, for it was mentioned in the Old Testament and, therefore, must be real. Its presence there was due to the authors of the Septuagint, the Hellenised Jews who, at Alexandria, in the centuries between the city's foundation and the Christian era, translated their sacred books from Hebrew into Greek and on seven occasions used the word μονόκερως (Greek for unicorn).

scholarly journals Avoiding Us versus Them: How Schools’ Dependence on Privileged “Helicopter” Parents Influences Enforcement of Rules

2019 ◽  
Author(s):  
Jessica McCrory Calarco
Keyword(s):  
Parent Involvement ◽  
Elementary School ◽  
Public Schools ◽  
Cultural Capital ◽  
Ethnographic Study ◽  
Helicopter Parenting ◽  
Capital Theory ◽  
Helicopter Parents ◽  
White Families ◽  
Cultural Capital Theory

As privilege-dependent organizations, U.S. public schools have an interest in catering to higher-SES White families. But, what happens when privileged families’ interests conflict with schools’ stated goals? Focusing on the case of homework, and drawing insights from organizational theory, cultural capital theory, and research on parent involvement in schools, I examine how schools’ dependence on higher-SES White families influences their enforcement of rules. Using a longitudinal, ethnographic study of one socioeconomically diverse public elementary school, I find that teachers wanted to enforce homework rules, but they worried doing so would lead to conflict with the higher-SES White “helicopter” parents, on whom they relied most for support. Thus, teachers selectively enforced rules, using evidence of “helicopter” parenting to determine which students “deserved” leeway and lenience. Those decisions, in turn, contributed to inequalities in teachers’ punishment and evaluation of students. Broadly, these findings suggest privilege-dependence leads schools to appease privileged families, even when those actions contradict the school’s stated goals. These findings also challenge standard policy assumptions about parent involvement and homework, and they suggest policies aimed at reducing the power of privilege are necessary for lessening inequalities in school.

Apprendre à travailler: The uneasy journey of counter-school culture in the country of cultural capital theory

Ethnography ◽  
2018 ◽  
Vol 19 (4) ◽  
pp. 479-495
Author(s):  
Sylvain Laurens ◽  
Julian Mischi
Keyword(s):  
School Culture ◽  
Cultural Capital ◽  
Social Reproduction ◽  
French Translation ◽  
Capital Theory ◽  
Cultural Capital Theory ◽  
French Sociology ◽  
Culture Concept

This paper retraces the journey of Learning to Labour in the French intellectual landscape, by examining the context in which we had this book translated in 2011. We first analyse the slow importation of Willis’s research in France (the originality of the counter-school culture concept is highlighted in light of Bourdieu’s theoretical emphasis on the role of cultural capital in social reproduction) and the conditions that made a French translation possible 30 years after the original’s publication. We then discuss the ways in which this 2011 translation, entitled L’école des ouvriers, collided with French debates on the role of school and the then prevalent postmodern theories. We end by discussing the uses of Willis’s work in contemporary French sociology.

Nationalism and Siberian Archeology of the 19th Century

2021 ◽  
pp. 187936652110663
Author(s):  
Dmitry Mikhailov ◽  
Nikolay Ternov
Keyword(s):  
Cultural Capital ◽  
19Th Century ◽  
Middle Ages ◽  
Historical Context ◽  
Historical Research ◽  
Comparative Characteristic ◽  
National Movement ◽  
The World ◽  
National Environment ◽  
The 19Th Century

The article provides a comparative characteristic of the nationally motivated ethnocultural concepts of the 19th century, based on the interpretation of Siberian peoples` history. Finnish nationalism was looking for the ancestral home of the Finns in Altai and tried to connect them with the Turkic-Mongol states of antiquity and the Middle Ages. Under the influence of the cultural and historical theories of regional experts, the Siberian national discourse itself began to form, which was especially clearly manifested in the example of the genesis of Altai nationalism. Russian great-power nationalism sought to make Slavic history more ancient and connected it with the prestigious Scythian culture. If we rely on the well-known periodization of the development of the national movement of M. Khrokh, then in the theory of the Finns` Altai origin, we can distinguish features characteristic of phase “B,” when the cultural capital of nationalism gradually turns into political. In turn, the historical research of the regional specialists illustrates the earliest stage in the emergence of the national movement, the period of nationalism not only without a nation but also without national intellectuals. The oblasts are forming the very national environment, which does not yet have the means for its own expression, but it obviously contains separatist potential. At the same time, both the Finnish and Siberian patriots, with their scientific research, solved the same ideological task—to include the objects of their research in the world cultural and historical context, to achieve recognition of their right to a place among European nations. However, Florinsky’s theory, performing the function of the official propaganda, is an example of the manifestation of state unifying nationalism, with imperial connotations characteristics of Russia.

scholarly journals Avoiding Us versus Them: How Schools’ Dependence on Privileged “Helicopter” Parents Influences Enforcement of Rules

2020 ◽  
Vol 85 (2) ◽  
pp. 223-246 ◽  
Author(s):  
Jessica McCrory Calarco
Keyword(s):  
Parent Involvement ◽  
Elementary School ◽  
Public Schools ◽  
Cultural Capital ◽  
Ethnographic Study ◽  
Helicopter Parenting ◽  
Capital Theory ◽  
Helicopter Parents ◽  
White Families ◽  
Cultural Capital Theory

As privilege-dependent organizations, U.S. public schools have an interest in catering to higher-SES White families. But, what happens when privileged families’ interests conflict with schools’ stated goals? Focusing on the case of homework, and drawing insights from organizational theory, cultural capital theory, and research on parent involvement in schools, I examine how schools’ dependence on higher-SES White families influences their enforcement of rules. Using a longitudinal, ethnographic study of one socioeconomically diverse public elementary school, I find that teachers wanted to enforce homework rules, but they worried doing so would lead to conflict with the higher-SES White “helicopter” parents, on whom they relied most for support. Thus, teachers selectively enforced rules, using evidence of “helicopter” parenting to determine which students “deserved” leeway and lenience. Those decisions, in turn, contributed to inequalities in teachers’ punishment and evaluation of students. Broadly, these findings suggest privilege-dependence leads schools to appease privileged families, even when those actions contradict the school’s stated goals. These findings also challenge standard policy assumptions about parent involvement and homework, and they suggest policies aimed at reducing the power of privilege are necessary for lessening inequalities in school.

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