Inequality of Opportunity for Higher Education

Sewell, William H.

doi:10.2307/2093667

Cited by 169 publications

(71 citation statements)

References 33 publications

(14 reference statements)

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“…Although sociology has a longstanding tradition of examining educational expectations 2 as a mediator between social origins and educational outcomes (Sewell 1971;Morgan et al 2013), research on immigrant optimism developed independently of said tradition. It was lead by scholars interested in immigrant integration outcomes rather than by those investigating educational stratification.…”

Section: Explaining Differential Educational Expectations Between Natmentioning

confidence: 99%

Educational optimism in China: migrant selectivity or migration experience?

Cebolla‐Boado

Soysal

2017

Journal of Ethnic and Migration Studies

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This paper addresses the so-called paradox of immigrant optimism, which accounts for the higher educational expectations of immigrant-origin children, compared to non-immigrants in destination countries, conditional on social background and school attainment. We are interested in clarifying whether the mechanisms behind this optimism are related to migrant selectivity or family migration experience. To do this we use data from the China Education Panel Study, a representative survey of junior high school students in China. We use a two-pronged analytical strategy. Firstly, we look at whether having experienced family migration (within China) is associated with higher educational expectations. Secondly, we take a step back and explore whether adolescents who wish to migrate themselves when they grow up report higher educational expectations. Our findings confirm that adolescents who wish to migrate themselves when adults are already more optimistic even before any intentions of moving come to fruition. This we take as an indirect proof of selectivity. In contrast, we find no effect of family migration on expectations.ARTICLE HISTORY

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Section: Explaining Differential Educational Expectations Between Natmentioning

confidence: 99%

Educational optimism in China: migrant selectivity or migration experience?

Cebolla‐Boado

Soysal

2017

Journal of Ethnic and Migration Studies

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“…Early studies on the role of "sex differences" on educational and vocational aspirations pointed to gendered disparities in both domains (Alexander & Eckland, 1974;Sewell, 1971). As Osipow and Fitzgerald (1996) contend, "gender is clearly one of the most powerful influences on vocational behavior" (p. 63).…”

Section: Youth Aspirations: the Literaturementioning

confidence: 99%

Unpacking Young People’s Narratives About Their Aspirations: A Bourdieusian Perspective

Haines‐Saah

Hilario

et al. 2016

IJCYFS

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Abstract:Drawing from Bourdieu's theories on habitus, capital, and field, this article explores the complex relationship between social context and youth's aspirations and perceptions of the future. Based on findings from interviews we conducted with young people in two distinct communities in British Columbia, Canada, we undertook a comparative analysis of the ways in which class and place influence young people's "imagined futures". Our findings suggest that family plays an instrumental role in shaping youth's aspirations in both locations. Perceptions regarding opportunity and mobility varied greatly between the communities, and appeared to be influenced by racialized and gendered inequalities. A few youth had aspirations that resided outside of the narrative parameters mapped out by their peers. We explore the implications of these perspectives for community-level strategies aiming to improve young people's future trajectories, which could have positive impacts on their current and future health and wellbeing. While Bourdieu's theories do not explicitly consider adolescent-specific capital, we found them to be helpful in making sense of youth's narratives about their futures. Keywords 424Young people's aspirations for educational and career goals have been shown to be influenced by structural inequalities (Allen & Hollingworth, 2013;Archer & Yamashita, 2003). It is well documented that class structures associated with poverty and social disadvantage can constrain aspirations and place youth at risk for poor health and social outcomes, and can diminish educational and occupational successes relative to more advantaged peers (Ceballo, 2004;Maurizi, Ceballo, Epstein-Ngo, & Cortina, 2013;Stewart, Stewart, & Simons, 2007;Walpole, 2003;Wilson, 2010;Yoshikawa, Aber, & Beardslee, 2012). While such structural limitations are not linked to class or income status alone (Gonzales, 2011;Mello & Swanson, 2007;Noguera, 2003), researchers have drawn on a variety of approaches to theorize the influence of context -structural, social, cultural, or a combination thereof -on youth's life trajectories.Following Bourdieu and Passeron's (1977) work examining the education system in France, analyses of cultural capital have figured prominently within social education research (Dumais, 2002;Grenfell & James, 1998). Bourdieu's theorization of cultural capital has been a staple for understanding the cultural influences on the "achievement gap" present in educational outcomes (Lareau & Weininger, 2003). Educational theorists have long used Bourdieu's theory of cultural and social capital to explain how families with class privilege confer advantages beyond economic benefits upon their children, facilitating success in school. Additionally, this theory has been used to illuminate how both the evaluation standards and social values of institutional fields of education may disadvantage students from working-class backgrounds (Lamont, Schmalzbauer, Waller, & Weber, 1996;Lareau, 1989).In terms of work and employment, Charlesworth's A Pheno...

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“…Los indicadores del estatus socioeconómico de la familia -en particular, la educación y la ocupación de los padres y el ingreso familiar-vaticinan de manera significativa el nivel de educación de los hijos y otras variables del capital humano que, a su vez, predicen el nivel ocupacional y de ingresos de los hijos. Estos estudios han revelado los efectos desiguales sobre las aspiraciones educativas y ocupacionales (Sewell 1971).…”

Section: Perspectivas Teóricasunclassified

Los Hijos De Inmigrantes Mexicanos en Estados Unidos De Norteamérica Y Sus Aspiraciones Educativas: Una Nueva Propuesta Teórica

Curiel

2013

Pyf

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RESUMENEl presente trabajo comparte una propuesta teórica para explorar el proceso de formación de las aspiraciones educativas de los hijos de inmigrantes mexicanos desde la óptica de la vida familiar, tomando en consideración distintos enfoques teóricos. El artículo parte de la aseveración de que «la familia es un punto estratégico para entender las dinámicas de los flujos de la inmigración (legal e ilegal) y del proceso de adaptación del inmigrante» (Rumbaut 1997: 4). La propuesta de análisis plantea abordar el objeto de estudio desde la dinámica interna de la vida familiar. Asimismo, es importante tomar en cuenta el contexto social y cultural del lugar de origen de las familias inmigrantes y el contexto de recepción.Palabras clave: aspiraciones educativas, hijos de inmigrantes, vida familiar, enfoque teórico.

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Inequality of Opportunity for Higher Education

Cited by 169 publications

References 33 publications

Educational optimism in China: migrant selectivity or migration experience?

Educational optimism in China: migrant selectivity or migration experience?

Unpacking Young People’s Narratives About Their Aspirations: A Bourdieusian Perspective

Los Hijos De Inmigrantes Mexicanos en Estados Unidos De Norteamérica Y Sus Aspiraciones Educativas: Una Nueva Propuesta Teórica

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