Educational stratification

2020 marks the 25th anniversary of the “digital divide.” Although a quarter century has passed, legacy digital inequalities continue, and emergent digital inequalities are proliferating. Many of the initial schisms identified in 1995 are still relevant today. Twenty-five years later, foundational access inequalities continue to separate the digital haves and the digital have-nots within and across countries. In addition, even ubiquitous-access populations are riven with skill inequalities and differentiated usage. Indeed, legacy digital inequalities persist vis-à-vis economic class, gender, sexuality, race and ethnicity, aging, disability, healthcare, education, rural residency, networks, and global geographies. At the same time, emergent forms of inequality now appear alongside legacy inequalities such that notions of digital inequalities must be continually expanded to become more nuanced. We capture the increasingly complex and interrelated nature of digital inequalities by intro...

Over the last few years, increasing scholarly and media attention has been paid to the plight of undocumented immigrant college students. However, only a small fraction of undocumented youth actually moves on from high school to postsecondary opportunities. Indeed, the exclusion from financial aid eligibility and low family socioeconomic status severely limit undocumented students' ability to matriculate to institutions of higher learning. But little is known about the ways in which school experiences shape postsecondary outcomes. This article focuses on the high school experiences of a sample of undocumented young adults and examines the ways in which school structures shape access to resources needed for postsecondary matriculation. In doing so, I argue that school-based networks are critical for success. However, these networks are fundamentally shaped by the school structure. This article draws from 78 in-depth life histories of undocumented Latino young adults in the Los Angeles metropolitan area. I incorporate a sample, stratified by educational experiences. The lived experiences of these young adults shed important light on the broader world in which they live and the ways in which immigration policies interact with school practices to shape success and failure.

Although scholars of Somali Studies have engaged themselves in examining the Somali society from several perspectives, colonial and early Somali writers mainly observed the Somali people as homogenous, egalitarian and nomadic pastoral. Themes on multi-ethnicity, multiculturalism, and linguistic diversity were ignored as topics that sully the myth of the selfsame ideology colorfully embroidered in the official historiography. The notion also deluded pioneering Somali scholars from critically studying their people and analyzing colonial writing; at least not beyond the western scholars' knowledge boundary. Accordingly, the Horn of Africa was exemplified as a unique African nation where citizens enjoy equality and share an all-in-one identity: culturally, ethnically, historically, and linguistically. Contrary to that notion, though, the everyday social situation makes the primordial ideology of selfsameness unsustainable. To establish the evidence, this essay discusses about how the Bantu Jareer agrarian community, a section among the different groups of subalterns in the country, views its environment and social space within the boundary of deeply offensive segregation by an extremely suppressive Somali society.

2020 marks the 25th anniversary of the “digital divide.” Although a quarter century has passed, legacy digital inequalities continue, and emergent digital inequalities are proliferating. Many of the initial schisms identified in 1995 are still relevant today. Twenty-five years later, foundational access inequalities continue to separate the digital haves and the digital have-nots within and across countries. In addition, even ubiquitous-access populations are riven with skill inequalities and differentiated usage. Indeed, legacy digital inequalities persist vis-à-vis economic class, gender, sexuality, race and ethnicity, aging, disability, healthcare, education, rural residency, networks, and global geographies. At the same time, emergent forms of inequality now appear alongside legacy inequalities such that notions of digital inequalities must be continually expanded to become more nuanced. We capture the increasingly complex and interrelated nature of digital inequalities by intro...

Research indicates that educational stratification may lead to a lower-track school culture of futility and a less academically-oriented culture among lower-track teachers, leading to both reduced study involvement and lower educational achievement among their students. This study investigated whether an anti-school culture in the lower tracks (in this study, in technical secondary education [TSE; N = 132] in comparison with general secondary education [GSE; N = 356]) has a solid basis that is supported by personal, ontological differences in intelligence and developmental potential (i.e., overexcitability, according to the theory of positive disintegration [TPD]). In addition, this study examined the consistency of these results with differences in mathematical and verbal achievement, the use of cognitive processing and metacognitive regulation strategies, and study motivation, as well as differences in the influence of personal competence indicators on the learning approach, all suggesting contextual, educational influences. A Bayesian analysis was applied to address the problem of a frequentist approach in complex statistical models. This study does not primarily reveal competence differences between both tracks (as indicated by no substantive differences in overexcitability and intelligence between respectively former GSE and TSE students and GSE and TSE boys), but rather substantial differences in verbal and mathematical performance, as well as regulatory/motivational problems among former TSE students, corroborating to some extent the abovementioned consequences of academic differentiation. The results are further elucidated from the perspective of self-determination theory and the TPD.

2020 marks the 25th anniversary of the “digital divide.” Although a quarter century has passed, legacy digital inequalities continue, and emergent digital inequalities are proliferating. Many of the initial schisms identified in 1995 are still relevant today. Twenty-five years later, foundational access inequalities continue to separate the digital haves and the digital have-nots within and across countries. In addition, even ubiquitous-access populations are riven with skill inequalities and differentiated usage. Indeed, legacy digital inequalities persist vis-à-vis economic class, gender, sexuality, race and ethnicity, aging, disability, healthcare, education, rural residency, networks, and global geographies. At the same time, emergent forms of inequality now appear alongside legacy inequalities such that notions of digital inequalities must be continually expanded to become more nuanced. We capture the increasingly complex and interrelated nature of digital inequalities by intro...

2020 marks the 25th anniversary of the “digital divide.” Although a quarter century has passed, legacy digital inequalities continue, and emergent digital inequalities are proliferating. Many of the initial schisms identified in 1995 are still relevant today. Twenty-five years later, foundational access inequalities continue to separate the digital haves and the digital have-nots within and across countries. In addition, even ubiquitous-access populations are riven with skill inequalities and differentiated usage. Indeed, legacy digital inequalities persist vis-à-vis economic class, gender, sexuality, race and ethnicity, aging, disability, healthcare, education, rural residency, networks, and global geographies. At the same time, emergent forms of inequality now appear alongside legacy inequalities such that notions of digital inequalities must be continually expanded to become more nuanced. We capture the increasingly complex and interrelated nature of digital inequalities by intro...

The 21st century has ushered in a host of changes to schools which have implications for the process of teaching and learning. By the year 2030, culturally and linguistically diverse (CLD) students will account for roughly half of the P-12 school population in the United States. Future teacher training must include a focus on these learners and their perspectives to ensure that they are full and inclusive members in physical education processes. This article explains who CLD learners are and considers the preparation of preservice teachers in PETE programs.

The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology, andEngineering (year 2001–2002,n = 15,918). Using the concepts from Bourdieu’s sociology, data was analysed with Specific Multiple Correspondence Analysis. Different patterns emerged and were constructed as different dimensions of the social space of educational strategies in higher education, patterns of enrolment, efficiency, and completion. The students’ relative positions in the social structure were analysed by the type and amount of their cultural capital. The most important factors for differences between coherent intensive and scattered extensive enrolment patterns were programmes, gender, mother’s socioeconomic index, parents’ education, and type of university. Regarding efficiency, the most important factors were programme and type of university. The factors most important for graduation were gender and type of university.