Public and private high schools: The impact of communities
... However, these studies do not compare the sectors regarding the commitment of parents to the school and their parenting practices at home, which in themselves may contribute to higher student achievement (Pusztai, Róbert, and Fényes 2023). The effectiveness of church-run schools is influenced not only by the composition of the parent population, but also by the attitude of the school staff in developing a closer, trusting relationship with parents and organising a community around the school (Coleman and Hoffer 1987;Bryk, Lee, and Holland 1993;Bryk and Schneider 2002). ...
... In cross-sectoral studies of parental involvement, researchers have paid special attention to the church-run sector as the second largest school provider in America (Hamlin and Flessa 2016;Hamlin and Cheng 2020). Examining the ways to create equal opportunities, early research on church-run schools highlighted particular patterns of engagement with parents (Greeley 1982;Coleman, Hoffer, and Kilgore 1982;Coleman and Hoffer 1987;Morgan and Sorensen 1999). Studies have shown that the involvement of parents of low-status students in school activities has created a community around the school that has enabled wide circles of teachers and parents to work together to promote student achievement and mitigate risks to progress (truancy, indiscipline, etc.). ...
... The topicality of our study is that the COVID pandemic has significantly reorganised the patterns of parental contact and thus may have had an impact on sector-specific characteristics. Our research findings may also shed more light on the decades-long debate on whether the specific characteristics of church-run schools are rooted in student input or the school effect (Coleman, Hoffer, and Kilgore 1982;Coleman and Hoffer 1987). Analyses of interview transcripts with teachers by means of thematic and then inductive coding revealed significant cross-sectoral variation in parent-teacher interaction. ...
... Furthermore, religious commitment can function as a source of stress relief and stress coping strategy (for example, in the US see Gartner et al., 1991). It should be noted that the resources different dimensions of religiosity offer may be of particular importance for more vulnerable groups in society, such as immigrants, as these groups often do not have access to other forms of social and cultural capital (Barrett, 2010;Coleman and Hoffer, 1987;Jeynes, 2003). ...
... That is to say, students experienced positive influences of religious networks. Although networks are not uniquely related to religion, their influences are more easily established within religious communities (Coleman and Hoffer, 1987). For instance, Akon argues that being a Muslim helps in school because it facilitates his sense of school belonging or supportive peer relationships: ...
... These findings on the impact of religious behavior and beliefs add new insights to previous research. That is, in the literature there is more attention given to religious networks for the educational success of ethnic minorities, often starting from a social capital perspective (for example, Barrett, 2010;Coleman and Hoffer, 1987;Zine, 2001). In the present study, only a few references were made to the benefits of religious networks. ...
In Western Europe, Islam is largely perceived as a barrier to the integration of immigrant minorities into the mainstream and as a hindrance to educational success. However, little is known about the perceived role of Islamic religiosity (beliefs, commitments, behaviors and networks) with respect to educational success. In-depth interviews were carried out with Flemish high-school students (N = 129) (northern part of Belgium) in three secondary schools. Our data indicate that most respondents do not spontaneously mention religiosity as an important factor with respect to educational achievement. However, when asked directly, a significant group of Muslim students mention the memorizing of prayers as a transferable skill, the protective aspects of drug and alcohol prohibition, and the religious friends networks as a resource for fostering the feelings of school belonging. Nevertheless, some students also mention possible negative consequences due to discrimination, for example for wearing a headscarf.
... Coleman and Hoffer built on the sociological concept of school as community and distinguished between a functional community and a value community. Coleman and Hoffer (1987) suggested the notion of shared values as present in a value community and in a functional community. They distinguished between the two communities. ...
... A school can have a value consistency and not be a functional community, which implies something more. Coleman and Hoffer (1987) noted that the success of the Catholic school is the result of the fact that the Catholic school is a functional community. In a functional community we have value consistency and shared relationships among those who choose a particular school. ...
... Such overlapping ties produce a value consistency between students and their friends, between parents and their friends, and between children and parents. Thus, Coleman and Hoffer (1987) lead us to look at shared values in the following ways: the sharing that takes place in the everyday interpersonal interactions; the sharing that takes place at worship, work, and play; and the sharing that takes place in the student-parent-faculty interaction and involvement. The Coleman and Hoffer study points us to explore shared values as they promote social relationships, particularly those outside of the school. ...
... With embeddedness, we refer to the sociological understanding that social integration in intermediary organizations and networks fosters compliance with dominant norms, provides information, and enables the sharing of resources. Such embeddedness can, first, be of a social kind: if parents are well-integrated in parental networks in school, the available social capital is held to avoid students' deviant behavior, promote student learning, and advance the spread of information on school matters 9,10 . Second, embeddedness can be academic; children who are highly academically motivated, have higher levels of self-efficacy, and show grit, have embodied the pro-school orientations that help their learning gains [11][12][13][14] . ...
... Recent scholarship has questioned the causal effects of intergenerational closure, dense networks of parents around the school enabling the enforcement of pro-school norms 16,17 . Our null findings for parental network integration align with those studies and suggest that social embeddedness in parental networks may be less relevant than has been theorized in the social capital literature 9,27 . Future research could further critically engage with social capital effects in school careers. ...
Using register data and linked student-level sociometric survey data from the Netherlands, this study examines whether the impact of the COVID-19 pandemic on schooling outcomes (track recommendation and track enrollment in the seventh and ninth grades) is conditional on students’ academic and social embeddedness in the school setting. We estimated the counterfactual outcomes for the cohort that went through the school transition during the pandemic based on the outcomes of the pre-pandemic cohort, with similar earlier achievements, schools, and social backgrounds. Results show that the pandemic’s effect on tracking outcomes is weaker than its effect on student test scores elsewhere reported. Nevertheless, the pandemic has had stronger adverse impact on disadvantaged students. Moreover, student self-efficacy, academic motivation, and parental involvement are related to more negligible negative pandemic effects on schooling outcomes. We find no evidence for an association between student grit or parental network centrality and the magnitude of estimated pandemic effects.
... Social capital refers to the social connections that are constructed in the social networks and relations inherent between individuals, groups, or organizations that are based on recognition and mutual aid between members of the group (Bourdieu, 1986(Bourdieu, /2011. In the context of education, parents can possess a particular type of social-educational capital that encompasses diverse social networks, including relationships with other parents whose children are friends, and with other stakeholders in the educational institution (Coleman & Hoffer, 1987). It also includes specific knowledge and experience related to parents' involvement in schools enabling the connections with schools (Addi-Raccah, 2020). ...
... Social-educational capital can assist parents in navigating the school environment and engaging with their children's schooling (Boutte & Johnson, 2014;Horvat, et al., 2003). Having greater levels of social-educational capital within and outside the family is associated with higher levels of parent influence in school-based activities (Addi-Raccah, 2020;Coleman & Hoffer, 1987). ...
Previous studies discussed the relationship between parental engagement and different forms of capital, such as cultural or social capital. The current study takes a step further by referring to digital capital. It examines the direct and mediating effects of parents' digital capital on their engagement in their children's learning. The study also compares the differences between parents of low and high socioeconomic statuses regarding the effect of digital capital on their engagement. The study sample included 600 Israeli parents with children in elementary schools who completed an anonymous online questionnaire during the COVID-19 pandemic. Descriptive statistics and structural equation modeling analysis revealed that parents with high socioeconomic status use digital capital more frequently than parents with low socioeconomic status. Further, digital capital was directly related to parental engagement and acted as a mediator between parents' socioeconomic background, social and institutionalized cultural capital, and their engagement in their children’s learning, giving an advantage to high-socioeconomic parents. However, the relationships between parental engagement and the types of capital were found to be different for low compared to high socioeconomic parents. The findings emphasize the potential of digital capital, particularly for disadvantaged groups, as a lever for improving parental engagement to benefit children and ultimately contributing toward creating a more equitable society.
... Families influence students' school performance in many ways, and the biggest challenge for the education system is to compensate for the resulting disadvantages. Early research on faith-based schools examined the ways in which opportunities were created, revealing special patterns of interaction with parents (Greeley 1982;Coleman, Hoffer, and Kilgore 1982;Coleman and Hoffer 1987;Morgan and Sorensen 1999). Studies showed that the involvement of low-status pupils' parents in school activities created such communities around schools that enabled the large-scale collaboration of teachers and parents to promote student achievement and mitigate risks to progress (truancy, indiscipline, etc.). ...
... While investigating schools of religious communities, Coleman (Coleman and Hoffer 1987;Coleman 1988) revealed the importance of parental network around the schools. His interpretation does not used the PI concept and does not split up this phenomenon into different types, forasmuch as from his point of view each appearance of the parents in schools are valuable resources. ...
... Not surprisingly, the formation of teachers' trust in their students is hampered in large schools (Van Maele & Van Houtte, 2011b). Private (Catholic) schools show a more communal orientation than public schools (Bryk et al., 1993;Coleman & Hoffer 1987). According to Coleman and Hoffer (1987), private (Catholic) schools display functional communities resulting in higher levels of social capital, of which trust is an integral aspect (Coleman, 1988). ...
... Private (Catholic) schools show a more communal orientation than public schools (Bryk et al., 1993;Coleman & Hoffer 1987). According to Coleman and Hoffer (1987), private (Catholic) schools display functional communities resulting in higher levels of social capital, of which trust is an integral aspect (Coleman, 1988). Teachers' trust in colleagues is stronger in 'private' (Catholic) schools than in public schools in Flanders (Van Maele & Van Houtte, 2011a), but no difference is found regarding teachers' trust in students (Van Maele & Van Houtte, 2011b). ...
Since the publication of James Coleman and colleagues’ (1966) seminal report, we know that social inequality in educational achievement can be related in part to schools’ socioeconomic composition. A school’s socioeconomic composition affects its students’ achievement above and beyond the influence of their individual family background. However, since the end of the 1970s, research has focused on processes within the school that determine students’ achievement, at the expense of research into the impact of school composition. In doing so, important attention has been paid to teacher–student relationships and how these affect students’ performance and achievement. The amount of social capital available to students is associated with their learning, and the level of social capital in students’ schools rises when teachers trust their students, and vice versa. From the 1980s onwards, the crucial role of trust for schools and their members has been demonstrated. The educational trust research has shown that students’ academic achievement is fostered in a trusting school environment. Recently, scholars have begun to study whether teacher trust in students is connected to schools’ student composition and as such might mediate the association between schools’ student composition and students’ achievement. This chapter delineates how teacher trust in students became a factor in school effects research, as an outcome on the one hand, and a mediator on the other. Knowing the antecedents of trust and its consequences in terms of achievement and building trust in schools becomes a means to enhance students’ achievement and bridge achievement gaps.
... As previewed in Chapter I, classic sociological theories of inequality (Coleman & Hoffer, 1987;Domina et al., 2017) define context in terms of the resources it provides for individuals who are striving for social or economic success in a given political system. In the educational system, resources can be formal, which refers to the written policies that provide access to high quality teachers, curriculum, and schools (Coleman & Hoffer, 1987;Duncan & Murnane, 2011). ...
... As previewed in Chapter I, classic sociological theories of inequality (Coleman & Hoffer, 1987;Domina et al., 2017) define context in terms of the resources it provides for individuals who are striving for social or economic success in a given political system. In the educational system, resources can be formal, which refers to the written policies that provide access to high quality teachers, curriculum, and schools (Coleman & Hoffer, 1987;Duncan & Murnane, 2011). ...
This monograph uses the Mindset × Context perspective to examine how students’ expectations for success in math (“mindset”) and school- and classroom-based opportunities (“context”) interact to explain inequalities in the critical first year of high school. Data come from the National Study of Learning Mindsets (NSLM), a nationally representative study of ~10,000 U.S. public-school ninth graders in 2015-2016. Expectations powerfully predicted math progress, more so for boys from more socioeconomically disadvantaged families, who showed the lowest math progress rate overall. Schools’ peer norms and students’ perceptions of classroom gendered math stereotyping interacted with expectations and group identities (gender and SES) as well. Thus, integrating psychological and sociological perspectives provided complementary insights into young people’s trajectories through an unequal educational environment, while highlighting possible policy levers.
... ELKH Ökológiai Kutatóközpont, Vácrátót-Budapest. (Gibbons et al., 2006), illetve az iskolai személyzet szorosabb kapcsolatot alakít ki a szülőkkel, egyfajta közösség jön létre az iskola körül (Coleman et al., 1987;Morris, 2010). Természetesen az állami és a felekezeti szektorok közötti minőségi rangsor országonként, sőt akár térségenként is változatos, s ez többek között az oktatási rendszer hagyományaitól, a feladatmegosztástól, valamint a regionális, lokális társadalmi környezettől, a vallásos szülők társadalmi státusától is függ. ...
Abstract/Absztrakt. A fogyatékossággal élőkkel szembeni hozzáállás kiemelt fontosságú több szempontból is. Egyrészt az őket ért atrocitások kevésbé érvényesülnek, másrészt az ellátásuk is számottevően hatékonyabb lehet, amennyiben a társadalom és a szakember pozitív attitűddel rendelkezik. A fogyatékossággal élők rehabilitációs tevékenységei kiemelten fontosak annak
érdekében, hogy életminőségük megfelelő legyen. Emellett az ellátás során felmerülő egyéb szükségletek ellátását az ápolók tudják biztosítani. Amennyiben ők nem megfelelő hozzáállással rendelkeznek a fogyatékossággal élőkhöz, az ellátásuk és a fogyatékossággal élők önérzete jelentős mértékben csökkenhet. Ápoló szakos egyetemisták felmérését több kutatásban is fellelhetjük a fogyatékossággal élőkkel
szembeni attitűd tekintetében. Szakirodalmi áttekintésben megállapították, hogy általánosságban befolyásolja a hozzáállást az életkor, a nem, a pszichológiai jól-lét és a kultúra. Továbbá megállapították, hogy az egyetemi tanulmányok is hatással vannak az attitűd, az empátia alakulására – például a klinikai gyakorlat ideje vagy a speciális kurzusok jelenléte. Viszont erről csak kevés tanulmány számol be, ezért a hatás nem bizonyítható (Quince et al., 2016). Írországban orvosi egyetemre járó hallgatókat mértek fel fogyatékossággal élőkkel foglalkozó kurzus hatásait vizsgálva.
Az eredmények azt mutatták, hogy a kurzus elvégzése szignifikánsan emeli az attitűdöt, empátiát a fogyatékossággal élőkkel kapcsolatban, de hosszabb távon, egy évvel később ennek a hatásai már nem érződnek. Látható, hogy az érzékenyítő kurzusnak lehetnek pozitív hatásai, ám ezek idővel csökkennek. (Cecchetti et al., 2021).
Kutatásunkban az ATDP (Yuker et al., 1970) eredeti formáját használtuk fel, amivel egyetemista ápoló szakos hallgatókat mértünk fel, összesen 85 kitöltött kérdőív volt értékelhető. 10 férfi és 75 női kitöltőtől kaptunk eredményeket, a kitöltők közül 52,9% elsőéves, 16,5% másod-, 8,2% harmad- és 22,4% negyedéves hallgató.
Az ATDP kérdőív esetében a kapott eredmények átlaga 71,98 ± 13,895, mely közömbös, esetleg enyhén pozitív értéket mutat, mivel az eredeti kérdőívben szereplő referenciadatoknál (74,11 ± 14,50) alacsonyabb érték. Ennél jóval pozitívabb attitűd szükséges a segítő szakmák terén annak érdekében, hogy a fogyatékossággal élők ellátása megfelelő minőségű legyen. Az egyetemi előrehaladás tekintetében sem találtunk szignifikáns különbséget, a Kruskal-Wallis teszt eredménye: p=0,321. Ugyanakkor meg kell jegyezni, hogy az egyetemi mintatantervben nem szerepel semmilyen, a fogyatékossággal élőkhöz köthető kötelező jellegű kurzus. Azon kitöltők, akik jártak ilyen jellegű kurzusra (akár az egyetemi képzés alatt, akár előtte) nem rendelkeznek pozitívabb attitűddel a
fogyatékossággal élők felé, mint azok, akik nem vettek részt ilyenen (Z=-1,080, p=0,280). A szakirodalomban fellelhető adatokkal megegyezően szignifikáns különbséget találtunk a női hallgatók javára (Z=-2,867, p=0,004) az attitűd tekintetében. Látható, hogy a fogyatékossággal élőkkel szembeni attitűd nem kellően magas a felmért ápoló szakos hallgatók körében. Szükséges az ilyen jellegű ismeretek bővítése, valamint tapasztalatszerzés ezen a területen, mely lényegesen nagyobb javulást eredményezhet (Macmillan et al., 2014). Összességében
elmondható, hogy enyhén pozitív attitűddel rendelkeznek a felmért ápoló szakos hallgatók a fogyatékossággal élők felé, ugyanakkor egyetemi képzésük nem befolyásolja az ilyen irányú hozzáállásukat. Ennek a tendenciának oka lehet az, hogy nincs ilyen jellegű ismeretátadás, továbbá az is, hogy már alapvetően pozitív attitűddel rendelkezők választják a segítő szakmát hivatásuknak. Annak érdekében, hogy a fogyatékossággal élő személy még kényelmesebben érezze magát az ellátás során, szükséges ennek a hozzáállásnak a formálása.
A KULTURÁLIS ÉS INNOVÁCIÓS MINISZTÉRIUM ÚNKP-22-2 KÓDSZÁMÚ ÚJ NEMZETI KIVÁLÓSÁG PROGRAMJÁNAK A NEMZETI KUTATÁSI, FEJLESZTÉSI ÉS INNOVÁCIÓS ALAPBÓL FINANSZÍROZOTT SZAKMAI TÁMOGATÁSÁVAL KÉSZÜLT.
Cecchetti, M., Last, J., Lynch, J., & Linehan, C. (2021). Evaluating the longitudinal impact of a disability education intervention on medical students’ attitudes towards persons with a disability. Disability and Health Journal, 14(3). https://doi.org/10.1016/j.dhjo.2021.101092
Macmillan, M., Tarrant, M., Abraham, C., & Morris, C. (2014). The association between children’s contact with people with disabilities and their attitudes towards disability: A systematic review. Developmental Medicine and Child Neurology, 56(6), 529–546. https://doi.org/10.1111/dmcn.12326
Quince, T., Thiemann, P., Benson, J., & Hyde, S. (2016). Undergraduate medical students’ empathy: Current perspectives. In Advances in Medical Education and Practice (Vol. 7, pp. 443–455). Dove Medical Press Ltd. https://doi.org/10.2147/AMEP.S76800
Yuker, H. E., Block, J. R., & Younng, J. H. (1970). The Measurement of Attitudes Toward Disabled Persons. INA Mend Institute at Human Resources Center. Alberston, New York.
Keywords/Kulcsszavak: fogyatékosság, attitűd, ápoló
... In this study, we use assessment data from two national formative assessments to further consider differences in performance between students who experienced in-person and remote schooling, using school sector as a proxy for mode of instruction. Although research from the 1990s suggests there may be a Catholic school effect on achievement at the high school level (Bryk et al., 1993;Coleman & Hoffer, 1987), research has not established this effect in elementary or middle school. Analyses of pre-pandemic achievement outcomes have found that, when researchers attempt to account for selection into schools, students in Catholic and public schools score similarly in elementary (Carbonaro, 2006) and middle school (Hallinan & Kubitschek, 2012). ...
... As the access to higher education and subsequently more prestigious jobs also represents an upward social movement, it is reasonable to assume that some aspects of subalternness may be given a voice, while others will be silenced in the process. The degree to which a break is created with the students' community, will also depend on the engagement of the community in their education (Coleman and Hoffer 1987). Previous research gives mixed results for first-generation engineering students' identities and family support (Verdín and Godwin 2015). ...
This paper will discuss the concepts of Bildung, subalternity, and physics- and engineering education and where these topics intersect and interact with one another. A central part of the concept of Bildung is educating citizens—active participators in society. At the same time, a central characteristic of subaltern groups is that their voices are not heard in society. If subaltern groups thus can be recruited into a Bildung-oriented education, their subalternness can over time be challenged, and the groups can be included as equals within society. In the study, 728 physics and bachelor engineering students are asked via a questionnaire about their motivation for their education choice to chart the potential for Bildung-oriented education within these fields. The responses are sorted through a thematic analysis. As this paper will show, the social background—class structure—differs significantly between physics- and bachelor engineering students, as do their motivations. These data along with documentation from previous research showing working-class students’ predisposition toward STEM disciplines facilitate the possibility of sketching possible paths toward Bildung for these students that at the same time can lift subaltern groups and make their voices heard.
... Los eventos en la escuela son relevantes para comprender la salud física y mental de los alumnos, afectando su felicidad y satisfacción con la vida, así como sus relaciones con iguales, docentes, adultos y la sociedad en general (Currie et al., 2012). Las características de los centros educativos, como la titularidad, espacio, tamaño, ratio profesor-alumno, recursos educativos, perfil estudiante y docente, influyen en los resultados académicos y en las condiciones emocionales de los alumnos ( Coleman y Hoffer, 1987). Es relevante considerar no solo los resultados académicos sino también aspectos psicológicos, cognitivos, materiales, sociales y físicos para lograr una vida significativa, plena y feliz. ...
RESUMEN En el estudio se presenta una descripción, análisis y comparación de la satisfacción con su vida y el sentido de pertenencia e integración de los adolescentes españoles con su centro educativo. En muchos estudios internacionales sobre educación, se abor-dan prioritariamente los resultados académicos, sin tener suficientemente en cuenta la complejidad del proceso educativo ni la perspectiva de los propios alumnos y la satis-facción de su vida. Para la realización de la investigación, se ha utilizado bibliografía relevante y da-tos del Informe PISA (Programme for International Student Assessment) de la edición 2018, concretamente del apartado sobre la influencia del entorno escolar en la vida de los estudiantes. Con las aportaciones de los autores y PISA, se presenta la perspectiva de los alumnos sobre la satisfacción vital e integración en el centro educativo. También resulta interesante la comparativa con los datos de diferentes países. El proceso educativo va más allá del aprendizaje formal y curricular; también es necesario orientar, capacitar y formar alumnos capaces de integrarse en la sociedad adulta y que tengan un sentido positivo de la vida. Palabras
... Some of this research focuses exclusively on the topic (e.g., Rumberger, 2011;Van Praag et al., 2018) while other research is imbedded in broader topics, including a history of public schooling in the United States (e.g., Tyack, 1974) and assessments of the health of school systems, where dropout is one of a number of indicators used to measure school and system performance (e.g., the Australian National School Report; Australian Curriculum, Assessment and Reporting Authority, 2021;OECD, 2022). For sociologists specifically, research has mostly focused on the role of three institutional factors related to dropping out: families (e.g., Jencks et al., 1972), schools (e.g., Coleman, 1966, et al.;Coleman & Hoffer, 1987), and neighborhoods (e.g., Sampson et al., 2002). ...
... Coleman [14] concluded that these factors are key determinants of educational success. A handful of Coleman studies have looked into the social capital influences on obtaining a more advanced education [14], [61], [62]. Additionally, Coleman [14] pointed out that pupils at religious institutions tend to behave in a way that is more trustworthy to the community and more in line with social conventions. ...
This study investigates the underlying factors that contribute to the success of digital learning in higher education using a social capital perspective. It is important to address the issues faced in tertiary education as these students will soon be a part of the workforce. Although digital learning has advanced in developed countries, many developing nations, including Sri Lanka, are still in the early stages of adopting it. Previous research has not adequately explored the relationship between social capital and the challenges of digital learning in the Sri Lankan context. Thus, this study focuses on examining the structural, relational, and cognitive aspects of social capital in relation to the difficulties in digital education in tertiary institutions. The research uses a quantitative approach, and the data were collected through an online survey of students in nonstate universities in Sri Lanka. Structural equation modeling was used to analyze the data, and the results showed that the three dimensions of poor social capital have a negative impact on digital education in tertiary institutions. This study also used multigroup moderation analysis to examine the effect of gender and location. This article will provide new insights into the role of social capital in digital education and will help policy makers to improve the quality and accessibility of digital education for all.
... The unique positioning and other characteristics of Catholic private high schools make them an ideal context for investigating education on human dignity. The scholarly literature (Coleman et al. 1982;Coleman and Hoffer 1987;Bryk et al. 1995;Jepsen 2003;Carbonaro 2006;Freeman and Berends 2016;Wodon 2021) highlights a discernible 'Catholic school effect', attributable to the fundamental values endorsed by these institutions. These principles encompass a sense of community, elevated academic and behavioural expectations for students and a commitment to social justice, prompting these schools to extend their outreach to students from economically disadvantaged backgrounds and minority groups. ...
The concept of human dignity postulates that every individual inherently possesses intrinsic worth. This means that upholding human dignity demands an end to war and violence. Rooted in Catholic social teachings, human life is sacred, and the dignity of the human being is the foundation of a moral vision for society. This becomes instrumental in educating students about the imperative nature of respect, empathy and compassion towards all, irrespective of sociocultural backgrounds and individual beliefs. Given the profound implications held by the concept of human dignity, through their influence on their students, Catholic educational institutions can wield substantial influence in fostering peacebuilding initiatives and mitigating conflict. This research article presents a comparative study between California and Slovenia, highlighting variations in the autonomy of Catholic high schools in terms of teaching and curriculum development and implementation. Qualitative research into private Catholic high schools in these two states shows that those with greater autonomy tend to foster a more comprehensive grasp of human dignity. These schools also demonstrate students’ enhanced ability to swiftly detect violations of human dignity, even when such breaches are not immediately evident. These observations emphasise the crucial role Catholic educational settings thereby play in the realm of peacebuilding and conflict deterrence, underscoring the need to embed a profound comprehension of human dignity in the educational framework.
... Dit duidt erop dat docenten op vrijescholen niet alleen dezelfde opvattingen hebben over opvoeden en onderwijs, maar dat zij ook waarden over het leven in het algemeen delen, mogelijk op grond van hun antroposofische levensovertuiging. Vrijeschooldocenten lijken meer een 'waardengemeenschap', een sociaal netwerk met min of meer gedeelde waarden (Coleman & Hoffer, 1987) te vormen dan de docenten op montessori-, dalton-en jenaplanscholen. ...
Uit onderzoek is bekend dat goed onderwijs gedijt bij de ontwikkeling van scholen als professionele leergemeenschappen. Omdat in een verkennende kwalitatieve studie aanwijzingen werden gevonden dat een uitgesproken schoolvisie gepaard gaat met een schoolcultuur als professionele leergemeenschap, zijn we in deze uitgebreide kwantitatieve studie nagegaan of er verband bestaat tussen diverse schoolvisies en de aanwezigheid van een schoolcultuur als een professionele leergemeenschap. Voor deze studie gebruikten we data van 413 docenten van 24 Nederlandse scholen: reguliere scholen, traditionele vernieuwingsscholen, gereformeerde scholen en vrijescholen. Met multilevel-analyses is onderzocht in hoeverre verschillen tussen scholen in visie bepalend zijn voor de mate waarin docenten hun school als professionele leergemeenschap percipiëren. We vonden een significante relatie tussen een uitgesproken schoolvisie en de perceptie van schoolcultuur als professionele leergemeenschap. De inzichten van deze studie onderstrepen de relevantie van een uitgesproken visie voor de manier waarop docenten samen werken aan de verbetering van het onderwijs op Nederlandse scholen. Implicaties voor het onderwijs worden besproken.
... In examining the impact of schools that are maintained by churches, denominations, and religious organizations, some education researchers seek to find out whether they are indeed able to reduce the achievement gaps between children from families of different social status, as the Coleman hypothesis claims [1][2][3][4][5][6]. Other researchers deal with the role of schools in the transmission of culture, looking at the school effect primarily from the perspective of religious socialization [7,8]. ...
The proportion of people who receive a religious upbringing at home and attend religious educational institutions varies across time and space. It is debatable how effectively various forms of religious socialization contribute to shaping one’s religious identity. In Hungary, the proportion of young people receiving a religious upbringing is declining, but the church-run school sector is growing, which is accompanied by an increase in the proportion of pupils in a church-run school who do not receive a religious upbringing at home. This provides an opportunity to compare the impact of different socialization settings on religiosity. In the present study, we investigate how religious upbringing at home, church school attendance, and participation in religious education affect the different dimensions of young people’s religiosity, hypothesizing that religious education within the family is decisive; but without it, the effect of the church school cannot be observed. For the analysis, we used data from the questionnaire-based Hungarian Youth Survey 2016 and 2020. Our results show that the influence of religious upbringing at home is dominant, but church schools significantly support young people’s religious identity and practice without having an impact on the content of young people’s beliefs and value preferences.
... However, his theory does not propose measuring social capital and how it relates to one's habitus. Our conceptualization of family structure builds on the idea that parents' availability, presence, and function in the family indicate the structural social capital (Coleman and Hoffer 1987). Important aspects of family structure are family type and parental employment. ...
Habitus plays a crucial part in Bourdieu's theory of sociocultural reproduction for understanding the persistence of inequalities in the education system. According to Bourdieu, students from homes that are heavily equipped with cultural capital develop a specific kind of habitus, that is, modes of perceiving, thinking, and acting, remarkably well‐adjusted to the expectations of teachers and educational institutions. However, research has rarely tried to measure what we refer to as students' academic habitus to highlight the different types of habitus that students might express toward school. Drawing on data from secondary students in Luxembourg, we employ a latent class approach to operationalize, measure, and explore students' academic habitus. Our investigation comprises three main steps: First, we develop a multifaceted understanding of students' habitus integrating diverse dispositions toward school and learning; second, we identify different academic habitus types: the habitus of excellence, the habitus of goodwill and loyalty, and the habitus of disengagement. Third, we examine how the three habitus types relate to different axes of inequality: socioeconomic status, cultural capital, family employment, gender, and immigrant background. Our typology of habitus bridges the qualitative literature on habitus with existing quantitative operationalizations. The findings show that students with a habitus of excellence are likely to hail from families with favorable parental employment and high cultural involvement.
... This withdrawal from communities often undermines parenting. Coleman and his colleagues have found that social capital, including social relationships within the family and community that result in time spent for children's development, promotes competence among children through its impact on parenting practices (Coleman, 1994;Coleman & Hoffer, 1987). Having greater social contacts within the neighborhood increases the likelihood that parents and other adults in the community will monitor children's behavior, especially children who are not their own. ...
The relation between neighborhood characteristics and parenting and the mediating role of maternal depressive symptoms was examined among African American and Euro-American mothers of kindergarten children. Mothers' ratings of neighborhood safety were related to disciplinary strategies for both African American and Euro-American mothers but not to expressions of affection. Interviewers' ratings of safety were related to mothers' use of hostile socialization strategies. Both mothers' and interviewers' reports of safety were linked with maternal depressive symptoms. Depressive symptoms mediated the relation between neighborhood safety and inconsistent discipline, suggesting that the influence of safety on inconsistent discipline was due to its impact on maternal depression. Although there were similarities across ethnic groups, the relation between social involvement and mothers' withdrawal of interactions with their children differed across groups.
... The communal function of extracurricular activities may have become particularly important in recent decades as Catholic schools increasingly draw from populations well beyond their local parish. In fact, when comparing public and private high schools using data from 1980Coleman & Hoffer (1987 found that Catholic high schools had about the same general levels of extracurricular participation as public high schools-which was significantly less than high performance private high schools. Some of this was because Catholic high schools in the sample tended to be bigger than other private high schools, but Coleman and Hoffer also speculated that Most extracurricular activities are designed to enhance the social integration of students, and the need for such integration reflects the lack of alternative bases of attachment. ...
... The 1960s saw the publication of The Education of Catholic Americans (Greeley & Rossi, 1966). Little of significance followed these studies until the publication of High School Achievement (Coleman, Hoffer, & Kilgore, 1982) and Public and Private High Schools (Coleman & Hoffer, 1987). Since their appearance, the comparison of American public and private schools has become a perennial topic for public policy discourse and sociological research. ...
... In addition, these researchers concurred that the socioeconomic status of the parent and the makeup of the school are key factors in the decision to enrol a child in a private school. According to Coleman, Hoffer et al. (1982), Greeley (1982), Alexander and Pallas (1983), Falsey and Heyns (1984), Coleman and Hoffer (1987), Langout and Léger (2000), and Dronkers and Robert (2008), private school students are typically from higher income levels and come from families with better educational backgrounds and more access to cultural resources. These families place higher expectations on their kids. ...
The study sought to explore the factors motivating parents toward private schools for their children's admission. The objectives of the study were to identify the factors associated with physical facilities motivating parents toward private schools and to find out the factors associated with instructional practices motivating parents toward private schools. All the parents of class 9th students studying in 239 private schools at Swabi comprise the population of the study. Out of the total population, 100 educated parents were purposively selected from 10 private schools. 10 parents from each school were selected through a purposive sampling technique. A close-ended questionnaire containing 12 items on the Likert scale was used as a tool for gathering information. The collected data was analyzed by using the percentage as a statistical tool. The findings of the study concluded that the majority of the participants agreed that the availability of required physical facilities motivates us toward private schools for our children's admission. Most of the subjects agreed that the availability of updated Laboratories motivates us toward private schools for our children's admission. A great number of parents agreed that functional Libraries motivate us toward private schools for our children's admission.
... He asserts that when parents know their children's friends and their parents, it creates an' intergenerational closure' in the community, which is crucial for maintaining social control. In such closure, parents can jointly agree upon the set of rules they collectively impose on their offspring (Coleman, 1988;Coleman & Hoffer, 1987). Some studies have found evidence supporting Coleman's proposition; for example, in communities where parents know each other, adolescents are less often involved in delinquent behavior (Valdimarsdóttir & Bernburg, 2015). ...
Introduction
There is abundant literature about the benefits of social capital in youth, but less is known of the origins of social capital. This study explores whether adolescents' social capital is shaped by their parents' social capital, their family's socioeconomic status (SES), and the socioeconomic profile of their neighborhood.
Methods
The study uses cross‐sectional survey data gathered from 12 to 13‐year‐old adolescents and their parents (n = 163) in Southwest Finland. For the analysis, adolescents' social capital was disaggregated into four dimensions: social networks, social trust, tendency to receive help, and tendency to provide help. Parents' social capital was measured both directly (parents' self‐reports) and indirectly (adolescents' perceptions of their parents' sociability). The associations with the hypothesized predictors were analyzed using structural equation modeling.
Results
The results suggest that social capital is not directly intergenerationally transmissible the way some biologically heritable traits are. Yet, parents' social capital shapes youngsters' perception of their sociability, and that, in turn, predicts each dimension of adolescents' social capital. Family SES is positively related to young people's reciprocal tendency, but the pathway flows indirectly through parents' social capital and adolescents' perception of parents' sociability. Conversely, a disadvantaged socioeconomic neighborhood is directly negatively associated with adolescents' social trust and tendency to receive help.
Conclusions
This study suggests that, in the studied Finnish, relatively egalitarian context, social capital is (at least partly) transmissible from parents to children, not directly, but indirectly through the mechanism of social learning.
... Returning to this classic issue, Göllner et al. (2018) emphasized that conventional wisdom suggests that attending high-SES schools contributes to students' long-term success (e.g., Coleman et al., 1966;Coleman & Hoffer, 1987). Göllner et al. discussed possible advantages of "good schools" regarding school facilities, including better teachers, but also contagion effects (assimilation; positive peer spillover effects). ...
We juxtapose (positive and negative) compositional effects of school-average achievement and school-average socioeconomic status (SES) on students’ academic self-concept (ASC), final high-school grade-point-average (GPA), and long-term outcomes at age 26 (educational attainment and educational and occupational expectations). We used doubly-latent multilevel compositional models with a large, nationally representative longitudinal sample (16,197 Year-10 students from 751 US high schools), controlling background variables (gender, age, ethnicity, academic track, and a composite risk factor). At the individual-student level, the effects of achievement, SES, ASC, and GPA on long-term outcomes were consistently positive. However, mostly consistent with a priori theoretical predictions, (1) the compositional effects of school-average achievement on ASC, GPA, and educational and occupational expectations were significantly negative (although non-significant for final attainment); (2) the compositional effects of school-average SES on ASC, educational attainment, and educational and occupational expectations were significantly positive (but nonsignificant for GPA); and (3) the compositional effects on long-term outcomes were partly mediated by ASC and particularly by GPA. These findings demonstrate that the positive effects of school-average SES are distinguishable from the adverse effects of school-average achievement. We discuss how these findings extend Göllner et al.'s (Psychological Science 29:1785–1796, 2018) highly controversial conclusion regarding the benefits of schools with high school-average SES but low school-average achievement. We also relate our research to Luthar et al.’s (American Psychologist 75:983–995, 2020) findings of adverse mental health problems associated with attending high-achieving schools. Our results have important implications not only for theory and methodology but also for parents’ selection of schools for their children and policy regarding the structure of schools (a substantive-methodological synergy).
... Social capital is a multilayered framework that defines trust and reciprocity within groups (Coleman & Hoffer, 1987). Social capital can be separated into structural, relational, and cognitive categories (Claridge, 2018), all of which are used to frame the present study. ...
As academic mothers of children with disabilities, the authors are stretched between our roles as scholar, teacher, mentor, parent, caregiver, advocate, and partner (Good et al., 2017). In this chapter, the authors draw on personal and professional experiences to discuss the benefits and barriers to an academic career while simultaneously parenting disabled children, with a specific focus on how social media, through a private Facebook group, has provided support. Within the community, the members find connections, resources, and peer-to-peer mentoring, which remain scarce to nonexistent in the authors’ personal and professional communities, largely due to implicit ableism. While academics sometimes define success as intellectual vitality, academic parents of children with disabilities may have different definitions of success. The gap between conventional academic measures of success and our revised assessments exacerbates maternal stress and professional pressures as the authors pursue work-life fit.KeywordsDisabilityInformal supportBoundary-settingAffinity groups
... Social capital is a multilayered framework that defines trust and reciprocity within groups (Coleman & Hoffer, 1987). Social capital can be separated into structural, relational, and cognitive categories (Claridge, 2018), all of which are used to frame the present study. ...
The COVID-19 pandemic put a spotlight on social media, as a means to create “a village” offering powerful social support and community. The impact of these virtual spaces may be particularly significant for virtual groups based on shared social identity; however, more research is needed to understand how these spaces can be created to ultimately be accessible, safe, and collaborative, especially for those experiencing marginalization and historical exclusion in everyday interactions. The Motherscholar Collective, a research collective of academic mothers* with young children, has been exploring the intersectional identities of academic mothers as well as how those identities are formed and enacted in virtual spaces since early in the COVID-19 pandemic. In this study, the Motherscholar Collective examined a social media group for academic mothers with a focus on the needs of individual group members, their shared experiences, and group members’ willingness to interact, especially as mediated by the group moderators. Using social capital as a guiding concept, analysis indicated that the group’s guided virtual interactions created the conditions for reciprocity and cultivated a “safe space” in which members of the group—especially those with marginalized and racialized identities—are able to find support and community.KeywordsCOVID-19Research collectiveEmotional supportRacism
... Moreover, research on ability grouping has shown that students in high-ability classes have higher improvement in test scores compared to those in low-ability groups, and this contributes to an increase of inequalities in educational achievement both in the United States (Lucas 1999) and in the European context (Kerckhoff 1986;Duru-Bellat and Mingat 1998). Following Coleman's work (Coleman 1966;Coleman and Hoffer 1987), much empirical literature has examined the effect of type of school attended on various educational outcomes by comparing public, private governmentdependent, and private schools (e.g. Bryk et al. 1993;Morgan 2001). ...
... Social and human capital in the context of a child's family and learning are delicately interlinked. Coleman and Hoffer (1987) emphasized the importance of the social capital of the family on a child's educational development and indicated that if human capital possessed by parents is not complemented by social capital embodied in parental relations, the educational growth of children is affected. ...
Background
In today’s fast-paced world, the complexity of family relations is growing. This demands a closer look into the effects of parental marital relationships and parents’ involvement on children’s literacy outcomes.
Objective
The study objective was to examine the connections between parental marital status, parental involvement, and kindergarten children’s literary outcomes.
Method
The study used the nationally representative, Early Childhood Longitudinal Studies Kindergarten Class of 2010–11 dataset and conducted multiple regression methods to identify the connections between parental marital status, parental involvement, and children’s literacy scores. A moderation analysis was also conducted to see if parental involvement influenced the relationship between parental marital relationships and children’s literacy outcomes.
Results
The results showed that the reading scores of the children living with two biological parents were statistically significantly higher than their peers living with single parents and other guardians after taking demographics into account. The results also indicated that parental involvement statistically significantly influenced the association between parents’ marital status and children’s reading scores. The most nuanced finding was that single parents had enhanced parental involvement compared to two parents.
Conclusion
The study challenged a common belief that two parents are always better for children’s literacy outcomes. The parents’ knowledge base and educational aspirations are equally important as the family structure. The importance of the study lies in its contribution to informing the policy and practice of the nuances of family relations and its interplays with demographics and children’s outcomes that would help educators to address the needs of all children and families.
... When school personnel have a philosophy that promotes community engagement as an essential educational component in place, they may be more inclined to seek out information about the communities surrounding their schools. With few educators living and working in the same community (Coleman & Hoffer, 1987;Hands, 2005), most need information about the neighbourhoods their schools are serving. Conducting an environmental scan is a strategy for gaining an appreciation of the community, its characteristics, as well as the residents' needs and resources before setting up any relationships. ...
In recent years, there has been increasing interest in school-community partnerships as a promising way of supporting students academically, socially and emotionally in both Canada and the United States. This chapter outlines a partnership process that developers have found useful over past decades in creating their school-community relationships. While understanding the partnership process is helpful, relationships are fostered in complex social contexts that can either facilitate or frustrate efforts to collaborate. A willingness to accommodate collaborators’ needs and goals, and opportunities to modify collaborative activities over time to better meet needs encourages partnership development and sustainability. Two-way communication and a shared purpose assist students, educators, families and community members to create mutually beneficial relationships founded upon a philosophy that all constituents have valuable resources to share. Hindrances to collaboration include territorialism, and agendas determined by the educators, school and district leaders without community input. Educators’ perceptions of student, family and community needs can be problematic in culturally and economically diverse communities where residents’ life experiences do not match theirs. The chapter includes recommendations for creating more seamless interactions among schools, districts and communities.
... Positive expectations are central to numerous theoretical models (e.g., expectancyvalue theory, Eccles & Wigfield, 2002;control-value theory, Pekrun et al., 2023, achievement motivation theory Atkinson, 1957; social-cognitive theory, Bandura, 1977;goal theory, Covington, 2000;ecological systems theory, Bronfenbrenner, 1979, Bronfenbrenner, 1979; self-fulling prophecies, Rosenthal & Jacobson, 1968; strain theory, Knight et al., 2016;status attainment model, Hauser, et al., 1983). Thus, the sociological status attainment model posits that parental educational aspirations mediate the effects of family background on educational attainment (e.g., Coleman et al., 1966;Coleman and Hoffer, 1987;Sewell et al., 1970). From a psychological perspective, expectancy-value theory and control-value theory suggest that students' expectations of success and academic self-concept mediate relations between parental expectations and student achievement (Fredricks & Eccles, 2002;Frome & Eccles, 1998;Pekrun, 2006;Simpkins et al., 2015). ...
Conventional wisdom suggests that parents’ educational expectations (how far they expect their children to go) and aspirations (how far they want their children to go) positively impact academic outcomes and benefits from attending high-ability schools. However, here we juxtapose the following: largely positive effects of educational expectations (of parents, teachers, and students); small, mixed effects of parent aspirations; largely adverse effects of parental aspiration-expectation gaps; and negative effects of school-average achievement on expectations, aspirations, and subsequent outcomes. We used a large, nationally representative longitudinal sample (16,197 Year-10 students from 751 US high schools).
Controlling background (achievement, SES, gender, age, ethnicity, academic track, and a composite risk factor), Year 10 educational expectations of teachers and parents had consistently positive effects on the following: student expectations in Years 10 and 12, Year 10 academic self-concept, final high-school grade-point-averages, and long-term outcomes at age 26 (educational attainment, educational and occupational expectations). Effects of parent aspirations on these outcomes were predominantly small and mixed in direction. However, the aspiration-expectation gap negatively predicted all these outcomes. Contrary to our proposed Goldilocks Effect (not too much, not too little, but just right), non-linear effects of expectations and aspirations were small and largely non-significant.
Parent, teacher, student expectations, and parent aspirations were all negatively predicted by school-average achievement (a big-fish-little-pond effect). However, these adverse effects of school-average achievement were larger for parents and particularly teachers than students. Furthermore, these expectations and aspirations partly mediated the adverse impacts of school-average achievement on subsequent grade-point-average and age-26 outcomes.
... Coleman and Huffer (1987) and Shah (2009) findings have supported the above statement. They stated that school which cultivate and form social capital in America is proven to be more successful in providing student with higher percentage of success than school with no social capital formation and cultivation (Coleman & Hoffer, 1987;Shah, 2009). ...
Social capital assumed to be one of the most important aspect which contributed in the societal development of a country. Putnam Analysis proved that the high level of social capital in a country can do so. To form that social capital, all elements in a country need to cooperate each other, including education. Education and social capital produce a very tight connection because the social capital is transmitted in school as an important part of education. This study will explore some teaching methods which can contribute in the formation of social capital in some Islamic high schools in Malang. This study is qualitative in nature. The research subjects were teachers and students in State Islamic High Schools 1 and 2 Malang. The data collection techniques used were interviews, observations, and documentation. The data were analyzed descriptively qualitatively. The results showed that the teachers have practiced some teaching methods that contributed in the social capital element formation of mutual trust, norms, and networking. The social capital formation also formed by the building and developing the productive networking between teachers and students.
The aim of this research was to investigate the effects of school labelling specifically regarding special, ward, and private schools on students’ educational experiences. This study seeks to understand how perceptions associated with different school types influence students' motivation, self-esteem, and overall students’ academic performance. By examining the impact of these labels, the research aimed to provide insights that can inform educational policies and practices, ultimately promoting equity and improving student outcomes across various school settings. The study adopted purposive and simple randomly sampling techniques where a total of 80 respondents and 4 key informants from the study area were involved in the study. Basically, the study was qualitative in nature though quantitative approach was used to some extent. Questionnaire was used to collect requisite information to students and quantitative data were analysed by using descriptive statistics to determine frequency and percentage whereas qualitative data were subjected to content analysis.
When analyzing the factors that influence individuals' educational achievements, with a focus on the importance of their families, cultural and economic capital are frequently highlighted. Although they are unquestionably important, one additional aspect should not be overlooked: social capital. Individuals' educational chances are influenced by their families' connections with the community as well as their familial bonds. The aim of the paper is to demonstrate how a family's social capital can be a source of inequality in education. The paper presents and analyzes three theoretical approaches to social capital (Bourdieu's, Coleman's, and Patnam's), indicates how to approach the research of inequality in education from these perspectives, and points out which approaches are appropriate for the application of social capital from the perspective of families. Finally, the lines of (dis)continuity between these theories are highlighted, and the possibility of developing an integral approach to social capital in the educational context is examined by analyzing some attempts at such a synthesis.
In this chapter, we present a portrait of the Jewish education teenagers experience at Jewish secondary schools in the UK, in their classrooms and in other school settings. First, we describe what schools advertise themselves as offering students, publicly communicated in detailed curriculum outlines. Then, drawing on the reflections of both students and their parents, provided in the course of multiple interviews, we reconstruct what students experience in their classrooms and in other settings around the school. We sharpen this portrait by comparing it with what those enrolled in non-Jewish schools recount about their experiences of Jewish education. In the course of this exploration, we probe the dissonance many children notice between what they’re taught in Jewish schools and (the topic of our next chapter) the Jewish lives they lead at home. We identify what students derive from these experiences to construct their Jewish lives. We conclude that, ultimately, what students take away from Jewish schools, and what they value most, is largely consistent with what were their parents’ priorities when they first enrolled them, as described in the last chapter.
Catholic schools, in order to be Catholic, lay claim to a particular sense of what these schools are and what they are not; that is, they claim Catholic school identity. Organizations such as Catholic schools have a strong identity if these claims are central to their core mission, distinct from the claims of other organizations, and consistent over time. The distinctiveness of Catholic school identity implies that Catholic educational practice must be rooted in a particularly Catholic tradition, and the centrality of Catholic school identity implies that excellent Catholic schools can derive internal goods only available to these schools. But claims to a distinct identity are undercut by the pursuit of external goods such as wealth, power, and prestige, as these external goods are neither central to the mission of any school, nor do they distinguish Catholic schools from other forms of school. In particular, Catholic school principals must balance their schools’ need for legitimacy with their desire to claim a strong Catholic identity. This paper provides a framework for understanding the internal goods that comprise Catholic school identity, the external goods these schools need to survive, and the process of judgment principals must use to maintain Catholic school identity.
Scholarship on nonresident enrollment by public research universities has developed in isolation from scholarship on linkages between private high schools and selective private universities. We argue that these literatures are part of a broader story about the competition for students from affluent schools and communities. This manuscript analyzes off-campus recruiting visits to private high schools made by a convenience sample of 15 public research universities and 14 selective private universities. An off-campus recruiting visit indicates a social relationship between a school and a university. Therefore, we utilize social network methods to examine the recruiting networks of public and private universities. With respect to scale (research question 1), universities in our sample made a disproportionate number of visits to private high schools. With respect to overlap (RQ2), simple network analyses and community detection methods reveal substantial overlap in the recruiting networks of public and private universities. RQ3 assesses the characteristics of visited schools. Both public and private universities tended to visit private schools in their home geographic region and also in the South, where private school enrollment growth has been strongest. Visited private schools enroll a much larger share of white students than visited public schools. Surprisingly, several public research universities visited sectarian private high schools at a rate similar to sectarian private universities.
Since Plato and Aristotle, political theorists have discussed the important role of education in forming democratic citizens. They disagree, however, over whether public or private schools are more effective at nurturing citizenship. We conduct a statistical meta-analysis to identify the average association between private schooling and measures of four central civic outcomes: political tolerance, political participation, civic knowledge and skills, and voluntarism and social capital. Our search identifies 13,301 initial target studies, ultimately yielding 531 effects from 57 qualified studies drawing from 40 different databases. Using Robust Variance Estimation, we determine that, on average, private schooling boosts any civic outcome by 0.055 standard deviations over public schooling. Religious private schooling, particularly, is strongly associated with positive civic outcomes. The evidence is especially strong that private schooling is correlated with higher levels of political tolerance and political knowledge and skills. We discuss heterogeneities, robustness checks, and implications.
Being Cultural is an ambitious collection of original readings which introduces students to key theory and key issues within cultural studies and popular culture. Bringing together established writers such as Andy Bennett, Douglas Kellner, Chris Rojek, Barry Smart and John Storey with academics researching cultural texts in new and innovative ways, the book challenges our common-sense notions of ‘culture’, placing debates centrally within the power dynamics and dominant meaning-making of capitalist society. In understanding the production and consumption of such texts, the book outlines theoretical discussion from the Frankfurt School, British Cultural Studies, Semiotics, Subcultural theory, and Postmodernism, as well as investigating special topics such as digital media, sport, advertising, social networking sites, celebrity, video games, the body, cinema, reality TV, and issues of gender and ethnicity. With a total of twenty-five chapters presented in a user-friendly style — including chapter summaries and suggestions for further reading from the authors — this is an essential text for any student new to the subject.
This chapter is an introduction to the book, beginning with a historical examination of interactions between schools and communities to illustrate the contexts that shaped contemporary school-community relations. Following an overview of the current state of community engagement in education, the chapter defines community engagement and partnerships and then introduces the research study on which the rest of the book is based. It presents the research questions that guided the study, and the methodology used to collect and analyze data. The chapter then provides descriptions of the city where participants lived or worked, the school districts, and the schools. It concludes with an overview of the book’s chapters, its contributions to our understanding of community engagement in education, and a call to action for policymakers, administrators, educators, and community members to build strong school-community relationships.
This chapter presents a practical application of school-community policies and initiatives to support student mental health. The chapter begins with an exploration of the theoretical underpinnings of the network relations, as well as why they are developed, as a precursor to understanding how such relationships can support good mental health. School and district personnel acknowledged mental health issues were prevalent; they needed community expertise to address mental health so they could focus on education issues. The chapter discusses city-wide networks that provided expertise to meet children’s and youths’ varied mental health needs. It concludes with a summary of a networked approach to mental health in the community, and recommendations for building educators’ knowledge about mental health, strategizing to ensure the children and youth who most need services have access, and co-ordinating available services.
Im Jahr 2008 hat der Staat das Schulgeld an allen oeffentlichen Schulen in Togo abgeschafft, um die Kosten fuer den Schulbesuch zu senken. Trotz des kostenlosen Schulbesuchs ziehen die Eltern immer noch Privatschulen vor. Dies ist auf schlechten Bedingungen (zu viele Schueler, Streiks) in den oeffentlichen Schulen zurueckzufuehren, waehrend die Ergebnisse des Certificat d'étude du premier degré (CEPD) in den Privatschulen im Vergleich zu den oeffentlichen Sculen besser sind.
MTAL stands for Metaphorical Thinking and Action Learning. No doubt language is a
vehicle for learning. Language and thought are two highly inseparable and interwoven
parts in metaphorical usage and language develop as concepts associated with one
the domain of meaning is extended metaphorically to another (cf. Morgan, 1993). The
purpose of metaphorical expression and usage is that it is able to resonate the meaning
underneath a superficial surface of a subject of interest through insightful theoretical
abstraction, the reification of the abstraction, comparison and analogical use of metaphor in
actions and performance deliveries. Metaphorical implications pervade the theories of
organizational development, and similarly they can be the food of thought for more
critical reflective thinking and insightful, proactive questioning that leads to achieving a true higher-order and double-loop learning experience. Learning institutions like universities and teacher colleagues, in particular, must thus balance individual and collective learning experiences by walking a simultaneous path of programmed knowledge and insightful questioning. In this way, the learning outcome is reflected and exemplified in the images of the learning institution held in its member’s minds, and/or in the epistemological artefacts e.g. the maps, memories and programs (Robinson, 2001). This article reviews the essentiality and practicality of the theme – MTAL – in the context of achieving sustainability in a competitive advantage for an educational institution, forming essentially a framework to guide lifelong learning, forge affiliation and value-enhancement social network, to graduate competent students and professionals and to ensure synergistic, innovative industrial-institution collaborative works and action learning projects. Essentially, when both the action learning framework and metaphorical thinking are cross-fertilized in the context of action research, it demonstrates a useful closed loop individual and organizational learning model.
Değişimlerin daha hızlı yaşandığı günümüzde örgütlerin bu değişimlere uyum sağlaması ve yeniliklere açık olması örgütlerin devamlılığı açısından hayati öneme sahiptir. Güncel araştırmalar örgütsel yenilikçilikte yönetim anlayışının etkili olduğunu göstermektedir. Çağdaş yönetim anlayışlarında liderlik kavramı değişmeye başlamış ve solo liderlik anlayışından uzaklaşılarak çoğulcu liderlik yaklaşımları ön plana çıkmıştır. Bu yaklaşımların eğitim yönetimine yansımaları ise okul liderliği, öğretmen liderliği ve dağıtımcı liderlik olarak görülmektedir. Bu çalışmanın amacı da okul müdürünün dağıtımcı liderliği ve örgütsel yenilikçilik ilişkisinde öğretmenlerin sosyal sermayesinin aracı rolünü incelemektir. Bu çalışmanın amacına ulaşmak için, Uluslararası Öğretme ve Öğrenme Anketi [Teaching and Learning International Survey- TALIS] 2018'e katılan ortaokul ve liselerde görev yapan 614 okul müdüründen toplanan veriler yapısal eşitlik modellemesi kullanılarak analiz edilmiştir. Araştırma modeli kapsamında belirtilen dört hipotezin test edilmesi için örgütsel yenilikçilik, sosyal sermaye ve dağıtımcı liderlik ile ilgili maddeler kullanılmıştır. Ayrıcamodele okulun konumu ve türü kontrol değişkeni olarak eklenmiştir. Yapılan analizlerde ölçeklerin geçerli ve güvenilir olduğu, verilerin ise normal dağılım gösterdiği belirlenmiştir. Sonuçlar, dağıtımcı liderlik gösteren okul müdürlerinin okullarında sosyal sermaye geliştirmeyi desteklediğini ve bu tür sosyal sermaye gelişiminin örgütsel yenilikçiliği artırdığını ortaya koymuştur. Diğer bir sonuç ise sosyal sermaye gelişiminin, dağıtımcı liderlik ile örgütsel yenilikçilik arasındaki ilişkiye aracılık ettiğini göstermiştir. Okullarda paydaşların sosyal sermaye gelişimlerini sağlamak ve hayata geçirilmek istenen yenilikçi uygulamalar için okul müdürlerinin dağıtımcı liderlik becerilerinin geliştirilmesi gerekmektedir. Bu bağlamda politika yapıcılar ve karar vericiler için okul müdürlerinin liderlik becerilerini geliştirmeye yönelik uygulamalar geliştirmeleri hizmet öncesi ve hizmet içi eğitimler düzenlemeleri önerilmektedir. Araştırmacılar ise liderlik davranışlarının örgütsel yenilikçilikteki etkilerini ortaya koyan yeni modeller geliştirebilir ve bu modellerde farklı değişkenleri aracı olarak kullanabilirler.
Social outcomes of education are crucial for both the individual and society. This paper focuses on the extent to which state-funded (non-)religious private and public schools differ in citizenship outcomes. Data were used on 123 schools from the International Civic and Citizenship Education Study 2016 in the Netherlands. Using multilevel analyses, we tested whether possible differences in school orientation can be understood from the characteristics of the population. The results of our study do not show systematic differences in the citizenship competences of students. However, private religious schools with an orthodox Protestant profile differ in terms of the citizenship attitudes of their students. This relation cannot be explained by the religious views of students as such and is also found when controlling for their socio-economic background and religiousness.
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