No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
The Achievement Syndrome: A Psychocultural Dimension of Social Stratification
Abstract
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
... A person of the lower class looks for and finds protection in the particularized solidarity of primary relationships within the family against a universalistically organized outside world (Oevermann, 1969;Popitz, Bahrdt, Jiires, & Resting, 1967). The fact of a family-centered value orientation within the lower class (Neidhardt, 1968;Rosen, 1956) can be seen as a correlate of this social withdrawal. ...
... In his well-known study of the "achievement syndrome" Rosen (1956) showed that lower-class children have a passive, familyoriented, and present-oriented value system. In contrast, children of the upper classes were described as being active, individualistic, and future oriented, all of which are favorable prerequisites for the development of greater achievement motivation. ...
Tested hypotheses concerning the effects of sex and class on future orientation; Ss were 50 male and 50 female students, ages 14-16 yrs. Future orientation was measured in various domains of life, constituting either private or public areas of concern (e.g., family and environment) and on the dimensions of density (number of hopes and fears voiced by the S), extension, and optimism-pessimism. As predicted, middle-class adolescents, as compared with lower-class adolescents, voiced more hopes and fears relating to public life and fewer in the private sphere, and they manifested a more extended future orientation in the private as well as the public spheres. They also judged the distant future more optimistically in 2 out of 3 public areas of concern. Lower-class females were more optimistic than the middle-class females in the occupational domain. As predicted, the lower-class males voiced more hopes and fears in the occupational domain and manifested a more extended future orientation than the lower-class females. On the other hand, females of both classes voiced more hopes and fears in the private sphere than males of either class. Results are interpreted in terms of theories of socialization and role behavior. (46 ref)
... The institutional care of the aged is also common among Parsis (Kulke 1974) but less common among other Indian communities. Progressive motherhood has developed within the context of a transition from a present to a future oriented society (Rosen 1956:208) as many CGs began to operate proactively in the belief that planning and present sacrifices were worthwhile to ensure future gains. Progressive motherhood is closely aligned with a strong commitment, by both husband and wife, to a relative subjugation of self interest and correlatively a predominant focus on "children and their future". ...
... Koetter et al. (2012) used UR, SH_ASIAN, and SH_HISP to instrument the Lerner Index, which is a measure of market power. The share of Asians and Hispanics instrumental variables are motivated by the sociological research on the effect of different ethnicity groups on accomplishments (Rosen 1956(Rosen , 1959Duncan and Duncan 1968). For example, Wong (1981a, b, 1984) present evidence that Asian immigrants are competitive compared to other immigrant groups. ...
We propose a spatial autoregressive stochastic frontier model, which allows for endogenous weighting matrix (i.e., the spatial weighting matrix is not independent of the two-sided error term). The parameters of the model are estimated via the maximum likelihood estimation method. Monte Carlo simulations illustrate that our model performs well in finite samples. As an example, we employed our methodology to the US banks and found evidence for endogenous spillovers. The empirical example suggested potential biases in the parameter estimates when endogeneity of spillovers is ignored.
... Educational values, as Kohn (1969) points out, are transmitted differently, depending on the occupational status and differentiated to children, which is why we can talk about school success syndrome, differentiated according to social classes (Rosen, 1956). ...
... Especially during the 1950s, it was a popular thesis in sociology to connect (the lack of) social mobility to values (e.g., Hyman, 1953). Achievement values were found to be more common in the middle class than lower-class families (Rosen, 1956). ...
A diploma in higher education has a significant impact on an individual’s life course. Higher educated individuals may have a higher income, a better job, and a lower risk of poverty than lower educated individuals. They also score higher on many non-economic outcomes, such as overall health. However, one of the most consistent findings in the sociology of education is social inequality in educational attainment. A student from an upper-class family, for example, has a remarkably higher likelihood to attend higher education than a student from a working-class family. Therefore, education plays a crucial role not only in social mobility, but also in the reproduction of social inequality. To understand the process of educational attainment, sociologists investigate the educational expectations that students express in secondary education. Students have certain expectations about what they will do after secondary education, such as attend university or enter the labor market. Students’ expectations are theoretically postulated and empirically confirmed as a central link between ascribed and achieved characteristics of the student on the one hand, and status attainment as an adult on the other hand. Expectations are believed to guide behavior. High educational expectations increase the odds to attend higher education, as these expectations as they positively influence motivation and efforts in secondary education. However, students’ expectations are influenced not only by family background and school performance, but also by both the school they attend and the broader education system. The plethora of research on educational expectations for higher education focuses solely on the individual level, such as looking at socialization processes within families. This focus on the individual level is attributable to “the Wisconsin Model” of the 1960s, which is still the (explicit or implicit) departure point for most current research. The model posits that students’ expectations are the result of socialization by significant others. The three most important groups of significant others are parents, peers, and teachers, although current research mainly focuses on parents. The Wisconsin Model attaches importance specifically to students’ perceptions of the significant others’ expectations. Although other research traditions, such as Sociological Rational Choice theory and theories on cultural and social capital, were advanced to explain the formation of expectations, they have all been preoccupied with mechanisms within the family. While this body of earlier research has enriched our understanding of individual-level processes, it individualizes and de-contextualizes the educational decision-making of students. However, as students form their expectations of postsecondary pathways while attending secondary education, it is important that the context of a students’ secondary school and the features of the education system are also considered. Educational expectations not only differ according to the social background of students, but also vary according to the characteristics of the school and of education systems. Although the secondary education system is central in the process of sorting and allocating students to positions in society, recent research pays little attention to how school and system characteristics influence students’ expectations. Nevertheless, school features matter for several student outcomes, as shown by the School Effects Research tradition. Moreover, in the sociology of education a substantial amount of research has identified what the consequences are for students’ outcomes of attending a particular organization within the secondary education system, particularly with regard to an organization with a rigid division of pupils into different types of curricula, which is called “tracking”. Hence, the main objective of this research is to gain a better understanding of the social inequality in expectations by transcending the existing (explanations for) individual effects and by considering the meso level – the school – as well as the macro level – the education system. To this end, the empirical part of this dissertation comprises four quantitative studies that fruitfully combine different research traditions, integrating School Effects Research and research on tracking into the Wisconsin Model. Our research uses primary data from the unique, longitudinal International Study of City Youth (ISCY), which follows 10th grade students from multiple cities around the world during their transition from secondary education to higher education or the labor market. One of the four studies is a cross-national study, comparing 10th grade students’ expectations in four European cities. This study contributes to the research field on expectations, as very few cross-national studies – almost none of which pay attention to the school level – still characterize the field. The other three studies, one of which is longitudinal, focus on the data of more than 2000 youngsters in the city of Ghent in Flanders (Belgium). The Flemish education system is an interesting case study to examine educational expectations, as it combines a highly tracked and segregated secondary education system with an open-access higher education system. These three studies demonstrate how the composition of the schools’ student body influences students’ expectations and students’ enrollment in higher education. A student attending a school whose students are predominantly from a high SES background will have more ambitious expectations and will be more likely to be enrolled in higher education than a student from a school with mainly low SES students. Moreover, by looking at explanatory school processes, this dissertation’s studies transcend other research that offers only a mechanical understanding of the association between school composition and expectations. The Wisconsin Model, which attributes a central role to the expectations of significant others such as peers and teachers, provides the inspiration for relevant school processes. This dissertation transcends this individual-level approach of teacher and peer effects by looking at the culture of teacher expectations in one study and the culture of peer expectations in another. In contrast to mainstream research, our measurement of significant others’ expectations are based on objective data retrieved from the teachers and peers themselves and not on subjective student perceptions of their teachers’ and peers’ expectations. The study on teachers’ culture surpasses the traditional conceptions of “the invisible teacher” or “the biased teacher” and shows how the shared expectations of teachers from the same school can compensate for the detrimental effects of low SES composition on expectations. Moreover, the longitudinal study confirms that students’ expectations play a role in eventual higher education attendance five years later. In addition to the expectations of the 10th graders, the shared expectations of their peers at school also matter. Students attending schools with high peer expectation cultures are more likely to attend higher education and to prefer university over institutes that are regarded as less prestigious compared to students in schools with low expectation cultures. However, ambitious peers also have negative effects on some groups of students because of comparative group processes. The cross-national study highlights the fact that the school SES composition effects is not found in all secondary education systems, only in highly differentiated systems. Consequently, this school composition effect is an additional source of inequality in education systems that are already unequal. We therefore question the assumption that tracked systems effectively divide students into homogeneous groups to prepare and allocate them to distinct postsecondary pathways. Generally, the assumption is that these homogeneous groups would benefit effective and efficient teaching. The question of whether students’ expectations align with the intended objectives of the system in these tracked systems needs to be addressed. This dissertation shows that in Flanders, which has a stringent tracked system, the vocational track has the lowest homogeneity of expectations, the intended efficiency is therefore questionable. This unmet goal of tracking can be attributed to the unequal selection of students to tracks and the cascade system, as well as to the information deficits about the importance of secondary education for postsecondary pathways. As national and supranational policymakers endeavor to increase higher education attendance to strengthen the knowledge society, one easy solution would seem to be to raise expectations. However, this strategy has been criticized as having no – and potentially detrimental – effect when students are not also offered the means to turn their expectations into reality. Moreover, the strategy individualizes and decontextualizes unequal access to higher education. Instead, based on results of the cross-national study, raising student engagement, which is constructed in the interaction between the student and the school context, has been proposed. This dissertation also strongly recommends acknowledging the positive role that teachers can play. The results show the overall, long-lasting effects of school cultures and suggests that schools could create school cultures to make the transition to higher education desirable and feasible (‘college going cultures’). Finally, a critical look at the supposed benefits of tracking at an early age is recommended, especially regarding the adverse effects for students and teachers in vocational education. In summary, this quantitative study examines the effects of school composition and explanatory school processes and considers the effect of tracking on the formation and realization of educational expectations. This dissertation emphasizes that students’ expectations are not formed in a vacuum; schools and education systems also play a substantial role in shaping them.
... This may be because while they may feel the same amount of pressure as others, the maximum possible gain for them is simply to maintain the current level of resource abundancy at best. The term "achievement syndrome (Rosen, 1956)" seems to best describe how those high performing individuals or work units feel about the practice of performance management. Even if they achieved the best performance, they will not appreciate or be satisfied with that accomplishment. ...
This study explores the moderating factors determining the motivational effect of performance-based human resource management. The analysis of the data from the 2010 Merit Principle Survey (MPS) reveals that the motivational effect of performance-based human resource management was weaker for those who have (a) a strong public service motivation, (b) a low self-efficacy, (c) enjoyed a high level of job autonomy, and (d) had enough resources necessary to get the job done. The directions of the first two moderating effects were consistent with common beliefs. However, those of job autonomy effect and of organizational resource effect were incompatible with the popular beliefs that autonomy and resources are necessary conditions for successful performance management. These unexpected results shed some lights on the political dynamics around performance management, indicating that those who have enjoyed a considerable discretion are more likely to perceive the practice of performance management as a threat to their autonomy and that those who have had sufficient organizational resources may fear for future change in resource allocation as a result of regular performance re-appraisal.
... Da in der Schule zudem vieles nicht deshalb geschieht, weil ein Interesse dafür besteht, sondern weil es der Stundenplan so vorsieht, impliziert erfolgreiches Verhalten in der Schule eine hohe Selbstdisziplin, insbesondere die Bereitschaft, auf die unmittelbare Befriedigung von Bedürfnissen zugunsten späterer Gratifikationen zu verzichten (deferred gratification pattern; vgl. Schneider und Lysgaard 1953;Rosen 1956, Rosen und D'Andrade 1959. 33 Wer in der Schule überleben will -und das gilt für Schüler und Lehrer gleichermaßen (vgl. ...
Das Buch ist eine umfassende Darstellung von Theorien, Methoden, zentralen Befunden der Bildungssoziologie und eine kritische Würdigung des Erkenntnisstandes in dieser Disziplin. Es bietet eine weit gefasste Abhandlung zentraler Themen, Fragestellungen und Forschungsergebnisse der gegenwärtigen Bildungssoziologie. Im Vordergrund stehen dabei Wechselwirkungen zwischen gesellschaftlichen Verhältnissen, Bildungsverhalten, Bildungssystem und Arbeitsmarkt. Zugleich wird eine soziologische Einführung in Struktur, Funktion und Entwicklungen der Bildung und Bildungssysteme im historischen und internationalen Vergleich gegeben.
Mit dem Lehrbuch sollen Studierende und Sozialwissenschaftler einen einführenden Überblick über Bildung, Bildungsprozesse, Bildungssysteme, Bildungsexpansion, Bildungspolitik und Folgen von Bildung für Individuen und Gesellschaft aus soziologischer Perspektive vermittelt bekommen.
Mit Beiträgen von Rolf Becker, Andreas Hadjar, Matthias Grundmann, Susanne von Below, Walter Herzog, Steffen Hillmert, Hartmut Ditton, Dirk Konietzka, Walter Müller, Reinhard Pollak, David Reimer und Steffen Schindler, Mareike Weil und Wolfgang Lauterbach, Anna E. Hecken, Heike Solga, Heike Diefenbach
... Da in der Schule zudem vieles nicht deshalb geschieht, weil ein Interesse dafür besteht, sondern weil es der Stundenplan so vorsieht, impliziert erfolgreiches Verhalten in der Schule eine hohe Selbstdisziplin, insbesondere die Bereitschaft, auf die unmittelbare Befriedigung von Bedürfnissen zugunsten späterer Gratifikationen zu verzichten (deferred gratification pattern; vgl. Schneider und Lysgaard 1953;Rosen 1956, Rosen und D'Andrade 1959. 33 Wer in der Schule überleben will -und das gilt für Schüler und Lehrer gleichermaßen (vgl. ...
Das Handbuch ist eine umfassende Darstellung von Theorien, Methoden, zentralen Befunden der Bildungssoziologie und eine kritische Würdigung des Erkenntnisstandes in dieser Disziplin. Es bietet eine weit gefasste Abhandlung zentraler Themen, Fragestellungen und Forschungsergebnisse der gegenwärtigen Bildungssoziologie. Im Vordergrund stehen dabei Wechselwirkungen zwischen gesellschaftlichen Verhältnissen, Bildungsverhalten, Bildungssystem und Arbeitsmarkt. Zugleich wird eine soziologische Einführung in Struktur, Funktion und Entwicklungen der Bildung und Bildungssysteme im historischen und internationalen Vergleich gegeben.
Mit dem Lehrbuch sollen Studierende und Sozialwissenschaftler einen einführenden Überblick über Bildung, Bildungsprozesse, Bildungssysteme, Bildungsexpansion, Bildungspolitik und Folgen von Bildung für Individuen und Gesellschaft aus soziologischer Perspektive vermittelt bekommen.
Mit Beiträgen von Rolf Becker, Andreas Hadjar, Matthias Grundmann, Susanne von Below, Walter Herzog, Steffen Hillmert, Hartmut Ditton, Dirk Konietzka, Walter Müller, Reinhard Pollak, David Reimer und Steffen Schindler, Mareike Weil und Wolfgang Lauterbach, Anna E. Hecken, Heike Solga, Heike Diefenbach
... Analogue to Mickelson's (1990) distinction between abstract and concrete school attitudes, the actual living situation one finds him/herself in and related opportunities, appeared to matter for students' educational behaviour. Furthermore, our findings are in line with the conceptual framework of Rosen (1956), in which achievement orientations are studied separately from the conditions to realize achievement. Although scholars have debated the value of abstract school attitudes for educational outcomes (e.g. ...
... Changing social backgrounds of students Beyond changes on the macro level there are also demographic changes in the more proximal contexts, that is regarding the family context. According to theories of social reproduction educational expectations are circumscribed by family social background, and in their consideration of which careers are possible young people are guided by their parents and orient themselves to social class reference groups (McClelland, 1990;Rosen, 1956;Sewell & Shah, 1968). Young people from less privileged social backgrounds generally report lower educational expectations than their more privileged peers, even after controlling for academic ability (Kerckhoff, 2001;Schnabel, Alfeld, Eccles, Koller, & Baumert, 2002;Schoon, 2009). ...
... Da in der Schule zudem vieles nicht deshalb geschieht, weil ein Interesse dafür besteht, sondern weil es der Stundenplan so vorsieht, impliziert erfolgreiches Verhalten in der Schule eine hohe Selbstdisziplin, insbesondere die Bereitschaft, auf die unmittelbare Befriedigung von Bedürfnissen zugunsten späterer Gratifikationen zu verzichten (deferred gratification pattern; vgl. Schneider und Lysgaard 1953;Rosen 1956, Rosen und D'Andrade 1959 Da der heimliche Lehrplan Ziele umfasst, die man gemeinhin sozialisatorisch nennt, erbringt die Schule auch Leistungen, die sonst eher der Familie zugeschrieben werden. Als nicht-intentionales Geschehen steht die schulische Sozialisation gleichsam quer zum Unterricht. ...
Schule und Unterricht sind Interaktionskontexte, die jedem Mitglied einer modernen Gesellschaft aus eigener Erfahrung bekannt sind. Alle sind wir zur Schule gegangen und über lange Zeit unterrichtet worden. Nach einer Zählung von Rutter, Maugham, Mortimer und Houston (1980) sind es rd. 15.000 Stunden, die ein individueller Mensch in einer heutigen Gesellschaft während seiner Kindheit und Jugend in Schulen verbringt, eine Zahl, die von Fend (2006: 56) bestätigt wird.1 Mit der Expansion des Bildungswesens und dem erweiterten Zugang zu höherer Bildung in den meisten westlichen Ländern seit den 1960er Jahren dürfte die durchschnittliche Lebenszeit, die ein Individuum an Schulen, Hochschulen und vergleichbaren, meist ebenfalls schulischen Bildungsstätten verbringt, noch um einiges größer sein. Die „Verschulung der Gesellschaft“ (Bornschier und Aebi 1992) hat die Altersphase zwischen fünf und 25 Jahren zu einem Lebensabschnitt gemacht, der im Wesentlichen von professionell angeleitetem Lernen bestimmt wird. „Immer mehr junge Menschen innerhalb eines Landes, aber auch weltweit, besuchen immer länger die Schule“ (Adick 2004: 954). Auch wenn Kinder und Jugendliche nicht nur schulische Erfahrungen machen, sondern ebenso von Eltern, Gleichaltrigen und anderen Bezugspersonen, aber auch von den Medien und einem wachsenden Freizeitangebot beeinflusst werden, stellt die Schule eine der wichtigsten Sozialisationsinstanzen in einer modernen Gesellschaft dar.
... The upward social mobility of ethnic and racial minorities in the United States has been distinctly dissimilar when compared with one another and with the non-minority Americans. Blackwell The achievement orientation of different ethnic groups has been studied by Rosen (1956Rosen ( , 1961Rosen ( . 1966 Rosen's theo~y proposes that social classes vary among themselves in the extent to which they possess (1) achievement motivation and ...
... Analogous to Mickelson's (1990) distinction between abstract and concrete school attitudes, each student's actual living situation and related opportunities appeared to matter for his/her educational behaviour. Furthermore, our findings are in line with the conceptual framework of Rosen (1956), in which achievement orientations are studied separately from the conditions in which achievement is realized. Although scholars have debated the value of abstract school attitudes for educational outcomes (e.g. ...
... Self-esteem was assessed using the Culture-Free Self-Esteem Inventory (SEI; Battle, 1981). The mothers of the children were interviewed about their parental expectations of their child based on a specific technique of Rosen (1959). The researchers found that approximately 14% of the sample scored at or above the critical cutoff for depression. ...
This study examines the circumstances under which public organizations establish easy performance goals, analyzing nationwide data collected from cabinet departments in central and local government agencies in South Korea. Several factors have been identified as contributing to the tendency of public organizations to set easily achievable goals. Firstly, local governments tend to establish less challenging performance standards compared to central government agencies. Secondly, public organizations with higher financial resources per employee ratios are inclined to set easy performance goals. Lastly, the presence of a strong innovation-oriented culture or transparency requirements decreases the likelihood of setting easy performance goals.
Bir sosyo-ekonomik seviye göstergesi olarak sosyal sınıf gruplaşmaları, kastlara ve renk kastlarına nazaran, kendi içerisinde, bir dereceye kadar sosyal hareketliliğe imkân veren sosyal yapı kuruluşlarıdır. En belirgin şekilleriyle şehirlerde oluşmuş olan bu gruplar, aynı zamanda birer cemaat (yerel toplum) özelliğine sahiptirler. İş, meslek, gelir, eğitim seviyesi ve benimsenen hayat tarzı bakımından farklaşmış, değişik özellikte mahalle veya semtlerde ve evlerde oturmakta olan bu gruplar, benimsedikleri genel kültürün yanında, birer grup olarak, onların tavır ve hareketlerine şekil veren, birbirleriyle olan kalıplaşmış ilişkilerini belirleyen, en belirgin şekillerini Amerika Birleşik Devletleri'nde gördüğümüz tâli-kültür kalıplarına da sahiptirler. Yazımız, tarihî bir inceleme seyri izleyerek, kabaca yüksek, orta ve aşağı olarak nitelenebilecek sosyal sınıfların ne tür tâli- kültür özelliklerine sahip olduklarını; oluşmuş bulunan bu kültürel zeminlerde ne tür sosyalleşme tekniklerinin uygulanmış olduğunu; tâli-kültürlerin bireylerin kişilikleri ve sosyo-kültürel kişilikleri üzerinde ne gibi olumlu ve olumsuz etkileri bulunabileceğini; bu etkileme ile oluşmuş status kişiliklerinin, sınıf atlama anlamında, bir dikey hareketliliğe yol açıp açmadığını; bir insanın sınıfını yükseltmesinde, başarı motivasyonu denen psikolojik mekanizmanın, aşılanan yükselme hırsının bir etkisinin bulunup bulunmadığını; ve bugünün sanayileşmiş toplumlarında sınıf atlamada öne çıkan bir faktör olarak, eğitimin, maharet sahibi olmanın, bir başka deyimle, insanî sermayenin rolünün ne olduğunu incelemeye çalışmaktadır.
Social psychology examines how people behave in different settings, assuming individuals are basically all the same, and what produces different behaviors is actually the diverse situational stimuli they react to. In contrast, the study of personality centers on describing how and why the stable attributes of individuals drive them to act consistently across time and situations. Several questions arise in the study of personality: (1) Are traits universal or culturally idiosyncratic? (2) Are universal traits manifested in the same manner across cultures? (3) Are personality measures valid, reliable, and culturally relevant? In this chapter, ethnopsychological research is presented following a pattern in which the first step is exploratory research. This step leads to the culturally adequate conceptual definition of an attribute, followed by inquiries in regard to the cultural manifestation of specific traits, followed by the development of objective measures that are then psychometrically tested for construct, divergent, convergent, and predictive validity. The same methodology is conducted to obtain valid, reliable, and culturally relevant measures of the multidimensional attributes of empathy, assertiveness, achievement orientation, and locus of control. Finally, for each personality trait, relationship to behaviors and other psychological variables is presented.
The further education (and skills) sector in England has been viewed as a backwater of educational research compared to the other sectors. This comparative lack of research and related publications may be due in part to the huge diversity of the sector. Further Education, Professional and Occupational Pedagogy addresses some of the gaps by bringing together empirical research and theoretical frameworks to give a coherent understanding of the sector, emphasising the occupational experiences of deliverers, alongside their pedagogic and life experiences. This book also includes investigations on the education of professionals in the higher education sector. The overall theme of this book relates to the teaching and learning of work-related provisions in further and higher education. The book covers topics such as FE teachers' emotional ecology, their professional identities, a systematic literature review of FE teachers' professional identities, a reconceptualisation of widening participation from a teaching perspective, pedagogic implications of teachers in professional education, and curriculum formation of creative professionals in higher education. This book will be vital reading for researchers and academics in the fields of professional learning, teacher training and education, and vocational and occupational education. It will also appeal to policy-makers, teacher educators and education professionals.
This study investigates the value of a potential moderator variable, student self-evaluation of previous academic effort, in increasing the validity of prediction of academic performance. Entering college freshmen rated their high school academic effort high, moderate, or low. They were then divided into level of effort groups, and the academic aptitude scores and performance of the three groups were compared. For each of the groups, correlations between standard predictors of academic performance and college grades were calculated. Separate academic prediction equations were also developed for each group. Groups did not differ significantly on measures of academic aptitude but differed in high school grades. Correlations between predictors and grades were consistently higher for the high level of effort group, indicating that level of effort was a moderator in the prediction of performance. Efforts to develop separate prediction equations for each level of effort group were only partially successful.
The recent literature on female achievement orientation is reviewed. Theories of achievement motivation are discussed, and a brief statement on sex-role stereotypes is included. Specific attention is given to the ways in which sex-role ideologies and expectations affect female achievement. The antecedents of female achievement orientation are examined. Recent developments in research, including the motive to avoid success, value orientations, and ability, are discussed. Finally, future directions for female achievement orientation research are presented.
There is a long-standing tradition assuming indigenous social structures, motivational dispositions and behaviour patterns in African societies to be impedimental to technological and social change. Technologies can be easily transferred, but sociocultural factors are thought to stand in the way of their effective usage. Up to the present both workers and indigenous managers in African countries are said to lack the proper orientations required for modern business enterprises.
During the 25 years since Brown v Board of Education (1954),1 research concerning school desegregation has evolved through three basic paradigms. Studies during the early period were primarily atheoretical, impact studies. These were followed by a variety of studies based on deficit models and psychologistic hypotheses. More recently, interest has shifted to models which describe the interpersonal processes and the social structural characteristics of the school as a social system and relate system characteristics to educational outcomes.
Complex societies are stratified—divided into a hierarchy of classes or status groups that show systematic variations in available resources, values and lifestyles. The basis of stratification differs, of course, in various societies. Our present concern is with advanced industrial society, particularly the United States—though certain similar patterns are found in many other societies (Lenski, 1966). It is much easier to observe stratification than to conceptualize the reasons that it occurs and its consequences.
Uninteressiert und faul — das sind durchaus geläufige Attribute für Kinder, die den in der Schule an sie gestellten Leistungsanforderungen nicht in dem Maße nachkommen, wie es von ihnen erwartet wird. Solche Beurteilungen haben leicht moralisierenden Charakter, indem sie unterstellen, es hinge entscheidend vom „guten Willen“ des Schülers ab, wie stark seine Strebsamkeit und sein Interesse an schulischen Aufgaben ausgeprägt sind.
Die in den vergangenen zwei Jahrzehnten geführte hochschulpolitische Diskussion in Deutschland stellt vor allem den Universitäten ein schlechtes Zeugnis aus. Eine zum Teil deutliche Überschreitung der Regelstudienzeit, hohe Studienabbrecherquoten sowie die fehlende internationale Reputation werden als Indizien für die Diagnose herangezogen, dass die Universitäten durch „pathogene Strukturen“ (L. Huber/ U. Vogel 1984: 140) gekennzeichnet seien und leiten zu der Frage über, ob „die Uni noch zu retten“ (M. Daxner 1996) sei.
Schon immer hat man in sozialen Schichten auch kulturelle Einheiten gesehen und so der bürgerlichen Welt die traditionelle Bauernkultur gegenübergestellt, von einer proletarischen Kultur und von höfischen Sitten gesprochen. Weithin sind die alten Sitten- und Kulturgeschichten nichts anderes als Beschreibungen von Schichtkulturen. W. H. Riehs „Naturgeschichte des Volkes“ ist ein derartiges Dokument. „Nicht in dem Verhältnis der Arbeit zum Kapital liegt für uns der Kern der sozialen Frage, sondern in dem Verhältnis der Sitte zur bürgerlichen Entfesselung. Die soziale Frage ist zuerst eine ethische, nachher eine ökonomische,«1 ruft Riehl der liberalistischen wie sozialistischen Ökonomisierung der Problematik 1851 entgegen. Freilich, die eigentlichen strukturellen Konflikte der neuen Industriegesellschaft konnte Riehl auf diese Weise nicht erfassen, doch der Gedanke, die Kultur der verschiedenen Schichten nicht als bloße historische Merkwürdigkeiten sondern als Ausdruck einer spezifischen sozialen Lage dieser Schicht anzusehen, hat seine Gültigkeit behalten.
Es wurde von jeher als selbstverständlich angenommen, ein guter Arzt sei auch ein guter Menschenkenner. Diese Annahme mag für frühere Zeiten noch zutreffend gewesen sein, als der „Hausarzt“ noch mehrere Generationen einer Familie betreute und die einzelnen Mitglieder der Familie von Geburt an durch die diversen Lebensphasen und Ereignisse beobachtend begleitete. Heute jedoch ist diese Annahme nicht mehr haltbar. Denkt man nur an einen niedergelassenen Arzt, der in seiner Praxis täglich bis zu 100 Patienten zu betreuen hat, oder an den Durchgang in einer gut organisierten Poliklinik. Unter Menschenkenntnis versteht man, daß der Arzt als Betrachter sein Gegenüber als Individuum mit all seinen psychischen und physischen Besonderheiten erfaßt und die Ursachen der jeweiligen situativen Zustände richtig einschätzt bzw. beurteilt. Diese auf das Einzelindividuum ausgerichtete Betrachtungsweise wird in der Persönlichkeitspsychologie als idiographische bezeichnet (idios = einzigartig). Wenn das Augenmerk nicht auf das „Einzigartige“, sondern auf das „Allgemeine“, also auf die Gesetzmäßigkeiten gerichtet ist, so sprechen wir von der nomothetischen Betrachtungsweise (nomos = Gesetz). Ein guter Arzt muß zwischen diesen beiden Denkweisen hin und her pendeln, will er seine Aufgabe, z.B. die Diagnosestellung bei einem Patienten, richtig erledigen. Dies gilt sowohl für die psychologische als auch für die somatische Beurteilung des Individuums. Was bei dem Einzelfall besonders auffällig ist, kann man nur dann erfassen, wenn man ihn mit den entsprechenden Durchschnittswerten vergleicht. (Z.B. die Pulsfrequenz von 160 eines 20jährigen Menschen in Ruhestellung sagt uns nichts, solange wir nicht den durchschnittlichen Pulsschlag kennen.)
Research on the effects of question-wording in survey research has shown that response patterns are affected by minor changes in wording. A special case of wording effects on perception and response occurs in sex-role research where evidence indicates that generic “man” is perceived as gender “man.” Contrary to these findings, a 1977 experiment with 437 college students responding to items from Rosen and Strodtbeck's scale for achievement value showed that variation in gender-wording had little effect on response patterns.
"Beyond the Global Culture War" presents a cross-cultural critique of global liberalism and argues for a broad-based challenge that can meet it on its own scale. Adam Webb is one of our most exciting and original young scholars, and this book is certain to generate many new debates. This timely volume probes many of the key challenges we face in the new millennium. This is essential reading for all students of politics and globalization.
The study examined relations between ethclass group membership, the achievement syndrome of families, and the cognitive performance of 850 11-year-old Australian children from six ethclass groups. A semi- structured interview schedule was constructed to assess parents’ achievement orientations, press for English, press for dependence, educational and occupational aspirations, and individualistic-collectivistic value orientations. Standardized tests were used to measure children’s intelligence and performance in mathematics, word knowledge, and word comprehension. The results support the proposition that if children from different cultural groups are found to be characterized by distinct patterns of cognitive scores, then the groups are characterized by distinct patterns of family learning environments. Also, the findings suggest that some of the achievement syndrome measures may act as threshold variables so that until certain levels of particular environment measures are attained, other family processes may have limited associations with children’s cognitive performance.
This study compares Mexican-American and Anglo eleventh grade high school students from the lower and middle socioeconomic classes with respect to (a.) locus of control, adequate achievement reality orientation and temporal orientation as potential correlates of (b.) current scholastic performance and future educational and vocational goals. In general this study indicated that membership in social class rather than racial group was the critical factor in determining (a.) current academic achievement, (b.) educational aspirations, and (c.) belief in one’s ability to control his environment. Inferences emerge that generalizations from one ethnic minority group and/or socioeconomic class to another group or class may not necessarily be valid. In addition, programs designed to involve low-achieving and low-aspiring students, should take relevant variables such as social class into account in their development.
Research findings concerning social class differences in mental illness were reviewed. These studies made significant contributions to social-psychological analysis of social class characteristics as well as to social etiology of mental illness.Many studies, e. g., Hollingshead&Redlich, clearly indicated that there was a negative correlation between social class indices and the prevalence of mental illnenss.(The lower class showed a high rate of prevalence) Three types of explanations were suggested to account for the difference: Some researchers examined “drift hypothesis”, which reduced differential prevalence to heredity factors and asumed downward mobility of the mentally ill. Evidences were not consisistent on this point. Others tried to demonstrate social class differences in diagnosis and treatment. These factors, though seemed to have some effects, were probably not the only ones that made the difference.The third explanation, which was the most attractive for educational sociologists, was that social class sub-culture influenced socialization process of a child and social interaction of family members. It seemed reasonable to interprete the findings, especially the one by Myers&Roberts, as follows:1) In class III (lower-middle class) parents and teachers expect and encourage a child's success or upward mobility so intensely that, in some instances, social stress and tensions are produced, which lead to maladjustment, but generally they develop a child's high achievement motive.2) In class V (lower-lower class) lack of adequate nurturant and educating agents develops socially deviant or “maladjustive” patterns of behavior, which bring about mental illness in the most severe cases.
This paper is an attempt to put the vast quantity of research on the characteristics of ‘lower class’ children into the framework of a general sociological theory. It is necessarily critical of the sociological naivity of the assumptions which have underlain much of this research and argues that the clusters of characteristics seen as being the property of certain groups of children can only be understood as arising out of their relative positions within the social structure and their historical and cultural experience. It is suggested that the ‘lower classes’ are characterized by subordination to which education is seen as contributing. Sociological, historical and anthropological evidence is utilized to support the argument, which concludes with a practical suggestion for reform relating to the structure of authority and the nature of control within the schools.
120 eighth grade students of two ethnic groups in South Texas, Mexican-American and Anglo-American, were administered an instrument to assess their achievement motivation and a measure of socioeconomic status. The former was designed to examine whether the students were motivated to achieve success or to avoid failure. Analysis indicated no significant differences between the two ethnic groups in achievement motivation, yet on socioeconomic status, differences were noted. Mexican-American students report the same motivation to succeed and to avoid failure as do Ango-American students.
72 8-yr.-old indigent children, equally divided according to race and sex, were administered Form A of the Peabody Picture Vocabulary Test via tape recorder, then randomly assigned to one of three treatment conditions. Treatment 1 Ss received alternate Form B of the Peabody according to standard testing instructions. Treatment 2 children also received the alternative form, except each S was provided with immediate knowledge as to his accuracy on each test item. Treatment 3 was similar to that of Treatment 2, except the correct responses of children in this group were extrinsically rewarded according to a fixed ratio schedule. Analysis of variance of the difference scores yielded a significant effect for race but not for treatment.
To investigate the relationships of self-concept to socio-economic status, the Self-concept Questionnaire of 30 adjective items was administered to 349 Korean high school students. They were divided into two groups: 177 high and 172 low socio-economic groups, using school type as the primary index of social class and father's occupation as the secondary index. Socioeconomic status was not significantly related to self-concept in spite of the highly stratified nature of the Korean society. High-status students, however, generally showed more positive self-concepts. Apparent reason for the lack of relationship was discussed in terms of a social learning view.
ResearchGate has not been able to resolve any references for this publication.