Contributors include: Thanh D. Pham, Iris M. Rivas, Melissa Mejia, Ryan J. Author : Lisa M. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle?
To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. While American culture broadly defines success as a product of hard work or talent at school, intelligence is the talent that matters most , Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school.
While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education.
Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure. Contains over entries from the whole breadth of the discipline Distilled from the highly regarded Blackwell Encyclopedia of Sociology, with entries completely revised and updated to provide succinct and up-to-date coverage of the fundamental topics Global in scope, both in terms of topics and contributors Each entry includes references and suggestions for further reading Cross-referencing allows easy movement around the volume.
Handbook of the Chinese Family provides an overview of economics, politics, race, ethnicity, and culture within and external to the Chinese family as a social institution.
While simultaneously evaluating its own methodological tools, this book will set current knowledge in the context of what has been previously studied as well as future research directions. It will examine inter-family relationships and politics as well as childrearing, education, and family economics to provide a rounded and in-depth view. The Third Edition includes: updates reflecting the many new developments in theory, research, and practice a more student-friendly, personal writing style three new chapters on education, and therapy and health care, and organizations key insights into how social construction can help support you in your research projects, from start to finish.
An Invitation to Social Construction is the must-read text for all social science students, academics and practitioners wishing to learn about social constructionism, along with the forms of inquiry and practice central to its impact.
The issue includes student papers of various faculty at UMass Boston and a symposium of student and faculty papers organized by Khaldoun Samman from Macalester College. The student papers included in the issue as a whole are highly demonstrative of how self and socially critical and liberating the sociology of self-knowledge can be.
Authors use a variety of class and outside readings, as well as films and documentaries, to explore in-depth currently unresolved issues in their lives, while making every effort to move in-depth to relate their personal troubles to broader public issues. Contributors include: Satoshi Ikeda, Sandra J. Song, L. August 3, History. An edition of Inside Social Life This edition was published in Jun 27, by Oxford University Press — pages.
Subjects Microsociology , Social psychology , Sociology. Not in Library. Libraries near you: WorldCat. Paperback in English - 5 edition. Paperback in English - 4 edition. Paperback in English - 3RD edition. Paperback in English - 2nd edition. Song, L. The authors cultivate their sociological imaginations of the link between their personal troubles and broader public issues by exploring topics such as: difficulties with writing; struggles with overachievement; adolescent depression; pessimism; obsession with body self-image; pornography and love; drunken driving; feminine identity formation; and coping with personal traumas amid parental, sibling, and societal dysfunctions.
Contributors include: Thanh D. Pham, Iris M. Rivas, Melissa Mejia, Ryan J. The most innovative introduction to Sociology in a generation presents a coherent essay that inspires students to develop their sociological imaginations: to see the world and personal events from a new perspective, and to confront sociological issues on a day-to-day basis.
This engaging text introduces the discipline of sociology to the contemporary student and provides an integrated, comprehensible framework from which to view the world. In each chapter, authors Jeanne H. Ballantine and Keith A. Roberts provide an organizing theme that is not exclusively tied to one theoretical paradigm to help students see relationships between topics. Our Social World presents the perspective of students living in the larger global world. The key to success, our culture tells us, is a combination of talent and hard work.
Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation.
Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. While American culture broadly defines success as a product of hard work or talent at school, intelligence is the talent that matters most , Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school.
The student papers included in the issue as a whole are highly demonstrative of how self and socially critical and liberating the sociology of self-knowledge can be.
Authors use a variety of class and outside readings, as well as films and documentaries, to explore in-depth currently unresolved issues in their lives, while making every effort to move in-depth to relate their personal troubles to broader public issues. Contributors include: Satoshi Ikeda, Sandra J. Song, L. This book investigates how rapid socio-political-economic change in China since has affected intergenerational relationships and practices in rural areas, specifically the care provided to elderly parents by their adult children.
It focuses on the lived experiences of rural villagers and their perceptions of the impact of these socio-political changes on intergenerational relationships, care of the elderly, family cohesion, and the traditional value of filial piety. It notably considers the importance of filial piety as a dominant family value, the conflict between strong family bonds and growing desires for individuality and autonomy, the prevalence of migrant work among adult children and the diversification of intergenerational practices, alongside the need for national policy and services development for residential and community-based aged care in rural China.
What do the older writings tell us about what questions we should be asking, and what research we should be doing, today?
Female faculty underrepresentation in higher education is perpetuated by gender-based social and professional practices and roles. Existing research confirms gender disparities in faculty recruitment, retention, salary, tenure, and mentorship. This book explores how female, tenure-track faculty navigate the process of balancing their personal and professional lives.
Utilizing a qualitative phenomenological approach, the stories of nine female, full-time tenure-track and tenured faculty as well as four administrators employed in faculty diversity, development, and work-life are explored. With a blended application of poststructuralist feminism and work-family border theoretical framework, the book illustrates gender norms, roles, and boundaries as experienced and interpreted by female faculty navigating their work, family, and community spheres of influence.
This work aims to better inform university and departmental policy planning and enhance institutional understanding and subsequent support in and of the faculty experience, and thus the experiences of the increasingly diverse students whom educational institutions aim to serve. It aims at nothing less than a comprehensive account of the state of the art of social work research internationally and an intellectually original statement that will help to define and shape social work research.
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