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Research on the relationship between schools and communities has reemerged as a principal focus of the sociology of education. Current research, however, rejects earlier conceptualizations of school communities as being organized locally and identifiable by reference to demographic and neighborhood characteristics. Neoinstitutional research on schools has focused examination instead on school communities defined as organizational fields. From this perspective, state regulation, professional associations, and market competition are institutional forces that combine with local neighborhood characteristics to shape school-level practices. The historical development of this theoretical approach is first discussed; current research on neighborhood effects is then critiqued for ignoring how schools vary in response to institutional environments; finally, examples of the utility of a broader institutional conceptualization of community are suggested in five current areas of educational research: racial segregation, resource inequality, curriculum variation, school-to-work transitions, and school discipline.

This book presents results of a cross-national research project on self-employment in eleven advanced economies and demonstrates how and why the practice is reemerging in modern societies. While traditional forms of self-employment, such as skilled crafts work and shop keeping, are in decline, they are being replaced by self-employment in both professional and unskilled occupations. Differences in self-employment across societies depend on the extent to which labor markets are regulated and the degree to which intergenerational family relationships are a primary factor structuring social organ

Despite the substantial body of research on the psychological and social effects of racial segregation in schools on African Americans, few studies have considered the possibility that more racially inclusive schools might reduce the risk of extremely negative adult life experiences such as incarceration. Yet such a connection is made plausible by research linking black racial isolation in schools to variables that are often associated with incarceration rates, including concentrated poverty, and low educational and occupational aspirations and attainment. In this paper, we apply methods first developed by labor economists to assess the impact of racial inclusiveness in schools on individual incarceration rates for 5‐year cohorts of African Americans and whites born since 1930. We find strong support for the conclusion that blacks educated in states where a higher proportion of their classmates were white experienced significantly lower incarceration rates as adults. Moreover, our analysis suggests that the effects of racial inclusiveness on black incarceration rates have grown stronger over time. These longitudinal effects are consistent with the argument that the educational climate of predominantly black schools has deteriorated in more recent decades.

This study assesses the effects of high school educational experiences on the risk of incarceration for young men aged 19–36 using event history analysis and National Longitudinal Survey of Youth data. High school education serves as a defining moment in an individual's life course. Young men who enroll in secondary occupational course work significantly reduce their likelihood of incarceration both overall and net of differences in the adult labor market. High school student/teacher ratios and student composition also significantly affect an individual's risk of incarceration.

Das Bildungssystem und die soziale Schichtung einer Gesellschaft sind eng miteinander verknüpft. Die zentrale Frage lautet, ob die Bildungssysteme dazu beitragen, soziale Ungleichheiten auszugleichen, indem sie Menschen aus unterprivilegierten Schichten mehr Möglichkeiten eröffnen, oder ob sie die bestehenden Ungleichheiten noch vergrößern, indem sie diejenigen, die schon privilegiert sind, überproportional begünstigen. Der Beitrag zieht eine Bilanz der bildungspolitischen Entwicklung in fünfzehn Ländern (Frankreich, Italien, Deutschland, Niederlande, Schweden, Schweiz, Großbritannien, Russland, Tschechische Republik, Japan, Süd-Korea, Taiwan, Israel, USA, Australien) und untersucht, wie sich die klassenspezifischen Ungleichheiten beim Zugang zu höherer Bildung unterscheiden und auf die institutionellen Differenzierungen der Bildungsexpansion auf den unterschiedlichen Ebenen der Bildungssysteme auswirken. Ausgehend von der These, dass eine Bildungsexpansion, die darauf abzielt, die Zahl derjenigen, die Zugang zu Hochschulen haben, zu erhöhen, einen Beitrag zur sozialen Inklusion leistet, wird untersucht, welches Bildungssystem am besten geeignet ist, dieser Zielsetzung zu entsprechen. In der Unterscheidung zwischen privaten und staatlichen bzw. marktorientiert oder staatlich finanzierten Bildungssystemen neigen die Autoren dazu, den privaten und marktorientierten Vorteile bei der Überwindung von Klassenschranken beim Zugang zur Hochschulbildung zuzubilligen, wobei sie einräumen, dass die Datenlage nicht eindeutig ist. Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Querschnitt. (IAB).

"This comprehensive reader examines critical topics on schools and education, and exposes students to examples of sociological research on schools with a focus on the school as community. The Structure of Schooling draws from classic and contemporary scholarship to examine current issues and diverse theoretical approaches to studying the effects of schooling on individuals and society. It covers a wide range of issues, including the development and application of social and cultural capital; the effects of racial segregation and resource inequality on student outcomes; the role of gender, class, and race in structuring educational opportunity; the effects schooling (pre-K through college) on life course outcomes; the significance of a school's institutional environment; youth and digital innovation; and the sociology of school reform movements"--

Higher education lacks an intellectually coherent sociology; varied research on colleges and universities is dispersed widely throughout the discipline. This review initiates a critical integration of this scholarship. We argue that sociologists have conceived of higher education systems as sieves for sorting and stratifying populations, incubators for the development of competent social actors, temples for the legitimation of official knowledge, and hubs connecting multiple institutional domains. Bringing these lines of scholarship together facilitates new theoretical insights and research questions.