Suchergebnisse

The author of this article focuses on the theoretical framework of the concept of care as a critical category of social inequality in order to outline possibilities for a redefi nition of the relationship between work and care. Gender inequalities as well as inequalities that are based on other social categories, such as class, ethnicity, nationality, geopolitical location, marital status, and so on are incorporated in the social organisation of care which retrospectively reinforces them. Feminist debate has thus far formulated demands for the recognition of caring persons mainly at the national level, but the author of the article, referring to Arlie Hochschild and Allison Weir, shows that the current challenges of global capitalism point to the need to articulate these demands in a transnational context and to embed care in the discourse of transnational justice. She critically addresses the challenges that efforts to attain recognition for caring persons by including care as a labour-market activity are confronted with owing to the current changes in the social organisation of care under global capitalism, which involves among others the employment of marginalised groups of women and women immigrants in the caring professions. Drawing on the work of Nancy Fraser, the author formulates two normative criteria for reconceptualising care as a social engagement without subjecting it to the logic of market valuation.

This paper investigates the effects of economic growth on income inequality in EU countries by employing econometric models. We estimated the effect of growth on the share of income for all particular deciles of population and on the Gini. Other control variables were included in the models as well. The results showed a negative effect of economic growth on inequality, while this impact is the largest for the deciles ranging from the third to the seventh. This can be perceived as an indication of a shrinking middle class. Inequality-increasing effects were found for long-term unemployment, openness and partly for indicators of importance of the financial sector. Factors reducing inequality were rule of law and population with tertiary education. The size of government turned out to be a rather insignificant determinant.

From the beginning of social thinking, social class has been used as an explanatory factor for social phenomena in both the Marxist & Weberian traditions. However, many sociologists have pointed out that during the second half of the 20th century & especially at the beginning of the 1990s the usefulness of social classes in explaining social phenomena is declining. This article presents three recent debates on class analysis. The debates outline two opposing arguments. The first position accepts the "death of class" argument & conceptualizes contemporary socio-economic inequalities in terms of a status-based society. The second position rejects the "death of class" argument & conceptualizes contemporary socio-economic inequalities in terms of a new language of class. The question remains as to which of these arguments will be more persuasive for sociology in the next decade. 1 Figure, 55 References. Adapted from the source document.

The article discusses the normative responses of the tradition of Rawls's political philosophy to the fact that globalization is not working according to the principles of distributive justice and that the existing global distribution of income and wealth is highly unjust. The first section presents the cosmopolitan theories of Charles Beitz and Thomas Pogge, both of whom draw their concepts from Rawls's masterpiece "Theory of Justice". These advocates of the Rawlsian approach see our world as forming one basic global structure that entails complex economic, political and cultural relationships across state borders. These relationships have important distributive implications that require the application of Rawlsian principles of justice at the transnational level. In the second part, Rawls's work developed in "The Law of Peoples", which is the extension of his own approach to the transnational domain, is critically examined. Its major notions (Society of Peoples, liberal and decent peoples, outlaw states and burdened societies, etc.), as well as the reasons for rejecting this approach from a cosmopolitan point of view are closely analyzed. In the third part, globalism and statism are conceived of as two main paradigms of current debate on global and international justice. The article concludes with the thesis that Rainer Forst's conception of transnational justice may provide the possible transcendence of this opposition. Adapted from the source document.

The author reviews the theory of socio-economic inequality in health & concludes that the use of cultural values to explain the ubiquitous association between the socio-economic standing (SES) of individuals & their health is becoming increasingly prominent. Inspired by this, the author examines whether & to what extent several aspects of lay knowledge about & attitudes towards health can explain the social gradient in subjective health in Central & Eastern Europe. The author uses data from the second round of the European Social Survey & limits the analysis to data from the Czech Republic, Hungary, Poland, Slovakia, & Slovenia. The data show that while there is a strong relationship between education & subjective health & also a relationship between education & various measures of lay knowledge about health, beliefs about health are only very weakly related to subjective health & thus fail to account for its dependence on SES. The author concludes that this may be the result of reciprocal causation between lay knowledge & subjective health. More enhanced research designs would be required in order to gain a better empirical evaluation of the causal relationships between SES, lay knowledge, & health.

This article provides a look at the main turning points in research on educational inequalities, both at the level of the fi eld's subject matter and its methodology. The text focuses on authors and concepts that in their time constituted a major innovation, signifi cantly advancing analysis and knowledge in the fi eld of research on educational inequalities. In the article the authors propose viewing researchers in the fi eld of educational inequalities through the lens of their era and in relation to the major turning points between them, which can be identifi ed in terms of subject matter and methodology, and even chronologically. The authors define three basic periods, and for each one present two key concepts. The first period is represented by the basic model of the stratification process and by the socio-psychological model. The second period is characterised by the concept of educational allocation and the theory of 'maximally maintained inequality' (MMI). Presented for the third period are the multinomial transition model and the theory of 'effectively maintained inequality' (EMI). Across these stages of development the authors highlight three of the cited concepts as ground-breaking methodological innovations (the basic model of the stratification process, the concept of educational allocation, and the multinomial transition model) and the other three as innovations in subject matter (interpretive), though closely tied to the advancement of quantitative methods used in the analysis of educational inequalities (the socio-psychological model and the MMI and EMI theories).

This article focuses on the connection between fi nancial aid systems in higher education and the development of inequalities in access to higher education. Although the student financial aid system is just one of a number of factors that infl uence a person's chances of studying in higher education, its role in a person's decision to pursue higher education may be of fundamental significance for those with lower socio-economic status. Therefore, the authors of this article focus on the effect of the fi nancial conditions of study on the chances that individuals from families with low socio-economic status have obtained higher education. The analysis looks at developments in the Czech Republic and the Netherlands, because Czech and Dutch student financial aid systems have been evolving in very different directions over the last two decades, while their secondary school systems continue to share very similar features. The analysis reveals that student financial aid based primarily on direct financial support (as in the Netherlands) was accompanied by a decline in inequalities in access to education, even though students had to pay tuition, while a system of financial aid primarily involving indirect support (as in the Czech Republic) applied over the same period did not inhibit increasing inequalities, despite the fact that during the period under observation students were not required to pay tuition.

Analyzes the historical variation of secondary school tracking in formerly socialist Czechoslovakia, using multinomial logistic regression & focusing on the effects of family background on the odds of making the transition to vocational, technical, or academic secondary schools. I also test various hypotheses regarding trends in educational reproduction, socioeconomic inequality in access to secondary education, & the impact of political status of parents on access to secondary education. Educational expansion, unlike 'communist affirmative action,' dramatically reduced educational reproduction at the secondary level. Positive & negative discrimination on the basis of parental occupation, however, considerably diminished the advantage of higher status children in the transition to vocational & technical schools in the early 1950s & 1970s, but never affected access to academic secondary schools. The consequences of parental political status for their children's education display remarkable variation, which is unmistakably responsive to historical events. The multinomial transition model also reveals the cross-temporal dynamics of tracking in Czechoslovakia. The postwar expansion of the educational system brought about double benefits. While larger numbers of lower-class, rural, & female students enrolled in secondary schools, their higher enrollments were confined to vocational schools. Though a large number of higher status children were enrolled throughout the 1948-1989 period, their enrollments in vocational schools dropped as they began to fill positions in the growing technical & academic schools.

The aim of this article is to explain educational reproduction in the Czech Lands between 1906 and 2003 from the perspective of educational mobility. Mobility trends in the intergenerational transmission of educational status identified in an analysis are presented in the context of findings on odds ratios in education and in a historical context. The analysis is based on observations of the intergenerational transmission of educational status, i.e. educational mobility, in two educational transitions between three educational levels (lower secondary, upper secondary, and higher education). Mobility tables and their log-linear analysis are used to help explain what mobility processes shape the educational inequalities that have proved stable over the long term and also odds ratios between the main levels of education. The article helps fill in the gap in knowledge about the long-term development of the educational structure in the historical Czech Lands and Czechoslovakia and provides information about typical mobility trajectories and varying mobility patterns in periods before 1948, between 1948 and 1989, and after 1989. An understanding of these structural contexts helps clarify what occurred in the past and what is occurring now in the area of unequal access to education and to explain one of the main findings from the analysis – that in Czech society the transmission of a family's educational status from one generation to the next continuously follows the same patterns.

The article presents selected results from an ethnographic study on the (re)production of gender in the classroom. In this analysis, gender is conceived as a principle manifested in interactions, a principle that structures the lives of individuals and the collective, and not as a complex of essential characteristics of an individual. Gender is analysed in relation to other categories like age and ethnicity. These represent additional re/constructed categories that influence social inequality. These categories tend to be viewed as natural sources of social difference and the legitimisation of inequalities. An analysis of the ways in which these categories are activated in the social fi eld makes it possible to go beyond the boundaries of research on the reifi cation of these categories. In this article, the author shows how these categories intertwine and connect and how the interplay between them is manifested in the behaviour and strategies of various actors, i.e. students, in the classroom.

The social transformation in post- totalitarian countries is characterized by extraordinarily dynamic differentiation tendencies. With respect to social groups & territorial communities, these tendencies differ or are even contradictory, resulting in an internal social & territorial polarization in the national systems concerned. These polarization processes are, on the one hand, a reaction to the equalizing tendencies in communist countries, and, on the other hand, are the result of the need for qualitative changes to social structures. One such structure is the regional organization of society, which owing to the heterogeneous nature of the conditions it exists in has very specific features. Essentially it is the environmental organization of society, where the effects of social & natural factors are combined. Consequently, there is typically a higher level of territorial inequality in the distribution of economic activities than in social distribution, and, by contrast, less variability of geographical differentiation than social differentiation. These features are demonstrated in an empirical analysis of the current development in the Czech Republic, wherein a distinction is made between two ways of assessing regional distribution. First, there is the assessment of differentiation of the territorial intensity of economic activities (economic aggregate/km2). Second, there is the assessment of relative economic & social development (economic aggregate/inhabitant). Despite the differences in the level & variability of the two types of regional differentiation, there are similar trends in their development, heading towards greater inequalities.

Why are things different on the other side of national borders; and how can this be explained sociologically? This inaugural lecture tries to answer these questions, starting from the example of the bicycle in the Netherlands. It distinguishes four processes that have contributed to increasing similarity within nations: growing interdependence within nations; increasing density of networks and institutions; vertical diffusion of styles and standards; and the development of national we-feelings. Together, these processes have contributed to the development of national habitus: increasing similarities within nations, and increasing differences between people living in different countries. These processes have reached their apex in the second half of the twentieth century. Since then, they have diminished, leading to increasing variations within countries, and growing similarities between comparable groups in different countries. This analysis poses new questions and challenges for sociologists. First, it leads us to rethink comparative research: what are we comparing when we compare nations, and is this still a viable unit of analysis? Second, it leads us to consider how the transfer of styles and standards occurs in our informalized, globalized, and mediatized age. Third, sociologists should analyse the new forms of inequality resulting from these processes, such as the growing rift between 'locals' and (bike-loving) cosmopolitans.

Numerous Czech studies have been conducted on how the education system reproduces inequalities. While most of them have dealt with the reproduction of class inequalities, relatively few have focused on the reproduction of gender inequalities. In this article, the authors apply a conceptual understanding of the category of gender to research on education, an approach that avoids both universalising the category of woman, as well as the opposite extreme of individualisation. We claim that female students, even though they differ among themselves in various social and personal ways, are serialised as women by institutions in the education system. They are expected to perform differently, with different motivations, their performance is valued differently and they are expected to follow different professions than male students. The paper focuses in detail on the gendered nature of educational institutions, both in terms of the gender segregation of fi elds and levels of study, as well as in terms of the importance of the interaction that occurs during the processes of teaching and ascribing value and significance to the performance of male and female students. The authors argue that education, generally expected to function as a social ladder and a route to better-paid jobs in the labour market, serves men and women in segregated ways.

The objective of this article is to contribute to the analysis of the factors that influence the educational aspirations of boys & girls in the Czech Republic & vertical inequality in the Czech education system. Drawing on Mateju & Strakova's monograph Unequal Chances in Education, the authors enhance the discussion with a look at the gender aspect of choices of educational trajectory. The authors review existing theories to present the main arguments from research on educational aspirations by gender. They point out the ambiguity of studies to date on the effect of gender in the education system, as they have often arrived at contradictory findings. The authors look at the theories in which the differences in educational aspirations are related to gender & the theoretical & empirical arguments that reject gender as a category for distinguishing educational aspirations. The authors summarize the research to date on gender segregation in the education system, & then offer their own conclusions, based on a secondary analysis of data from the PISA-L in 2003. Their results reveal, in conformity with the analysis by Mateju & Strakova, that while according to these analyses gender does not have an effect on differences in the educational aspirations of boys & girls, it does have an effect on some aspects of the resulting segregation of the education system & thus on a student's choice of secondary school.