RC04 Plenary Session: The Methods of Sociology of Education

Tuesday, 17 July 2018: 17:30-19:20
RC04 Sociology of Education (host committee)

Language: English

The Equality of Educational Opportunity (Coleman, et al., 1965) and the “Wisconsin Model” (Sewell, et al., 1969), a substantial array of national longitudinal surveys, and such international studies as PISA, TIMSS, and PIRLS represent sources of data that have driven the expansion of statistical methods in the sociology of education, and in turn, in other areas of social research.  The various large data sets sparked concerns about the extent to which data are nested in different levels of social contexts. Sociology of education has been the area in which substantial sophistication in statistical methods has occurred. The large data sets have also sparked qualitative studies designed to explore more closely the social psychological and organizational mechanisms that foster educational inequality. This RC04 Plenary Session will explore how the nature of and concerns about the different data sets have challenged the more traditional methods and the manner in which new approaches met those challenges.  Additionally, the presentations will cite emerging substantive issues that may call for modifications in the newer methods, especially as they are applied to diverse mega-data sets.
Session Organizers:
Marios VRYONIDES, European University, Cyprus and Anthony Gary DWORKIN, University of Houston, USA
Oral Presentations
Benefits of Scholarly Culture: Comparative Evidence from over 40 Societies over 50 Years
Joanna SIKORA, Australian National University, Australia; Mariah EVANS, University of Nevada, Reno, USA; Jonathan KELLEY, University of Nevada, Reno, USA
Measuring Collective Identities in Studying Inequality in Schools
Peter STEVENS, University of Ghent, Belgium