Gender, social change, and educational attainment
Gender, social change, and educational attainment
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DOI：
10.1086/345517
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发表时间：
2002-10-01
影响因子：
2
通讯作者：
Axinn, WG
中科院分区：
文献类型：
--
作者：
Beutel, AM;Axinn, WG
社会学研究把注意力集中在教育成就的过程上。部分原因是人们认为教育能带来直接好处，部分原因是人们认为教育程度是其他成就过程（如职业成就）的关键一步。[1]由于教育为个人提供了实现地位流动的机会，社会学家一直关注社会地位的既定维度之间的联系，如性别、种族和教育。大众教育的普及是一个根本性的社会变革，也是成就进程的分水岭，因为它开辟了以前无法获得的地位流动途径。然而，我们很少有机会在大众教育传播的最初阶段，直接考察社会地位与受教育程度之间的关系。在这篇文章中，我们使用一套独特的措施，从设置中的教育传播，既检查性别对教育程度的过程中的影响，并在社区层面的社会变革减弱性别对教育的影响的方式，本文测试了几个关键的假设，关于这一根本的社会转型。首先，我们调查的假设，在大众教育的传播性别对教育成就的影响。虽然以前的大量研究记录了在教育已经普及的环境中教育程度方面的重要性别差异，但在普及教育开始时，对性别与教育程度进程的具体方面，如入学率和辍学率之间的联系知之甚少。第二，我们测试的假设，社会变革的影响，在社区（即地方）一级对个人的教育程度。这些假设预测，教育、就业和消费机会的宏观变化将增加入学率。
Sociological research has focused much attention on processes of educational attainment. In part, this is because of direct benefits thought to result from education and, in part, because educational attainment is considered a key step in other processes of attainment, such as occupational attainment. 1 Because education gives individuals opportunities to achieve status mobility, the links between ascribed dimensions of status, such as gender, race, and education, have always drawn sociologists’ attention. The spread of mass education constitutes a fundamental social transformation and a watershed in attainment processes because it opens up previously unavailable status mobility routes. Rarely, however, do we have an opportunity to examine directly the relationship between ascribed dimensions of status and educational attainment during the very beginning of the spread of mass education. In this article, we use a unique set of measures from a setting in the midst of the spread of education to examine both the impact of gender on processes of educational attainment and the ways in which community-level social change attenuates the impact of gender on education.This article tests several key hypotheses regarding this fundamental social transformation. First, we investigate hypotheses regarding the impact of gender on educational attainment during the spread of mass education. Although a large body of previous research documents important gender differences in educational attainment from settings in which education is already widespread, little is known about the connections between gender and specific dimensions of the educational attainment process, such as enrollment and drop-out rates, at the onset of universal education. Second, we test hypotheses regarding the impact of social changes at the community (ie, local) level on individual educational attainment. These hypotheses predict that macro-level changes in educational, employment, and consumption opportunities will increase school attendance.