Class, 'ability' and attainment: a problem for the sociology of education
Class, 'ability' and attainment: a problem for the sociology of education
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DOI：
10.1080/01425690125592
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发表时间：
2001-06-01
影响因子：
2.1
通讯作者：
Nash, R
中科院分区：
文献类型：
--
作者：
Nash, R
教育社会学与智商和“能力”测试有着矛盾的关系。同样的教育不平等的帐户纳入智力的措施，其他限制他们的解释，以“社会学”，而不是“心理”的变化，还有一些人拒绝心理测量理论在其整体上使其受到有力的批评。在这方面存在着明显的矛盾。研究表明，环境（而不是遗传）对“能力”测试成绩和学业成绩的影响受到欢迎，而“能力”却被视为一种“社会结构”。在心理测量范式内产生的标准化测试被用于某些研究应用，即使它们的理论基础被驳回。有人认为，这种情况是不能令人满意的，一个基于伯恩斯坦和维果茨基的工作的认知社会化的现实主义帐户将代表我们的能力，以解释教育程度的社会差异的进步。
The sociology of education has an ambivalent relationship with IQ and 'ability' tests. Same accounts of educational inequality incorporate measures of intelligence, others restrict their explanations to the 'sociological' rather than the 'psychological' variance, and still others reject psychometric theory in its entirety subjecting it to a vigorous critique. There are evident contradictions in this area. Studies that show, environmental (rather than genetic) effects on 'ability' test scores and school attainment are welcomed while 'ability' is nevertheless regarded as a 'social construct'. Standardised tests produced within the psychometric paradigm are employed in certain research applications even as their theoretical rationale is dismissed. It is argued that this situation is unsatisfactory and that a realist account of cognitive socialisation based on the work of Bernstein and Vygotsky would represent an advance in our capacity to explain social differences in educational attainment.