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 EDUCATION AND
SOCIETY
An Introduction to Key Issues in
the Sociology of Education

Edited by Thurston Domina,

Benjamin G. Gibbs, Lisa Nunn, and
Andrew Penner

UNIVERSIT Y OF CALIFORNIA PRESS

The publisher and the University of California Press Foundation
gratefully acknowledge the generous support of the
Atkinson Family Foundation Imprint in Higher Education.
Education and Society
 EDUCATION AND
SOCIETY
An Introduction to Key Issues in
the Sociology of Education

Edited by Thurston Domina,

Benjamin G. Gibbs, Lisa Nunn, and
Andrew Penner

UNIVERSIT Y OF CALIFORNIA PRESS

University of California Press, one of the most distinguished uni-
versity presses in the United States, enriches lives around the world
by advancing scholarship in the humanities, social sciences, and
natural sciences. Its activities are supported by the UC Press Foun-
dation and by philanthropic contributions from individuals and
institutions. For more information, visit www.ucpress.edu.

University of California Press

Oakland, California

© 2019 by Thurston Domina, Benjamin G. Gibbs, Lisa Nunn, and

Andrew Penner

Cataloging-in-Publication Data is on file at the Library of Congress.

isbn 978-0-520-29558-2 (pbk. : alk. paper)

isbn 978-0-520-96830-1 (ebook)

Manufactured in the United States of America

27 26 25 24 23 22 21 20 19
10 9 8 7 6 5 4 3 2 1
Contents

List of Illustrations vii 7 First-Generation College Students

Lisa M. Nunn 110
Editors’ Introduction 1 8 Peer Sorting, Peer Influence, and Student
Outcomes
William Carbonaro 129
part1 case study 2 The “Asian F” and the Racialization
Theoretical Orientations in the of Achievement
Sociology of Education 5 Jennifer Lee, Sean Drake, and Min Zhou 141
1 The Growth of Schooling in Global
Perspective
part3
Evan Schofer 7
Schools and Other Educational
2 A Contextual Understanding of Schools’
Role in the Stratification System: Are Schools Organizations 155
a Compensatory, Neutral, or Exacerbatory 9 Creating the Canon: The Meaning and Effects
Institution? of Textbooks and Curricula
Douglas Downey 23 Patricia Bromley and Daniel Scott Smith 157
10 Sorting Students for Learning: Eight Questions
about Secondary-School Tracking
part2 Sean Kelly 178
Student Experiences in Education 39
11 Special Education and Social Inequality
3 Gender Inequality in Education: Outcomes Jacob Hibel 192
and Experiences
12 A Sociology of School Discipline
Catherine Riegle-Crumb 41
Richard Arum, E. Christine Baker-Smith, and
4 Hidden in Plain Sight: Rethinking Race in
Jessica Lipschultz 208
Education
Rob Eschmann and Charles M. Payne 54 case study 3 Within Elite Academic Walls:
Inequity and Student Experience on Campus
5 Immigrant Children and Children of
Megan Thiele and Karen Jeong Robinson 222
Immigrants in American Schools:
Shifting Demographics 13 School Segregation by Race/Ethnicity and
Edelina M. Burciaga 66 Economic Status
Ann Owens 237
case study 1 Sexualities in Education
C. J. Pascoe and Tony Silva 81 14 Sociological Perspectives on Leading and
Teaching for School Change
6 Social Class and Student-Teacher Interactions
Sarah L. Woulfin 254
Jessica Calarco 96
15 School Choice: Policy and Perspectives case study 4 Importing School Forms across
Linda Renzulli and Maria Paino 268 Professional Fields: An Understudied
Phenomenon in the Sociology of Education
16 Higher Education and the Labor
Amy Binder and Scott Davies 300
Market
Eric Grodsky and Julie Posselt 283
Index 311
Illustrations

FIGURES 16. National citizenship narrative in a civic education

textbook from Pakistan 173
1. Worldwide school enrollments in millions, 1815–
17. A basic model of the track placement process 186
2015 9
18. US special education enrollment by disability classifi-
2. A contextual view: variations in nonschool and
cation, 2016–17 194
school environments 28
19. Elementary school test score distributions and aver-
3. Seasonal comparison studies: SES gaps in cognitive
age special education student achievement 196
skills 29
20. A schoolboy holds out his hand for flogging, 1854 210
4. Are “failing” schools really failing? 32
21. Students line up for sorority rush at a major
5. Although many gender inequalities in contemporary
university 227
schools have narrowed, girls continue to face barriers
22. Federal marshals accompany Ruby Bridges as she
in science and mathematics 47
becomes the first African American student to
6. Mixed-race group of children protesting for equitable
attend William Franz Elementary School in
educational opportunities, 1950s 61
Louisiana, 1960 243
7. Tuition and state aid policy for undocumented stu-
23. Average school composition experienced by students
dents, May 2014 76
of different races, compared to composition of all
8. A teacher meets with her students in New York City,
students, 2013–14 244
1911 102
24. Percentage of students by race attending low-pov-
9. A teacher addresses his students in a contemporary
erty and high-poverty schools, fall 2014 247
classroom 107
25. The egg-crate school 261
10. A conceptual model of the relationship between
26. The distribution of instructional-specialist staffing
peers and student behavior 134
for US public school districts, for the 1997–98 to
11. Hyper and high immigrant selectivity, by national
2012–13 school years 263
origin 145
27. Types of postsecondary institutions in the United
12. National curricula as functions of powerful elites’
States in 2015 291
interests or societal needs 164
13. National curricula as part of an enactment of world
culture 166 TABLES
14. Percentage of textbooks discussing human rights,
environmentalism, globalization, international citi- 1. State Policies on Sex Education in Schools 86
zenship, and international organizations over time by 2. Selected Data on First-Generation Students from
region 170 National Center for Education Statistics Study 114
15. Blending of national and global citizenship narratives 3. Percentage of North Carolina High Schools Reporting
in a Kenyan social studies textbook and a Spanish civ- a Given Number of Track Levels in Each Subject in
ics textbook 172 Tenth Grade, 2007–8 School Year 181

vii
 Editors’ Introduction

E
ducation is a vast institution in contemporary societies. Virtually every
child on earth today will be exposed to some form of formal schooling.
And that child’s education will likely play a central role in organizing her
development and social identity. As she grows, her education will likely influ-
ence her labor market experiences, where and how she lives, her marriage and
family-formation decisions, and even her health and life expectancy.
If you’re reading this book, you no doubt have a strong personal understand-
ing of schooling as an institution and of its profound social importance. After
all, if your educational experience is typical, you spent some fifteen thousand
hours in school between the ages of five and eighteen. In the process, you likely
worked your way through reams of photocopied worksheets, bubbled in the
answers to thousands of multiple choice questions, and negotiated countless
complex social encounters in locker-lined hallways and lunchroom lines. And, if
you’re reading this book as a college student, you likely experienced some meas-
ure of success in the process. Like nearly 90 percent of contemporary young
people, you earned a high school diploma; and like more than half of those high
school graduates, you made the leap into postsecondary education.
Because your experience gives you considerable expertise on education as
an institution, this textbook works a little differently from most of the text-
books you encounter. Rather than trying to introduce you to an established and
settled body of knowledge (as an anatomy textbook might), or training you in a
set of skills (as a computer science textbook might), this book invites you into
an ongoing conversation about education and society.
This conversation takes place across a range of venues, including academic
journals, conferences, research talks, and—increasingly—social media. One

1
2 Editors’ Introduction

venue that has been particularly important for the development of this book is
a relatively small and informal conference that occurs every spring at a state
park in Northern California. Over two days, at the Sociology of Education
Association’s annual meetings, some seventy to eighty experts on the sociology
of education think through dozens of papers and talk and laugh through a
handful of meals together. In the process, we share both the excitement of sci-
entific discovery and the entirely different excitement of intense debate. We
poke at one another’s ideas and explore one another’s data in an attempt to
broaden our understanding of education—an institution about which we all
care deeply.
We have tried to capture some of the spirit of those meetings in this book.
Each of the book’s chapters and case studies is meant as an introduction to the
ideas and evidence that have been formative to the authors’ ongoing under-
standing of education as a social institution. As such, each chapter and case
study has a viewpoint and an argument to make. You’ll likely find it easier to
agree with some than others. And in fact, if you read carefully, you’ll likely find
places in which the authors of chapters or case studies disagree with one
another. That is, we think, as it should be.
Education is an incredibly complex, and indeed contradictory, institution in
contemporary life. We expect schools to provide opportunities to all, even as
they prepare students for highly unequal adult societies and legitimate that
inequality. We want schools to teach students how to cooperate even as we ask
them to structure hugely influential social competitions. We ask schools to
establish and reinforce a shared body of social knowledge, even as they recog-
nize and respect a pluralistic society’s diversity of views and experiences. Given
the contradictions inherent in contemporary mass education, it is our view
that it’s appropriate that the sociology of education should also be a conten-
tious and multifaceted field of study.
That said, you will also notice three common threads that run through each
of the chapters and case studies. First, central to the sociology of education—
and, indeed, all sociology—is the assumption that the social world is knowable.
While at any given moment each of us has a limited view of our social setting,
sociologists have developed a wide range of qualitative, quantitative, and his-
torical methods that make it possible to subject the interactions, structures,
and interpersonal relationships that we collectively describe as society to
empirical scrutiny. By applying this social scientific view to education, we seek
to understand the complex relationship between education and social inequal-
ity, the ways in which schools change, and the ways in which changing schools
then change society.
Second, the authors of all these chapters and case studies are motivated by
the belief that the act of collecting and interpreting information about the
world has the potential to make a more just and equitable society. As a result,
 Editors’ Introduction 3

the authors dedicate considerable attention to providing an accurate empirical

representation of schools and their social role in contemporary societies. The
word empirical is important here. Sociology thinks of itself as a social science.
Consequently, sociologists are committed to producing knowledge that is
reproducible and transferable across time and space. We draw upon theory—
and indeed our own experiences—to articulate hypotheses. But we also work
hard to collect data and subject our hypotheses to rigorous tests. Thinking
carefully about the evidence assembled here can shed light on your own educa-
tional experiences, the social processes that explain them, and how they com-
pare to those of your peers.
Third, you will notice the concept of inequality cropping up repeatedly
across chapters and case studies. Questions about why some people have more
resources, power, and or status than others, and about the implications of that
unequal distribution, are important throughout all aspects of sociology. But
they are particularly important in the sociology of education. Schools are egali-
tarian institutions by their conception, dedicated to the principle that all peo-
ple have worth and thus deserve opportunities to learn. At the same time, the
production and legitimation of inequality is one of education’s central roles in
contemporary societies. When you graduate from college, your school will give
you a degree that is intended to signify all of the work and learning that you did
over the course of your college career. That degree will likely confer advantages
that students who stopped their schooling before enrolling in college won’t be
able to access. If it didn’t, you’d likely wonder if college was worth the time,
money, and effort. In this way and many others, schools create unequal catego-
ries and sort youth among them. These categories are templates that influence
the contours of inequality throughout contemporary societies.
Each of the chapters and case studies that follow consists of a summary of
sociological thinking and research on pressing issues in contemporary schools,
written by trail-blazing researchers in the sociology of education. While each
of the scholars you read here has a viewpoint, each is also dedicated to produc-
ing and thinking through new knowledge.
In the book’s first section, two leading authorities in the sociology of educa-
tion provide broad overviews of the field and its development. In chapter 1,
Evan Schofer offers an overview of the field from a global perspective, drawing
attention to the ways in which educational systems differ, as well as to the
important similarities that exist among educational systems worldwide. In
chapter 2, Doug Downey considers the complex relationship between educa-
tion and social inequality in the contemporary world.
The chapters and case studies in the book’s second section take a closer look
at student experiences within educational institutions. These chapters and case
studies investigate how these school experiences vary with students’ ascriptive
characteristics—including their gender, race, immigration status, and sexual
4 Editors’ Introduction

orientation. In addition, they investigate the informal social processes that

occur among students in schools, including interactions between students and
teachers and the construction of cliques and other student peer groups.
Two case studies in the book’s second section take a closer look at the way
schools shape students’ identities and the ways those identities, in turn, shape
students’ educational experiences. The concluding case study uses the example
of Asian American students to explore how ethnic stereotypes and other social
expectations shape students’ school experiences. This case study is structured
differently from the rest of the chapters in the section. While the others
provide you with a broad introduction to the issues and research in a given
area, this case study is designed to “go deep” on a single social setting and the
sociological questions it raises. As a result, it is structured much more like a
scholarly paper in the field of sociology and includes an abstract, an introduc-
tion, a methods section, and a set of results. We hope that reading this case
study gives you a context in which to explore the ideas that you’ve encountered
elsewhere in Education and Society.
The book’s third section takes on more formal social structures that define
contemporary education and its place in society. Our chapters and case studies
consider the ways these structures shape the internal organization of schools,
influencing what is (and isn’t) taught, the ways in which schools sort students
into academic tracks and special education categories to facilitate instruction,
and school disciplinary processes. In addition, the chapters and case studies in
this section address how schools are situated in broader social structures, and
how residential and legal arrangements lead to racial and class-based segrega-
tion between schools. They also examine the recent policy efforts to introduce
market pressures to K–12 education via school choice, and the ways in which
colleges and universities interact with the labor market.
The third section also includes two case studies. One illustrates the diffu-
sion of the school’s organization form to a new realm, “life skills” classes offered
to poor parents by social service agencies. We think this case sheds light on the
many ways in which the social structures that we associate with “schooling”
permeate contemporary societies.
As you read and discuss your way through this book, we encourage you to
take time to connect the ideas and facts reported here to your own educational
experiences and to the broader educational debates that you see in the news.
We aim to help you think more broadly about the central place that schools
occupy in contemporary societies; about why societies organize schools and
other institutions the way they do, and the implications of those organizational
decisions; and about why some students experience success in schools while
others fall behind, and how those disparate experiences contribute to social
inequality.
 PA R T

THEORETICAL
ORIENTATIONS IN THE
1
SOCIOLOGY OF
EDUCATION
 CH A P T ER

The Growth of Schooling in

Global Perspective
1

EVAN SCHOFER, UNIVERSIT Y OF C ALIFORNIA , IRVINE

EDITORS’ NOTE

Having grown up in and around schools, we all have a considerable store of

firsthand knowledge about education. We likely also have strong ideas about
the various ways in which schools interact with the societies in which they are
located. For example, many of us behave in a way that’s consistent with human
capital theory—studying because we believe that the knowledge and skills we
accumulate in school will make us more employable, more productive, and bet-
ter-paid members of the labor force.
What we already know and believe about education and society is a valuable
resource to draw upon as you begin your study of the sociology of education.
But it’s also important to acknowledge that our firsthand knowledge is limited
in important ways. The sociology of education is all about taking a broader
view of schooling. We hope that, as you read this book, you’ll reflect on the
remarkably different ways that diverse students experience school and the
many different ways that societies might organize the education of their youth.
This chapter by University of California, Irvine, sociologist Evan Schofer is a
good place to start. Schofer reminds us that “school” is a relatively new inven-
tion, and that the idea that schools should be open to virtually all youth is
newer still. You’ll repeatedly encounter the word institution in this chapter.
You surely know this word, but unless you’ve spent a lot of time in a sociology
classroom, you may not have thought hard about what it means. In this chap-
ter, Schofer is using institution to mean a set of ideas about how to accomplish
broad social goals. In this sense, education is an institution.

7
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