Inequality of educational opportunity in France and the United States

Unequality of educational opportunity is related to school structure. Comparison of the attainment process in France and the United States reveals the consequences of structure for individuals' attainments. Turner's (1960) typology of educational systems is applied. The French educational system is shown to be closer to Turner's “sponsorship system,” and that of the U. S. closer to the “contest” type. Inequality of educational opportunity, as indicated by the effect of father's occupational status on years of schooling completed, is greater in France than in the U. S. The difference is accounted for by school structural variables, indicating the importance of structure for inequality of opportunity. Other differences concerning the causes of educational attainment in France and the U. S. are also discussed.     

The political economy of social exclusion, with implications for immigration policy

Minorities such as ethnic and immigration groups have often been subject to exclusion through labor market discrimination, residential and employment segregation policies, business ownership regulations, restrictions on political participation, access to public services, and more. This paper studies the dynamics of minority exclusion. From the viewpoint of the dominant majority, the exclusion decision balances the motive to redistribute income in its favor and the interest in avoiding potential civic unrest or even violent confrontation with the minority. The analysis also has implications for immigration policies, suggesting that they have to take this group dynamics into account.

Bad Boys and School Suspensions: Public Policy Implications for Black Males

The focus of this research is the disciplinary policy of school suspension and its effect on black male students. We examined the application of public school suspensions by race and sex in an integrated school district in the southeastern portion of the United States. Data for the study were compiled from oficial records housed in the administrative complex for the entire school district. The suspensions cover one academic year from September of 1983 through June of 1984. During this period of time black males were disproportionately suspended in both the elementary and secondary schools. This finding is consistent with other research noting that black students, and in particular black male students, are disproportionately affected by the various policies of public schools. We then discuss the implications of these findings for black males. Policies which limit educational opportunities for black males increase the probability of their need for welfare services, incarceration in prisons, and commitment to mental hospitals. Our conclusion is that the policy of suspending problem students is not only an effort by elementary and secondary school administrators and faculty to remove bad boys but is also one of several policies which limit educational opportunities for black males.     

Personality, drug preference, drug use, and drug availability

This study examined the relationship between drug preference, drug use, drug availability, and personality among individuals (n = 100) in treatment for substance abuse in an effort to replicate the results of an earlier study (Feldman, Kumar, Angelini, Pekala, & Porter, 2007) designed to test prediction derived from Eysenck's (1957, 1967) theories. Drug preference was measured by the method of paired-comparison and personality was measured with the Zuckerman-Kuhlman Personality Questionnaire-50 CC. Contrary to expectations, high compared with low scorers on Sociability and Impulsive-Sensation Seeking preferred depressants. Surprisingly, low compared with high scorers on neuroticism did not differ in preference for alcohol. As in the previous study, drug preference, use, and availability were highly correlated, although ease of availability was slightly more predictive of drug use than drug preference. Clinical and theoretical implications are discussed.     

认知与民族志

人类知识中最重要的部分应该是不直接表明的.人类学的诠释过程是民族志实践中的重要且不可或缺的部分.但是阐释也必须关照科学的传统,不能任由模糊的直觉来指引:运用认知科学,人们对于知识、对于行动的动机、对于研究对象的行动,都可以从一个明确与深思后的假设来分析;同时会让人们注意到田野中可能忽略的现象,或者至少可以做出不同的阐释.