Capitalizing on Culture: How Cultural Capital Shapes Educational Experiences and Outcomes

Social reproduction theory suggests that the educational system perpetuates inequality by rewarding the cultural capital of students from privileged social classes. This article reviews the empirical evidence for this view of education, highlighting debates in the field and directions for future research. Questions of exactly what cultural attributes constitute cultural capital, why cultural capital is linked to improved educational outcomes, and what kinds of students benefit from cultural capital are addressed.     

Monitoring of autocorrelated general linear profiles

A collection of quality data represented by a functional relationship between response and explanatory variables is called a profile. In the literature, the errors of profiles are often assumed to be independent. However, quality data often exhibits time correlations in real applications. Therefore, in this paper, we investigate a general linear regression model with a between-profile autocorrelation. We propose a multivariate exponentially weighted moving average chart for monitoring shifts in the regression parameters, and an exponentially weighted moving average chart for monitoring shifts in the standard deviation. A simulation study reveals that our proposed schemes outperform competing existing schemes based on the average run length criterion. An example is used to illustrate the applicability of the proposed scheme.     

Intra-household income inequality and preferences for redistribution

Review of Economics of the Household - We empirically analyze the relationship between income inequality and individual preferences for public redistribution, focusing on intra-household income...     

Etiology of School Shootings: Utilizing a Purposive,Non-Impulsive Model for Social Work Practice

Many schools have introduced violence prevention measures that aim to combat acts such as bullying and carrying weapons on school premises. Despite these attempts, students and faculty live in fear of a school shooting happening in their community. This article reviews the factors that are most prevalent in those who follow through with school violence and the most prevalent cluster of variables seen in cases of school shootings. Next, the etiology of school shootings and the stages-of-change model, applied to school violence, is discussed. The analyses are then followed by implications for social work and how to augment existing practices through practice and policy changes.     

The shift toward private sector service delivery: Restructuring child welfare systems in the name of children

This article reviews the current condition of some of the worst child welfare systems in the country, focusing on several of the reforms these systems have adopted in order to meet compliance standards enforced by consent decrees and lawsuits. Section I covers the historical background of government intervention in social welfare systems and the funding of these systems. Section II profiles top media cases involving abused children, and addresses the implications of lawsuits and decrees. Section III discusses the implications of privatization, observing both the purported benefits and the disadvantages. Section IV introduces the concept of managed care.     

Status Attainment and Social Mobility

This paper discusses why and how the consideration of inter-individual genetic variation can enhance the explanatory power of sociological inquiries of status attainment and social stratification. We argue that accounting for genetic variation may help to address longstanding and in some cases overlooked causality problems in explaining the emergence of social inequalities—problems which may interfere with both implicit and explicit interpretations of a society as “open” or “closed,” as meritocratic or non-meritocratic. We discuss the basic methodological tenets of genetically informative research (Sect. 2) and provide empirical examples and theoretical conceptualizations on how genetic variation contributes to status attainment (Sect. 3). This is followed by a discussion of gene-environment interplay in relation to more abstract ideas about social mechanisms that generate inequality, touching on normative implications of these ideas as well as considerations from a social justice perspective (Sect. 4). Finally, we briefly review the potential benefits as well as pitfalls of incorporating genetic influences into sociological explanations of status attainment. As we will argue, understanding how social influences impinge on the individual and how genes influence our lives requires sophisticated research designs based on sound sociological theory and methodology (Sect. 5).     

Going back: ‘Stalking’, talking and researcher responsibilities in qualitative longitudinal research

This paper explores the process of going back in qualitative longitudinal research (QLR) to gather later accounts of unfolding personal experiences. The design of interview-based QLR is usually premised on collecting data, over-time, around an unfolding experience or event. This design facilitates the establishment of an on-going research relationship and ‘rapport’ and the accessing of fluid and time-sensitive accounts of individual experiences, leading to more nuanced understandings of temporal subjectivities. However in practice maintaining a sample in QL research, which may span a number of years, can be challenging and the process of going back, complicated. This paper reflects on issues and responsibilities which can arise when researchers try to access and go back to participants, especially where experiences once optimistically narrated and future-oriented have unfolded in unplanned and personally unwelcome ways. Using researcher experiences and the data from later phases of two UK based QLR studies on transition to first-time motherhood and first-time fatherhood, the practical steps of maintaining contact, reconnecting with participants and going back are documented. How does the passage of time and changes in participant’s lives alter research relationships, interpretations of data and researcher responsibilities?