CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Symbolically maintained inequality an American case of elite higher education boundary-making
Tác giả
Binder A.J.; Abel A.R.
Năm xuất bản
2019
Source title
Zeitschrift fur Padagogik (Beiheft)
Số trích dẫn
1
DOI
Liên kết
Tóm tắt
The study of elites is enjoying a revival at a time of increasing economic inequality. Sociologists of education have been leaders in this area, studying how affluent families position their children to compete favourably in a vertically stratified higher education system. However, scholars in the United States have done less research on both the horizontal stratification within the top tier of institutions and how students do symbolic work of their own to bolster elite status. In this study, we use qualitative interviews with 56 undergraduates at Harvard and Stanford Universities to explore how students construct the status hierarchy among elite campuses in the U.S. We find that Harvard and Stanford students value universities that offer a "well-rounded" liberal arts education while criticizing other selective institutions for being, alternatively, too intellectual, overly connected to the old-line status system, associated with partying and athletics, or having a student body too single-minded about career preparation. Our findings suggest that through constructing these nuanced perceptions of elite universities' distinctiveness, students justify their rarefied positions and contribute to the on-going status distinctions among social elites more generally in the United States. Comments are offered in the conclusion for how this likely differs in countries with less horizontal stratification. © 2019 Verlag Julius Beltz GmbH.
Từ khóa
Elites; Higher Education; Inequalities; Symbolic Boundaries
Tài liệu tham khảo
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Nơi xuất bản
Verlag Julius Beltz GmbH
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus