The Changing Influence of Educational Policy and Race on Metropolitan Inequality, 1970–2010     

Odis Johnson Jr. 《The Educational forum》2017,81(2):175-192

Abstract

Schools do not receive much recognition within urban sociological research for the role they perform in shaping the demographic, structural, and social features of neighborhoods, cities, and metropolitan areas. In contrast, this article links schools, and the racial avoidance that operates through educational policy, to the extreme economic polarization of metropolitan areas. The author considers why the expansion of school choice has not yet produced the decline in economic polarization that research suggested it might.  相似文献   

Is Concentrated Advantage the Cause? The Relative Contributions of Neighborhood Advantage and Disadvantage to Educational Inequality   总被引：1，自引：0，他引：1  

Odis Johnson Jr. 《The Urban Review》2013,45(5):561-585

Supported by persistent educational inequality and growth of the field of neighborhood effects research, this meta-analysis investigates the relative association of neighborhood advantage and disadvantage to educational outcomes; the consistency of associations across different educational indicators; and the moderating influence of model specifications within primary studies. Using multilevel statistical methodology, this synthesis finds that studies of the relationship between the presence of higher income neighbors and education outcomes produce effect-sizes that are more often significant; in keeping with the hypothesized direction of their effects; and of greater magnitude than similar investigations of low SES effects. These results appeared consistent after disaggregating the effect-sizes according to the type of educational indicator and controlling for differences in the specifications of the primary study models. A discussion of the findings, alternative hypotheses and implications for policy and research conclude the paper.  相似文献   

Ecology in Educational Theory: Thoughts on Stratification, Social Mobility & Proximal Capital     

Odis Johnson Jr. 《The Urban Review》2008,40(3):227-246

This article examines how variation in educational outcomes according to “place,” or one’s geographic environment, has been explained in educational theory. In a critical review of functional, conflict, cultural and institutional theory in education, the author describes the disciplinary perspectives and research that leave the mechanisms of student differentiation according to place largely undeveloped. By introducing two related concepts of endogenous capital, the author articulates macro- and micro-level systems of social mobility between and within schools according to place. The author contends the social organization and functioning of schools mirror and support the larger structure of place-based stratification in that they sort and allocate students into places within school that differentiate one’s ability to convert the resources of the environment into social mobility.

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School Discipline,Race–Gender and STEM Readiness: A Hierarchical Analysis of the Impact of School Discipline on Math Achievement in High School     

Ibrahim  Habiba  Johnson  Odis 《The Urban Review》2020,52(1):75-99

The Urban Review - While research on school suspensions and its impact on students is not new, scholars have not yet explored whether there is a link between school suspensions and high school...  相似文献