Perpetuates inequality lower class less likely to

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Perpetuates inequality  lower class less likely to have these types of credentials in the first place Gender - More women as undergrads (60%) - Overall: young women more highly educated than young men Why? - Women ’s  movement - Professionalization of women ’s  occupations  close themselves off to people who aren t qualified o More and more women going to uni - Men more likely to have no post-secondary o Reasonably good “male”  jobs still exist that don t require university degrees  construction, etc. o High tech entrepreneurs (?)  Bill Gates  dissuades men from going to university and so they think they ll be okay if they don ’t go either - Gendered patterns of enrollment in uni o Women still clustered in disciplines (humanities, social science) lower paying jobs o Men still earn more than women with same educational level - Schools as gendered workplaces o Many women teachers, fewer women principals - Professors o 36% are women o Clustered in lower ranks o Earn less Drive for Quality and Accountability - Quality (?) o Hard to measure o Quantitative measures emphasized Graduation rates Employment rates Loan default rates - Accountability of professors
o Quantification also emphasized o Increasing documentation March 1: Education (conc.); Religion What are some important trends and issues in post-secondary education? (conc.) How do sociologists approach religion? How did Durkheim view religion? How did Marx view religion? What are some important trends or issues in post-secondary education? Gender - Schools as gendered workplaces o Many women as teachers and fewer women as principals o Out of proportion - Professors o 36% are women o Clustered in lower ranks in assistant and associate levels o Earn less even if at the same rank Drive for Quality and Accountability - Quality in higher education (?) o Hard to measure o Quantitative measures emphasized Graduation rates Employment rates Loan default rates - Accountability of professors o Quantification also emphasized  things that you can count Hard to measure thoughtfulness, genuine, etc.
Counted by dollars from research, how many articles Profs need to teach, research, and service Research is the most quantifiable Relationship to quality is diluted o Increasing documentation and proving of what you do Writing reports, filling out forms, and spending more time on that rather than focusing on students and education

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