What is NOT a function of a college education
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Abstract Institutions of higher education have rapidly expanded and, hence, diversified their social functions. Stratification of these institutions into elite universities, mass universities and community colleges replicates the class stratification in the work force. The existence of higher education as a filtering device for a stratified economy is increasingly obvious, but the realization is not without structural and ideological contradictions. The relationships within this expansion and the resulting problems for the mass of college students and the most powerful college students suggests a difficult future for higher education in general. Les établissements de l'enseignement supérieur ont pris une extension considérable et rapide et, par conséquent, ils ont diversifié leurs fonctions sociales. La stratification de les masses, lissements en universités pour l'élite, universités pour les masses, et collèges reproduit la stratification dans les classes ouvrières. L'existence de l'enseignement supérieur comme une sorte de filtre pour une économie stratifiée est de plus en plus évidente mais cette réalisation n'est pas sans contradictions structurales et idéologiques. Les rapports à l'intérieur de cette extension et les problèmes qui en résultent pour la masse des étudiants dans les collèges et pour ceux d'entre eux qui sont les plus puissants suggèrent un avenir difficile pour l'enseignement supérieur en général. Journal Information The Journal of Educational Thought promotes speculative, critical, and historical research concerning the theory and practice of education in a variety of areas including administration, comparative education, curriculum, educational communication, evaluation, instructional methodology, intercultural education, philosophy, psychology, and sociology. The Journal is international in scope and qualitative in nature. It serves a broad readership: specialists in the areas mentioned, scholars, and the public in general. La Revue de la pensée Éducative a pour but de promouvoir la recherche fondamentale, critique et historique autour des questions que soulève la théorie ou la pratique de l'éducation, dans les domaines tels que l'administration scolaire, l'éducation comparée, la programmation, la communication, l'évaluation, la didactique, l'éducation interculturelle, la philosophie, la psychologie et la sociologie de l'éducation. La Revue, d'envergure internationale, dessert un large éventail de lectuers: spécialistes, chercheurs, profanes. Publisher Information UCalgary offers students a high-quality educational experience that prepares them for success in life, as well as research that addresses society’s most persistent challenges. Our creation and transfer of knowledge contributes every day to our country’s global competitive advantage and makes the world a better place. Rights & Usage This item is part of a JSTOR Collection. Abstract The wide gap found in many democratic institutions between culturally encouraged aspiration and institutionally provided means of achievement leads to the failure of many participants. Such a situation exists in American higher education. Certain social units ameliorate the consequent stress by redefining failure and providing for a "soft" denial; they perform a "coolign-out" function. The junior college especially plays this role. The cooling-out process observed in one college includes features likely to be found in other settings: substitute achievement, gradual disengagement, denial, consolation, and avoidance of standards. Journal Information Current issues are now on the Chicago Journals website. Read the latest issue.Established in 1895 as the first US scholarly journal in its field, the American Journal of Sociology (AJS) presents pathbreaking work from all areas of sociology, with an emphasis on theory building and innovative methods. AJS strives to speak to the general sociology reader and is open to contributions from across the social sciences—political science, economics, history, anthropology, and statistics in addition to sociology—that seriously engage the sociological literature to forge new ways of understanding the social. AJS offers a substantial book review section that identifies the most salient work of both emerging and enduring scholars of social science. Commissioned review essays appear occasionally, offering the readers a comparative, in-depth examination of prominent titles. Publisher Information Since its origins in 1890 as one of the three main divisions of the University of Chicago, The University of Chicago Press has embraced as its mission the obligation to disseminate scholarship of the highest standard and to publish serious works that promote education, foster public understanding, and enrich cultural life. Today, the Journals Division publishes more than 70 journals and hardcover serials, in a wide range of academic disciplines, including the social sciences, the humanities, education, the biological and medical sciences, and the physical sciences. Rights & Usage
This item is part of a JSTOR Collection. |
