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Exploring Inequality: A Sociological Approach examines the socially constructed nature of our identities, the processes by which we acquire them, prejudice and privilege, and the unequal outcomes they produce within institutions.

To date, scholars in higher education have examined the ways in which students' experiences in the classroom and the human capital they attain impact social class inequalities. In this book, Jenny Stuber argues that the experiential core of college life-the social and extra-curricular worlds of higher education-operates as a setting in which social class inequalities manifest and get reproduced. As college students form friendships and get involved in activities like Greek life, study abroad, and student government, they acquire the social and cultural resources that give them access to valuable social and occupational opportunities beyond the college gates. Yet students' social class backgrounds also impact how they experience the experiential core of college life, structuring their abilities to navigate their campus's social and extra-curricular worlds. Stuber shows that upper-middle-class students typically arrive on campus with sophisticated maps and navigational devices to guide their journeys-while working-class students are typically less well equipped for the journey. She demonstrates, as well, that students' social interactions, friendships, and extra-curricular involvements also shape-and are shaped by-their social class worldviews-the ideas they have about their own and others' class identities and their beliefs about where they and others fit within the class system. By focusing on student' social class worldviews, this book provides insight into how identities and consciousness are shaped within educational settings. Ultimately, this examination of what happens inside the college gates shows how which higher education serves as an avenue for social reproduction, while also providing opportunities for the contestation of class inequalities.

Exploring Inequality: A Sociological Approach examines the socially constructed nature of our identities, the processes by which we acquire them, prejudice and privilege, and the unequal outcomes they produce within institutions.

To date, scholars in higher education have examined the ways in which students' experiences in the classroom and the human capital they attain impact social class inequalities. In this book, Jenny Stuber argues that the experiential core of college life-the social and extra-curricular worlds of higher education-operates as a setting in which social class inequalities manifest and get reproduced. As college students form friendships and get involved in activities like Greek life, study abroad, and student government, they acquire the social and cultural resources that give them access to valuable social and occupational opportunities beyond the college gates. Yet students' social class backgrounds also impact how they experience the experiential core of college life, structuring their abilities to navigate their campus's social and extra-curricular worlds. Stuber shows that upper-middle-class students typically arrive on campus with sophisticated maps and navigational devices to guide their journeys-while working-class students are typically less well equipped for the journey. She demonstrates, as well, that students' social interactions, friendships, and extra-curricular involvements also shape-and are shaped by-their social class worldviews-the ideas they have about their own and others' class identities and their beliefs about where they and others fit within the class system. By focusing on student' social class worldviews, this book provides insight into how identities and consciousness are shaped within educational settings. Ultimately, this examination of what happens inside the college gates shows how which higher education serves as an avenue for social reproduction, while also providing opportunities for the contestation of class inequalities.

NEW TO THIS EDITION: New readings in the Sixth Edition: Moral Education by Emile Durkheim Social Reproduction by David Swartz Good Schools, Rich Schools; Bad Schools, Poor Schools: why America's Public Schools are so Unequal by Alana Semuels Coached for the Classroom: Parents' Cultural Transmission and Children's Reproduction of Educational Inequalities by Jessica McCrory Calarco Becoming a Gendered Body: Practices of Preschools by Karin A. Martin Why Can't We Learn About This? Sexual Minority Students Navigate the Official and Hidden Curricular Spaces of High School by Ingrid E. Castro and Mark Conor Sujak Academic Learning and Social-Emotional Learning=National Priority by Roger P. Weissberg and Jason Cascarino School Boards: Why American Education Needs Them by Michael A. Resnick and Anne L. Bryant Perils and Promises: Middle-class Parental Involvement in Urban Schools by Maia Bloomfield Cucchiara and Erin McNamara Horvat Make Students Part of the Solution by Trevor Gardner The Changing Face of War in Textbooks: Depictions of World War II and Vietnam, 1970-2009 by Richard Lachmann and Lacy Mitchell Growing Income Inequality Threatens American Education by Greg J. Duncan and Richard J. Murnane The Rules of the Game and the Uncertain Transmission of Advantage: Middle-class Parents' Search for an Urban Kindergarten by Annette Lareau, Shani Adia Evans, and April Yee The Challenge of Diverse Public Schools by Toby L. Parcel, Joshua A. Hedrix, and Andrew J. Taylor Charter Schools and the Risk of Increased Segregation by Iris C. Roterg High Stakes Testing Hasn't Brought Education Gains by Judith Browne Dianis, John H. Jackson, and Pedro Noguera Beyond the One-Size-Fits-All College Degree by James Rosenbaum, Kenna Cepa, and Janet Rosenbaum The Not-So-Pink Ivory Tower by Ann Mullen At the Activities Fair: How Class and Culture Matter for Becoming Involved in College by Jenny Stuber Friends with Academic Benefits by Janice McCabe A Global Compact on Learning: Taking Action on Education in Developing Countries by Brookings Institution Too Many Children Left Behind: The U.S. Achievement Gap in Comparative Perspective by Bruce Bradbury, et al. The Paradox of Success at a No-Excuses School by Joanne W. Golann KEY FEATURES: Classic and contemporary readings are drawn from a wide range of sources, including books, journals, scientific studies and reports, and commentaries. Introductions to each chapter provide a holistic view of the field and demonstrate the interrelationships between the various issues in education. An introduction and questions precede each article to guide students and to demonstrate the article's connection to other readings. Updated current event readings and statistics throughout. Suggested projects for continued exploration are included in each chapter.

The ninth edition of The Sociology of Education examines the field in rare breadth by incorporating a diverse range of theoretical approaches and a distinct sociological lens in its overview of education and schooling. Education is changing rapidly, just as the social forces outside of schools are, and to present the material in a meaningful way, the authors of this book provide a unifying framework—an open systems approach—to illustrate how the issues and structures we find in education are all interconnected. Separate chapters are devoted to how schools help shape who has access to educational opportunities and who does not; issues of race, class and gender; the organization of schools and the roles that make up educational settings, and more. Throughout the book, readers will have an opportunity to engage with theories and issues that are discussed and to apply their newly obtained understanding in response to emerging and persistent problems in the educational system. The new edition continues to be a critical point of reference for students interested in exploring the social context of education and the role education has in shaping our society. It is perfect for sociology of education and social foundations of education courses at the undergraduate or early graduate level.

"Sein Herz schlägt für den Nationalpark. In seinen Adern pulsiert Forscherblut. [...] Getreu dem Titel dieser Festschrift agiert der scheidende Nationalparkdirektor "Am Puls der Natur". Als starke Persönlichkeit und kompetenter Wissenschaftler hat Heinrich Haller den Park im Spannungsfeld von Forschung, Management und Politik als Leuchtturm des Naturschutzes positioniert." Aus dem Vorwort von Doris Leuthard "Am Puls der Natur" handelt vom breiten Spektrum an Themen, Aufgaben und Konflikten, mit welchem der Schweizerische Nationalpark und sein Direktor im Lauf der Jahrzehnte konfrontiert war und ist. Der Band enthält Beiträge von Autorinnen und Autoren verschiedenster Disziplinen. Es geht um Wissenschaft und Forschung, Politik und Gesellschaft sowie um die Person des scheidenden Direktors.