Social inequality : patterns and processes / Martin N. Marger.
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2005
Available at Available USU Blanding Library, Books (Call number: HM821 .M37 2005)
Social inequality / Kathryn M. Neckerman, editor.
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2004
Available at Available Merrill-Cazier Books (2nd Floor South) (Call number: HN 90 .S6 S55 2004)
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| Location | Call No. | Status |
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| Merrill-Cazier Books (2nd Floor South) | HN 90 .S6 S55 2004 | Available |
Social inequality : forms, causes, and consequences / Charles E. Hurst.
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2001
Available at Available USU Blanding Library, Books (Call number: HN90.S6 H87 2001)
Social inequality : forms, causes, and consequences / Charles E. Hurst.
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1998
Not Available at Merrill-Cazier Books (2nd Floor South) (DUE 10-06-17)
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| Location | Call No. | Status |
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| Merrill-Cazier Books (2nd Floor South) | HN 90 .S6 H87 1998 | DUE 10-06-17 |
Social inequality : comparative and developmental approaches / edited by Gerald D. Berreman, with the assistance of Kathleen M. Zaretsky.
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1981
Available at Available Merrill-Cazier Books (2nd Floor South) (Call number: GN 479 .S6)
Social inequality / Louis Kriesberg.
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1979
Available at Available Merrill-Cazier Books (2nd Floor South) (Call number: HM 136 .K76)
Social inequality : class and caste in America / Lucile Duberman.
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1976
Available at Available Merrill-Cazier Books (2nd Floor South) (Call number: HN 90 .S6 D83)
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The association of social inequality with the onset, persistence, and progression of psychotic experiences along the extended psychosis phenotype: a 6-year follow-up study in a community-based sample.
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Social Psychiatry & Psychiatric Epidemiology. Jan2024, Vol. 59 Issue 1, p51-64. 14p.
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Binbay, Tolga;Erel, Batuhan;Set, Rana Tibet;Kırlı, Umut;Ergül, Ceylan;Elbi,...
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Social Psychiatry & Psychiatric Epidemiology. Jan2024, Vol. 59 Issue 1, p51-64. 14p.
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Purpose: This paper aims to investigate associations between early childhood and curre...
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The association of social inequality with the onset, persistence, and progression of psychotic experiences along the extended psychosis phenotype: a 6-year follow-up study in a community-based sample.
Social Psychiatry & Psychiatric Epidemiology. Jan2024, Vol. 59 Issue 1, p51-64. 14p.
Purpose: This paper aims to investigate associations between early childhood and current indicators of socioeconomic inequality and the onset (incident), persistence and progression (increase in severity) of psychotic experiences (PEs) in a longitudinal follow-up of a community-based population. Methods: Households in the metropolitan area of Izmir, Turkey were contacted in a multistage clustered probability sampling frame, at baseline (T1, n = 4011) and at 6-year follow-up (T2, n = 2185). Both at baseline and follow-up, PEs were assessed using Composite International Diagnostic Interview 2.1. The associations between baseline socioeconomic features and follow-up PEs were analysed using logistic regression models. Indicators of social inequality included income, educational level, current socioeconomic status (SES), social insurance, the area resided, ethnicity, parental educational level, and SES at birth. Results: The risk of onset of PEs was significantly higher in lower education, lower SES, and slum-semi-urban areas. The persistence of PEs was significantly associated with the lowest levels of education and current SES, and rural residency. Persistent PEs were significantly and negatively associated with paternal SES at birth. Progression of PEs was significantly higher among respondents with educational achievements lower than university level and lower levels of SES, who have no social insurance and who reside in slum-semi-urban areas. Parental education and paternal SES at birth were not associated with the persistence of PEs. Conclusion: Indicators of social inequality (low education, low SES, low income, and poverty in the neighbourhood) were associated with the onset and persistence of PEs and progression along the extended psychosis phenotype. The early indicators seem to have a modest life-long impact on the psychosis phenotype. [ABSTRACT FROM AUTHOR]
Subject terms:
EQUALITY - INCOME inequality - PSYCHOSES - SOCIAL security - PHENOTYPES - ETHNICITY - NEIGHBORHOODS - IZMIR (Turkey)Content provider:
Psychology and Behavioral Sciences Collection
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Un/Doing Authority and Social Inequality : Understanding Mutual Vulnerability in Pupil-Teacher Relations and Challenging Situations
Florian Weitkämper
Authority is a central issue for teachers and refers to the leadership relationship be...
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Un/Doing Authority and Social Inequality : Understanding Mutual Vulnerability in Pupil-Teacher Relations and Challenging Situations
Educational Review. 2024 76(1):199-215.
Authority is a central issue for teachers and refers to the leadership relationship between teachers and pupils for the purpose of initiating learning. A review of the current state of research shows that the interplay between authority and social inequality has seldom been investigated to date. That is the starting point for the present ethnographic research project. It adopts a sociological and socio-philosophical perspective on the relevance of social background in negotiations of authority between pupils and teachers in inclusive primary schools in Germany. With respect to the developed concept of un/doing authority, it shows that the aspect of vulnerability is particularly important in these interactions. The study comes to the following conclusion: the mutual vulnerability of "good" pupils and teachers is recognised, whereas teachers' relationships with "bad" pupils show a mutual violation that can often be understood as a re-enactment of social inequalities and future educational exclusion.
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Dividing Practices: Senior English and Social Inequality in New South Wales
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Australian Educational Researcher. Nov 2023 50(5):1379-1400.
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Green, Bill;Sawyer, Wayne;Roberts, Philip
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Australian Educational Researcher. Nov 2023 50(5):1379-1400.
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The role and significance of schooling in maintaining and renewing social disadvantage...
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Dividing Practices: Senior English and Social Inequality in New South Wales
Australian Educational Researcher. Nov 2023 50(5):1379-1400.
The role and significance of schooling in maintaining and renewing social disadvantage is particularly evident in upper secondary education, and especially so in the high-stakes final examination at the end of Year 12. This paper focusses on Senior English in this context, with specific regard to the Australian state of New South Wales. Building on a recent study of the outcomes of the Higher School Certificate (HSC) in 2017, it analyses what the data reveal about the relationship between Senior English and social inequality in this instance. It does so with reference to a brief account of the history of English teaching and senior secondary curriculum policy in New South Wales and also, comparatively, a now well-established comprehensive study of senior secondary schooling in Victoria. It concludes with some implications of this account for further investigations of Senior English and subject English more generally, as well as of the social meaning of senior secondary education in Australia, in particular with regard to the nexus between curriculum and assessment, knowledge, and power.
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ERIC
A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities
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Journal of Theoretical Educational Science. Jan 2023 16(1):72-106.
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Gürsoy, Irem Nur;Atik Kara, Derya
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Journal of Theoretical Educational Science. Jan 2023 16(1):72-106.
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This research aims to reveal trends on social inequality in curriculum studies based o...
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A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities
Journal of Theoretical Educational Science. Jan 2023 16(1):72-106.
This research aims to reveal trends on social inequality in curriculum studies based on the studies carried out between 2014-2019 in the international literature. For this purpose, a systematic literature review was carried out. Some criteria have been specified for the systematic literature review to determine the journals and articles to be analyzed within the research purpose and questions. In line with the determined criteria, the Scopus database was searched, and 262 curriculum studies reached as a result of the scanning were examined within the scope of addressing social inequalities . A detailed analysis was carried out on 63 studies included in terms of the data source, the design, which inequality and curriculum dimension the studies focused on, and their purposes. Descriptive and interpretive codes coded the remaining data on the text document. As a result of the research, the social inequality and curriculum dimensions addressed in the studies, the purpose of addressing those and the data sources and research designs used to reflect social inequalities were presented.
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ERIC
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