The author of Inequality'' attempts to clear up some misconceptions about the contents of his book and rebuts arguments concerning the use of path analysis. (Author/KM)

The extent to which one may be confident of Jencks' analysis of data in Inequality'' is examined. (Author/KM)

Reviews the current place of reproduction theory within larger debates about gender in education. Focuses on the issue of what limits feminist reproduction theory in the study of gender inequality in schools. Argues that gender theories may fail because they sometimes emerge as political and sensational rather than public and ethical. (CAJ)

Comments on articles appearing in the 2001 theme issue of Sociology of Education. Considers the nature and impact of the widespread cultural commitment to educational equality. Discusses other aspects of education not emphasized in this issue, such as the implications of racial inequality, credentialism, and educational organization (CAJ)

Through several decades of research, a great deal has been written about trends in black-white test scores and the factors that may explain the gaps in different subject areas. Only a few studies have examined the changing relationships between gaps in students' test scores and family and school measures in nationally representative data over…

The results of this research indicate that in the early 1960s racially mixed elementary schools raised both black and white achievement if nonwhites were a large minority, but they depressed black achievement if nonwhites were a small minority. Racially mixed secondary schools did not have much effect either way. (Author)

A detailed review of the methodological shortcomings in Jencks' Inequality'' suggests that the policy recommendations implied in the book are not strongly supported. (Author/KM)

Discusses the polarized educational system that emerged in Great Britain between 1770 and 1850, based upon student mentality levels. Explains that the differing treatment of higher and lower mentalities was incorporated into a system of separate schools. Describes the system as an institutionalization of the mental and manual divisions of labor…

Describes the digital divide, the technology gap between the people who have technology (information haves) and those without technology (information have-nots). Discusses that the first digital divide is access to technology; and addresses the second digital divide, computer use, focusing on computers at school and at home. (CMK)

Discusses the importance of how the divide in access is approached and the problems in addressing both digital divides (access and computer use). Argues that sociologists of education have an important role to play in this issue and describes that role. Includes references. (CMK)

Argues that schools now are stratified primarily by student family income or location. Suggests that a program of school choice will lead to stratification based on merit. Conjectures that emphasis on equality of education focuses on a low level of achievement while failing to use natural incentives for status to improve student performance. (DK)

Expands an earlier study of educational stratification in Russia by analyzing cohorts who completed their education during the late-Soviet and post-Soviet years, when enrollments contracted. Provides information on the Russian educational system and discusses enrollment contraction and educational inequality. Presents and discusses the results.…

In this article, the authors examine educational stratification in Taiwan against the background of an ethnically based political economy. They investigate how educational attainment is related to ethnicity and other background factors, such as parental class and education, and if these relationships changed over time as Taiwan became a more…

Drawing on recent research on education in developing countries, this article examines gender inequality in schooling in Turkey. Using a nationally representative sample of Turkish youths, it assesses the effects of macrostructure, family resources, and cultural attitudes and practices on primary and postprimary school attainment. The results show…

Presents a causal model showing how teacher prophecies may transmit the effects of students' social origins to their academic achievements. Results of estimating this modes indicate that teachers do not engage in social class discrimination and that teachers' expectations affect not so much what is learned in school as the certification of this…