Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Com a presente tese, buscou-se investigar as desigualdades educacionais que permeiam o ensino médio, principal gargalo do sistema educacional brasileiro. Inicialmente, questionou-se o papel central da educação como legitimadora das desigualdades sociais nas sociedades democráticas. Apresentaram-se os estudos pioneiros da Sociologia da Educação que procuraram explicar as desigualdades educacionais para, então, abordar as hipóteses teóricas elaboradas sobre as tendências da desigualdade de oportunidades educacionais (DOE) ao longo do tempo. Em seguida, testaram-se empiricamente essas hipóteses a partir de modelos de regressão logística sequenciais que permitiram estimar a evolução do efeito das características da família de origem nas chances condicionais de entrada e conclusão do ensino médio durante um período de mais de vinte anos. Observou-se de forma inédita, de 1986 a 2009, que a DOE relativa ao ingresso e à conclusão desse nível de ensino se manteve significativa e relativamente constante, mesmo no período mais recente no qual as taxas de transição no ensino médio vivenciaram seu maior crescimento. Esses resultados corroboram aqueles previstos pela hipótese da Desigualdade Maximamente Mantida (MMI) e aqueles encontrados por estudos anteriores. Incluiu-se também uma análise das mudanças qualitativas da DOE, evidenciando-se um significativo crescimento, entre o ano de 1982 e a década de 2000, no impacto das variáveis que medem o capital cultural e econômico dos estudantes nas chances destes frequentarem a rede de ensino médio particular. Logo, a estratificação entre a rede pública e particular no ensino médio está cada vez mais marcada pela desigualdade na seleção dos seus respectivos alunos, reforçando a dualidade de desempenho que caracteriza essas duas redes de ensino, conforme previsto pela hipótese da Desigualdade Efetivamente Mantida (EMI). Além dessas análises da evolução quantitativa e qualitativa da DOE no ensino médio, investigou-se o quadro geral de desigualdades que incidem sobre o ensino médio técnico à luz das experiências internacionais, tendo em vista que essa é uma modalidade ainda incipiente no Brasil, mas cuja rede está em rápida expansão. Diferentemente do que ocorre na maioria dos países, os jovens de origem menos privilegiada não são os maiores beneficiários dessa modalidade. Apesar de a mesma ser propagada como principal solução para a falta de qualificação juvenil, a ampliação desse tipo de ensino deve ser avaliada com cautela, tendo em vista o público que está sendo efetivamente atingido e o potencial impacto negativo em termos de estratificação educacional observado nos países que seguiram esse caminho. / With this thesis, we sought to investigate the educational inequalities in the upper secondary education, the main bottleneck of the Brazilian educational system. Initially, the central role of education as a way of legitimating social inequalities in democratic societies was discussed. Classic studies of Sociology of Education that tried to explain those educational inequalities were presented, and the theoretical assumptions about trends in inequality of educational opportunities (IEO) over time were addressed. Subsequently, those hypotheses were empirically tested using sequential logit regression models, which allowed the estimation of the evolution of the social background effects on educational transition related to high school during a period of more than twenty years. It was observed, in an unprecedented way, from 1986 thru 2009, that the IEO related to entrance and completion of this educational level remained significant and relatively constant, even in the most recent period, when the transition rates to high school experienced its greatest growth. Those results corroborate the ones predicted by the hypothesis of Maximally Maintained Inequality (MMI) and those found by previous studies. An analysis of the qualitative changes of the IEO was also included, demonstrating significant increase, between 1982 and the 2000s, of the effect of variables that measure the economic and cultural capital of high school students on their chances of enrollment in private high schools (vs. public ones). Hence, the stratification between the public and private high schools is increasingly marked by the inequality in the selection of their respective students, reinforcing the performance duality that characterizes those two school systems, as predicted by the hypothesis of Effectively Maintained Inequality (EMI). In addition to those quantitative and qualitative IEO analyses, the general framework of inequalities concerning the vocational high school was investigated in light of international experiences, taking into account that such type of education is still incipient in Brazil, but expanding rapidly. Unlike what happens in most countries, young people from less privileged background are not the greatest beneficiaries of that educational scheme. Despite being propagated as the main solution to the lack of youth qualification, the expansion of that sort of education should be evaluated with caution, considering the public effectively reached and the potential negative impact in terms of educational stratification observed in countries that followed that path.

A presente pesquisa analisa as transformações nas famílias brasileiras do ponto de vista dos diferenciais entre classes e da autonomia feminina no período de 1976 a 2012. Elegeu-se analisar aspectos da formação de família, reprodução, socialização dos filhos e divisão do trabalho (doméstico e remunerado). Na primeira parte, apresenta-se o objeto da pesquisa, seu referencial teórico e histórico. O capítulo 1 apresenta o problema de pesquisa, situando-o no quadro geral das mudanças na condição das mulheres nas famílias no Ocidente e em face das hipóteses de classe presentes nas pesquisas de gênero e família no Brasil. O capítulo 2 apresenta o referencial teórico empregado, considerando a relação entre vida familiar e as estratificações de classe e gênero, e a mudança social como transformação no equilíbrio de poder. O capítulo 3 oferece evidências históricas da diversidade e das mudanças, na longa duração, das práticas familiares e dos rótulos a elas associados, aprofundando-se, a seguir, a experiência de modernização do contexto de 1976 a 2012, escolhido para a análise de dados. Na parte dois investigam-se as transformações nas dimensões centrais da vida familiar, relativas à conjugalidade, reprodução e socialização de filhos. Destacam-se o controle da fecundidade pela contracepção, o adiamento da união e da maternidade, as mudanças no equilíbrio de poder nos casais, e a superação e até inversão das desigualdades educacionais das filhas comparadas aos filhos. Abordam-se também aspectos persistentes de desigualdades em cada uma dessas esferas, como a violência entre parceiros íntimos, a maternidade na adolescência e as dificuldades no processo de autonomização dos jovens. Na terceira parte, indaga-se sobre a construção da autonomia econômica das mulheres na intersecção entre as dimensões do trabalho doméstico e remunerado. No capítulo 7, após constatar a tendência geral e as variações por classe no crescimento da participação das mulheres no mercado de trabalho, nota-se que o engajamento feminino ainda é afetado pelas características familiares. Constata-se também o crescimento da presença de renda de trabalho ou de outra fonte, o que leva a considerar o debate em torno das políticas sociais que concedem titularidade às mulheres. No capítulo 8, analisa-se a divisão do trabalho doméstico e de cuidado, aspecto no qual as desigualdades de gênero seguem expressivas não apenas na geração adulta, mas também entre os filhos, o que conduz à discussão dos limites das mudanças na estratificação de gênero e das propostas em torno da conciliação entre trabalho e família e do direito ao cuidado. Na conclusão, destaca-se que, a despeito das variações por classe no ritmo e grau das mudanças, as mulheres brasileiras, no período 1976-2012, movem-se em direção a um melhor equilíbrio de gênero nas relações familiares. Também são problematizados os limites das mudanças e algumas de suas implicações para as dinâmicas de classe e gênero, indicando ainda algumas direções para pesquisas futuras.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Com a presente tese, buscou-se investigar as desigualdades educacionais que permeiam o ensino médio, principal gargalo do sistema educacional brasileiro. Inicialmente, questionou-se o papel central da educação como legitimadora das desigualdades sociais nas sociedades democráticas. Apresentaram-se os estudos pioneiros da Sociologia da Educação que procuraram explicar as desigualdades educacionais para, então, abordar as hipóteses teóricas elaboradas sobre as tendências da desigualdade de oportunidades educacionais (DOE) ao longo do tempo. Em seguida, testaram-se empiricamente essas hipóteses a partir de modelos de regressão logística sequenciais que permitiram estimar a evolução do efeito das características da família de origem nas chances condicionais de entrada e conclusão do ensino médio durante um período de mais de vinte anos. Observou-se de forma inédita, de 1986 a 2009, que a DOE relativa ao ingresso e à conclusão desse nível de ensino se manteve significativa e relativamente constante, mesmo no período mais recente no qual as taxas de transição no ensino médio vivenciaram seu maior crescimento. Esses resultados corroboram aqueles previstos pela hipótese da Desigualdade Maximamente Mantida (MMI) e aqueles encontrados por estudos anteriores. Incluiu-se também uma análise das mudanças qualitativas da DOE, evidenciando-se um significativo crescimento, entre o ano de 1982 e a década de 2000, no impacto das variáveis que medem o capital cultural e econômico dos estudantes nas chances destes frequentarem a rede de ensino médio particular. Logo, a estratificação entre a rede pública e particular no ensino médio está cada vez mais marcada pela desigualdade na seleção dos seus respectivos alunos, reforçando a dualidade de desempenho que caracteriza essas duas redes de ensino, conforme previsto pela hipótese da Desigualdade Efetivamente Mantida (EMI). Além dessas análises da evolução quantitativa e qualitativa da DOE no ensino médio, investigou-se o quadro geral de desigualdades que incidem sobre o ensino médio técnico à luz das experiências internacionais, tendo em vista que essa é uma modalidade ainda incipiente no Brasil, mas cuja rede está em rápida expansão. Diferentemente do que ocorre na maioria dos países, os jovens de origem menos privilegiada não são os maiores beneficiários dessa modalidade. Apesar de a mesma ser propagada como principal solução para a falta de qualificação juvenil, a ampliação desse tipo de ensino deve ser avaliada com cautela, tendo em vista o público que está sendo efetivamente atingido e o potencial impacto negativo em termos de estratificação educacional observado nos países que seguiram esse caminho. / With this thesis, we sought to investigate the educational inequalities in the upper secondary education, the main bottleneck of the Brazilian educational system. Initially, the central role of education as a way of legitimating social inequalities in democratic societies was discussed. Classic studies of Sociology of Education that tried to explain those educational inequalities were presented, and the theoretical assumptions about trends in inequality of educational opportunities (IEO) over time were addressed. Subsequently, those hypotheses were empirically tested using sequential logit regression models, which allowed the estimation of the evolution of the social background effects on educational transition related to high school during a period of more than twenty years. It was observed, in an unprecedented way, from 1986 thru 2009, that the IEO related to entrance and completion of this educational level remained significant and relatively constant, even in the most recent period, when the transition rates to high school experienced its greatest growth. Those results corroborate the ones predicted by the hypothesis of Maximally Maintained Inequality (MMI) and those found by previous studies. An analysis of the qualitative changes of the IEO was also included, demonstrating significant increase, between 1982 and the 2000s, of the effect of variables that measure the economic and cultural capital of high school students on their chances of enrollment in private high schools (vs. public ones). Hence, the stratification between the public and private high schools is increasingly marked by the inequality in the selection of their respective students, reinforcing the performance duality that characterizes those two school systems, as predicted by the hypothesis of Effectively Maintained Inequality (EMI). In addition to those quantitative and qualitative IEO analyses, the general framework of inequalities concerning the vocational high school was investigated in light of international experiences, taking into account that such type of education is still incipient in Brazil, but expanding rapidly. Unlike what happens in most countries, young people from less privileged background are not the greatest beneficiaries of that educational scheme. Despite being propagated as the main solution to the lack of youth qualification, the expansion of that sort of education should be evaluated with caution, considering the public effectively reached and the potential negative impact in terms of educational stratification observed in countries that followed that path.

Orientador: Jose Roberto Rus Perez / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T08:57:39Z (GMT). No. of bitstreams: 1 Stoco_Sergio_D.pdf: 2608494 bytes, checksum: 3632c963e6abe46505650c9b4a36ceed (MD5) Previous issue date: 2011 / Resumo: O sistema de ensino brasileiro conquistou a universalização do Ensino Fundamental, mas carrega na sua organização e estrutura uma divisão, que segrega as crianças oriundas das famílias mais pobres. Neste contexto, educar para quê? Partindo da perspectiva da família, tendo o domicílio como unidade de análise, este trabalho irá recuperar os processos sociais, em uma abordagem materialista (capitais), que definem os sentidos e as ações familiares na sua função educacional, sistematizados por referenciais teóricos heurísticos que definem o grupo e o sentido social da família, suas motivações econômicas, seus processos simbólicos de legitimação e suas relações e interações. Estes atributos conceituais teóricos e empíricos serão operacionalizados na forma de ativos disponíveis ou não, utilizáveis ou não pelas famílias pesquisadas considerando sua posição social, seu lugar no espaço habitado e suas relações, configurando o espaço social como uma estrutura de oportunidades, estratificadas a partir do conceito de vulnerabilidade social. A metodologia empregada foi desenvolvida na pesquisa "Dinâmica Intrametropolitana e Vulnerabilidade Sócio-demográfica nas Metrópoles do Interior Paulista: Campinas e Santos", que contou com o mapeamento das Zonas de Vulnerabilidade das regiões pesquisadas e com o levantamento de informações ao longo do segundo semestre de 2007, a partir de uma pesquisa domiciliar realizada em 1680 domicílios escolhidos através de uma amostra aleatória especialmente desenhada para refletir a heterogeneidade espacial da Região Metropolitana de Campinas em termos do grau de vulnerabilidade das famílias. Esta inovação na forma de estratificar o espaço e a população em situação de vulnerabilidade social é mais abrangente que as tradicionais medidas de pobreza, pois se refere à condição de não possuir ou não conseguir usar ativos materiais e imateriais que permitiriam ao indivíduo ou grupo social lidar com a situação de pobreza. Dessa forma, os lugares vulneráveis são aqueles nos quais os indivíduos ou grupos sociais enfrentam riscos e a impossibilidade de acesso a serviços e direitos básicos de cidadania como condições habitacionais, sanitárias, educacionais, de trabalho e de participação e acesso diferencial a informação e às oportunidades oferecidas de forma mais ampla àqueles que possuem estas condições. Os primeiros resultados, apresentados na forma de capital físico/financeiro, capital cultural e capital social mostram, de um lado, uma região com infraestrutura bastante consolidada nas regiões de ocupação mais antiga, favorecida pela pujança econômica, pela dinâmica do emprego e renda e pela capacidade tecnológica características desta parte do estado de São Paulo, com avançado processo de universalização das políticas públicas de educação e saúde. Do outro lado, uma população segregada na sua condição de vulnerabilidade social absoluta, marcada tanto pelas péssimas condições de infraestrutura urbana, precariedade e instabilidade nas suas condições de emprego e renda, como na dificuldade de conquistar ativos vinculados à escolaridade, o acesso a serviços (sejam eles públicos ou privados) e os efeitos simbólicos de pertencimento a regiões estigmatizadas. Estas diferenças são apresentadas no trabalho de modo a identificar um conjunto de variáveis (ativos) que determinam uma condição social, que acaba por orientar a forma e a posição que as famílias assumem nas suas escolhas educacionais. / Abstract: The Brazilian educational system achieved universal primary education, but carries its organization and structure in a division that segregates the children from the poorest families. In this context, education for what? From the perspective of the family as the unit of analysis, this work will restore the social processes in a materialist approach (capital), which define the directions and actions in their family educational function, a systematic theoretical heuristics that define the group and social meaning of family, their economic motivations, their symbolic processes of legitimation and their relationships and interactions. These attributes are theoretical and empirical concepts operationalized in the form of active or not available, usable or not by the families surveyed considering their social position, his place in the living space and their relationships by setting social space as an opportunity structure, from the Stratified concept of social vulnerability. The methodology was developed in the search "Intra-metropolitan dynamics and socio-demographic vulnerability in two metropolitan areas in the State of São Paulo, Brazil: Campinas and Santos" which included the mapping of areas of vulnerability of the areas surveyed and the survey of information throughout the second half of 2007, from a household survey conducted in 1680 households selected through a random sample specially designed to reflect the spatial heterogeneity of the Metropolitan Region of Campinas in the degree of vulnerability of families. This innovation in the form of space, and stratify the population in a situation of social vulnerability is more comprehensive than traditional measures of poverty, which refers to the condition of not having or not use of tangible and intangible assets that would allow the individual or social group to deal with the poverty situation. Thus, the vulnerable places are those in which individuals or social groups face risks and lack of access to services and basic rights of citizenship such as housing conditions, health, educational, employment and participation and differential access to information and opportunities more broadly to those who have these conditions. The first results, presented in the form of physical capital / financial, cultural capital and social capital, infrastructure showed a region with a stronger foothold in the oldest settled regions, favored by the boom, the dynamics of employment and income characteristics of the technological capacity part of the state of São Paulo, with advanced process of universalization of public policies on education and health. On the other hand, a population segregated in their absolute condition of social vulnerability, marked both by the appalling conditions of urban infrastructure, insecurity and instability in their conditions of employment and income, as the difficulty of gaining assets related to education, access to services ( whether public or private) and the symbolic effects of belonging to stigmatized regions. These differences are presented in the study to identify a set of variables (assets) that determine a social condition that ultimately guide the shape and position that families take in their educational choices. / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

Emirati students studying at the University of the Emirates, one of three major public institutions of higher learning in the United Arab Emirates (UAE), have a wide demographic of faculty members teaching them an equally wide variety of courses. All of these courses are mandated to be taught in English. These faculty members bring with them their own cultural assumptions, methods, expectations, educational practices and use of language. While previous studies in multiculturalism explore how faculty members engage, know and understand a multicultural student population, one focus of this thesis is to explore how an international faculty affects a monocultural student body (Brown-Glaude, 2009). Speaking specifically to the students who study in a second language, Badger & MacDonald (2007) argue that there is a difference of culture between learners and educators and acknowledgement of that difference is crucial in understanding students’ needs and academic progress. Often what occurs in the classroom is the students bring with them their own cultural assumptions, ideas, tendencies and expectations while the teacher comes in with what may be completely differing sets of each. This idea is noted by Mughan (1998) who states “In order for language learners to apply the language skills fruitfully and effectively, a knowledge of the cultural environment is essential” (p.124). The aim of the research is to shed light on the effects that an international faculty have on a monocultural student body and vice versa. Specifically, it will look at how divergent attitudes and practices, directly attributable to culture, impact the educational practices in the daily operations of the faculty members and the students. Through this research, I seek to better understand the how the dynamic of having an international teaching faculty differs from what one might call a more traditional cultural education setting in which both the faculty members and students are of the same national culture. The research questions address three themes. First explored are the benefits and pitfalls of having an international faculty with a monocultural student population. Included in this are perceptions of the necessity for such an international faculty, what advantages it offers to students as well what real and potential problems it creates. Secondly, the perceived levels and development of intercultural competence in both faculty members and students is looked at. I examined the perceptions of my participants as to the need for this as well as including why and how this skill set is so important within such an international education environment. Additionally explored was how the significance of that skill set might differ from an educational setting which is not so diverse in culture. Lastly, I wished to have a better understanding of the differences of ontology and epistemology at the University of the Emirates between the international teaching faculty members and their students. Considering the wide spectrum of worldviews that may exist from faculty member to faculty member and how these worldviews may differ from Emirati culture, I felt the practices and operations of such diversity warranted further discussion and exploration. Data were collected via structured interviews with faculty participants and focus groups with student participants. Data were then coded using NVIVO and analyzed through the lens of the literature on multiculturalism in education, development and measurement of intercultural competence and the sociological issues in the contemporary UAE. Findings suggest experience and time served in a multicultural environment remain significant factors in the development of one’s intercultural competence and this should be recognized and better utilized. Also questioned by myself and the participants is the readiness of the UAE as a country and a people for such multiculturalism considering the expedited development and diversity of the current demographics. Results suggest that there is a variance in attitudes regarding the need for multiculturalism in the context of the UAE. Contentions are made regarding the perceived necessity and effectiveness of several aspects of multiculturalism in teaching faculty, as well as the effectiveness or lack thereof of the institution’s preparation of newly-arrived teaching faculty and new students for the cultural diversity they will encounter while teaching and learning at the U of E and in Dubai. The honed-skill of intercultural competence serves as an influential factor throughout the research. Findings presented exemplify how and why it serves as a central skill set to have not only as a globalized member of an international teaching faculty but how and why it is a significant skill fresh graduates must develop during their undergraduate careers at the U of E. Further implications are presented regarding the missed opportunity by the institution to prepare both newly-arrived teaching faculty and students alike for the multicultural education they are to encounter. Aspects of such a multicultural approach include the rationale for having it as well as the mandate of English as a medium of instruction. Examples such as these and others are explored from multiple viewpoints. Additionally, the content which orientation programs include need to be revisited and scrutinized by the institution. The growing field of international education and the implications that effectiveness or ineffectiveness of employment of an international teaching faculty serve as exigencies as to why this research is pertinent to modern education systems. All parties involved, being an international teaching faculty, any student who encounters multiculturalism in education and any administration that employs such multiculturalism in education are stakeholders for whom such findings are relevant.

Using the 2004 General Social Survey, I illuminate how dispositional optimism as a form of emotional capital enhances personal network range while also contributing to public goods through the formation of heterophilous ties. Network size and diversity are conceptualized as outcomes of optimistic functioning, which is marked by sociability, positive emotion, and problem-focused coping. I find that optimism is linked to substantial leverage in overall, non-kin, and extended network sizes on par with several years of education. Moreover, optimism yields more types of network heterophily than does educational attainment. I discuss limitations of the current study while also identifying future directions for research on emotional capital in the creation of social capital.

As a result of apartheid and ethnocentric structures in South Africa and Cape Town, the unemployment is highest among the black youth. The purpose of this study is to examine how the black youth are experiencing their possibilities to get a job. This qualitative study was conducted among black youths at the age of 18-34 living in Cape Town. The theoretical framework chosen for this study was habitus and capital, social position, intersectionality and social stratification. Focus has been on how habitus and intersectionality plays a part in how black youths experience their possibilities of getting a job and how their experiences can be related to structural aspects in South Africa. The respondents differ in terms of background and individual experiences, but they all seem to unite in the experience of Cape Town’s labor market as racist and difficult to get job at as a young black individual. The study shows that their skin color is the most distinct trait that are being evaluated on the labor market, whereby it further seems that the darker skin, the harder to get a job. What separates the respondents experiences is mainly dependent on their socioeconomic background and the area of their upbringing, whereby the respondents from poorer areas has experienced the challenge to get a job much harder. On a structural level there’s a general problem according to the respondents experiences with informal recruitment, exploitation and especially discrimination of the black youth. Furthermore, contacts seems to be crucial for getting a job, which seems to be upheld by the mentality of "looking after one's own people". Overall there are several aspects on both individual and structural level that affect black youths experience of getting a job in Cape Town.

In January 2018 a new social law took effect in Sweden. The new law included gambling addiction as an area of responsibility for the Swedish social workers. Because the law is relatively new there is not a lot of studies about how the Swedish workers perceive gambling addiction. The aim of this study is therefore to understand how the social workers from different communes in Sweden perceive gambling addiction, and to find out if implementation of the law has succeeded and what the amendment has brought. The methods used in this study was qualitative e-mail interviews and a qualitative interview via Zoom. The results of this study showed that the social workers have a lack of knowledge concerning gambling addiction. Another result was that the communes had implemented the new law by offering treatments and financial support.

The existence of Russian middle class is often perceived as a condition for Russia's democratization and the country's economic progress is often mentioned in connection with the growth of the middle class and henceforth increased popular demand for transparent functioning of public institutions. However economic growth does not necessarily lead to more extensive middle class, especially not when the income inequality rises as was the case of Russia in the particular period. This thesis proves that Russian middle class grew between the years 1998 and 2008, it identifies its specific features and explains its evolution from the perspective of occupation and income. The data from Russian Longitudinal Monitoring Survey, which the thesis is based on, confirm that while the Russian middle class was growing in size, growth in inequality was also observed, especially between cities and countryside and between individual economic sectors.

No description available.