The dissertation explores recent trends in educational assortative mating in Western countries. In particular, the rise of hypogamy is analyzed, focusing on its causes and consequences. The dissertation aims at providing new evidence on issues concerning the rise of hypogamy at the individual level. As for its causes, changes in the partner market composition are analyzed in a life course perspective as a possible driver of hypogamy, underlining the dynamic nature of its role during the partner search. Moreover, elements from the social psychology field such as the activation of behaviors to find a partner are analyzed. Finally, the dissertation studies how partner choice shapes processes of social reproduction, and in particular educational reproduction. A penalty for hypogamy is found among higher educated women, but it does not persist across generations. The dissertation provides two main contributions to the literature. First, it provides evidence of the relevance of adopting a life-course approach when looking at dynamics of union formation, and in particular hypogamy. Second, it provides evidence of the importance of partner choice for social reproduction processes, especially among women.

This study addresses the extent to which participation in the military affects subsequent status attainment and mobility in America. The purpose of this research was to conduct a comprehensive examination of existing empirical research resulting in a synthesis of findings and establishing a concise summary of the state of the literature on this topic. The study is limited to the examination of existing research on male veterans in the years between 1950 and the present. Findings from sixty-four articles and seven books are presented. The background characteristics of servicemen, the promotion and retention of servicemen, and the post-service earnings and education of servicemen, in the era of World War II, Korea, Vietnam, and the All-Volunteer Force are discussed. When possible, comparisons are made between servicemen and their civilian counterparts, as well as between Anglos and African Americans. Findings indicate that men serving in the military prior to Vietnam were from somewhat higher socio-economic and educational backgrounds. The background characteristics of Anglo veterans of Vietnam and the AVF were homogenous to their civilian counterparts. Black veterans of the period from the war in Vietnam through the present have slightly higher levels of education and income prior to service as compared to their civilian counterparts. Research on promotion, retention, and military occupational assignments demonstrate that blacks are more likely to enlist and re-enlist than are Anglos. Promotions are currently achieved at approximately the same rate regardless of race. However, throughout the period examined, blacks are more likely to be trained in military occupational specialties considered to be less transferable to the civilian workforce. Findings on post-service attainment are limited to the examination of income, earnings, and education. Military service resulted in higher levels of income, earnings, and education for all veterans serving since 1950, with the notable exception of Anglo Vietnam veterans. In other words, as compared to their civilian counterparts, veterans had significantly higher incomes, earnings, and educational levels post-service. Explanations for the association between military service and social mobility, including fluctuations in enlistment standards and educational benefits during the period under investigation, are presented. / Ph. D.

Thesis (Ph. D.)--University of Chicago, Dept. of History, 2002. / Includes bibliographical references. Also available on the Internet.

蔡囯萱. / 論文(哲學碩士) -- 香港中文大學硏究院社會學學部, 1997. / 參考文獻: leaves 77-79. / 中英文摘要. / Cai Guoxuan. / 序言 --- p.2 / Chapter 第一章 --- 改革与国家行政权力分散化 ´ؤ´ؤ现阶段分层秩序变化的社会经济背景 --- p.10 / Chapter 第一节 --- 制度的变迁 --- p.11 / Chapter 第二节 --- 社会的分化 --- p.17 / Chapter 第三节 --- 国家主导市场的社会 --- p.22 / Chapter 第二章 --- 理论的回顾与研究的主题 / Chapter 第一节 --- 权力：社会主义社会分层的核心 --- p.29 / Chapter 第二节 --- 社会主义改革：权力支配类型分解 --- p.31 / Chapter 第三节 --- 过渡时期的分层秩序 --- p.37 / Chapter 第三章 --- 职业框架内的地位评价 / Chapter 第一节 --- 职业参数的选择 --- p.43 / Chapter 第二节 --- 职业的地位等级 --- p.47 / Chapter 第四章 --- 行业框架内的地位评价 / Chapter 第一节 --- 行业参数的选择 --- p.61 / Chapter 第二节 --- 行业的地位等级 --- p.64 / Chapter 第五章 --- 结束语 --- p.74 / Chapter 附： --- 参考文献 / 问卷 / 鸣谢

Zhang, Chunni. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 117-128). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

This study describes my experience 111 the research 1 conducted in two Harare secondary schools in which the interpretive ethnographic qualitative research methodology was used. The objective of the research was to assess the infuence of ability grouping on learners, given that ability grouping is a common practice in Zimbabwean schools. In particular, this study sought to find out how this practice affected classroom instruction, learner performance and the social relationship among learners. This study was conducted over three months at each of the schools, during which time formal interviews with teachers, administrators and learners, were conducted. These were complemented with informal conversations, where relevant comments were noted. Observation and limited participation in the two schools were also employed as means of collecting data. Analysis of documents was also done to supply more data about the practice and how it was implemented. As customary with qualitative research, I, as the researcher, was the instrument for data collection. Data were analysed by identifying themes which emerged from the statements of the respondents, and interpretation was done using the mechanism of thick description of what the respondents said and did during the interviews and observation, and what the documents had to say about this practice. I, as researcher, concluded from this study that ability grouping had a negative effect on classroom instruction for the low ability groups, since teachers tended not to prepare thoroughly for them. There was also a tendency among high ability groups to look down upon the low ability groups and to stigmatise them as "those who do not want to learn." Naturally this created a counter reaction from the low ability groups, making social relationships between members of the groups sour. l, as researcher, recommend a re-examination of this practice by the schools, with a view to either discontinue it or to work out mechanisms to remove the negative factors. / Educational Studies / D. Ed. (Didactics)

Educational transitions in the UK are related to social background characteristics such as social class and, to a lesser extent, ethnicity and gender. This thesis presents a case study of admission to the University of Oxford to understand why, conditional on application, admissions patterns into selective higher eduction in Britain show an advantage for already privileged strata of society. Specifically, net of attainment, the professional middle class, white, male and state school applicants fare particularly well in securing offers for undergraduate study at Oxford. With the exception of the state school effect, the admissions privilege advantages already privileged strata of society. In the first empirical section, the analysis of purposefully generated survey data on 1,929 applicants for admission to the University of Oxford finds that quantifiable measures of merit fail to fully explain differential admissions patterns. The logistic regression models also uncover that while applicants from the private sector initially have similar gross chances of gaining an offer to their state school educated peers, they actually face a penalty in the selection process when taking into account their higher levels of prior academic attainment. Furthermore, the analysis shows that while measures of cultural capital, motivation, aspiration and learning style are meaningfully related to selection decisions, they do not explain the lower transition rates for ethnic minority applicants, those from non-professional class backgrounds, female applicants and private school applicants. The second step in the empirical investigations then aims to understand the generative mechanisms behind these findings from the perspective of the decision makers in the selection process. This section draws on interviews with 25 admissions tutors and the observation of eight admissions meetings. The analysis here finds that selectors view the admissions exercise as involving risks and uncertainties. Also, many participating tutors routinely considered schooling in their selection decisions and discounted the performance of applicants who had come from very high achieving schools but who were not top achievers within this peer group. The mechanism of homo-social reproduction in decisions involving uncertainty is then put forward as a possible explanation for the unequal transition patterns. Finally, the third empirical analysis section investigates links between degree performance in final university examinations and admissions relevant factors. This section includes the degree performance of Oxford students as well as those who subsequently embarked on their degree course at universities other than Oxford. The most striking finding is that among the Oxford graduates, female and private school students are less likely to achieve first class degrees than their male and state school educated peers. One interpretation of this finding is that the discounting that selectors apply in the admissions process for these applicants is not only justified but may not even go far enough. But it is also possible, in particular with regard to the female effect, that the Oxford study environment or the examination system, or both are more conducive to male achievements. This thesis contributes to sociological theory by showing that existing models of educational transition have paid insufficient attention to the role of gatekeepers and their individual preferences in generating aggregate selection patterns. Incorporating selectors as actors in transition models increases our understanding of unequal access to educational institutions and the challenges faced in striving towards equal opportunities in an education based meritocracy. The findings presented here have implications for other fields of sociological inquiry that need to account for the role of individual decision makers such as labour market research. The work presented here has implications for policy making regarding selection processes within the University of Oxford and British higher education more generally. It could also aid university systems such as Germany, that are moving towards selective admission, to think about the challenges of designing truly equitable selection processes.

This study presents the major ideas of Mahatma Gandhi on social stratification and social inequality. The methodology consists of systematically reading and analyzing the literature through which the theoretical components of social stratification in Gandhi's writings become more explicit, and evaluating these theoretical components. A systematic statement of Gandhi's theory of social stratification included the following five components. First, social differentiation is inherent in human nature. Gandhi believed in the universality of social differentiations and was convinced that societies were organized into the divisions on the basis of vocations. Second, relations among strata imply that a division of labor is essential for the stability and organization of society. Gandhi also implied that this division of labor is necessary and functional. Third, normative patterns establish traditions of heredity. To Gandhi, the four divisions in society defined a person's "calling" which is essential for social organization. Fourth, the system of stratification is the universal law that everyone is obliged to follow. Gandhi tried to legitimize social stratification through moral and religious values of the society. Fifth, social stratification system defines duties only and does not confer any privileges. To Gandhi, the divisions of people into strata was the best possible adjustment of social stability and progress. While accepting some form of social stratification for the benefit of total funcioning of the society, Gandhi refused to accept that social inequality necessarily grows out of the process of social stratification. To maintain the hereditary law of social stratification and reduce the inequality, Gandhi suggested the abolition of the present caste system and the revival of four orders of social organization, the removal of the concept of untouchability, the regulation of trusteeship, decentralization of power, the increase of women's status, and vocational education for all.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Although there is an increasing interest in social sciences amongst policy makers in financial services and investment organisations, not enough is known about the way financial organisations and activities interact with their social environments. In particular, there is a need for more research into the way financial activities are integrated into broader social structures. This thesis will report on a comparative study analysing the practices of financial organisations and their employees in two very different social environments: the UK and Chile. From 38 in-depth interviews with financial practitioners in London, Edinburgh and Santiago de Chile about their job trajectories and experiences, it was possible to analyse the practices of financial organisations in the UK and Chile, with an emphasis on the way they interact with global financial trends and local distributions of power and resources. A sociological account of organisational processes such as recruitment, socialisation, staff allocation, promotion and organisation of work within firms in these countries allowed for description and analysis of the way firms’ practices are related to their social (structural, symbolic and institutional) contexts. The research shows that Chile’s position in the global financial market and local distribution of resources encourage more traditional organisational practices, especially in terms of recruitment, socialisation, staff allocation and promotion, as well as activities performed and the way services are provided. In the UK, on the other hand, all of the above-mentioned processes are more technical, formally designed and competitive.