Time:	Tuesdays, 1:30 - 4 p.m.
Room:	Ponderosa H, Room 115
Professor:	Dr. Lesley Andres
Office:	Ponderosa H, Room 112
Telephone:	822-8943
Fax:	822-4244
Email:	lesley.andres@ubc.ca
Office hours:	by appointment

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Course Description
Assignments
Course Schedule
Recommended Readings

Course Description

In this course, we will adopt a life course perspective to examine transitions and access of individuals through and among the societal institutions of education, work, and the family. Particular emphasis will be placed on issues of inequality, access, the structure of the educational system and other societal institutions, and individuals as purposive agents. Also, the concepts of biological time, social time, and historical time; transitions and trajectory; status passages; and gender will play a central role in our discussions. Part I of the course will focus on the major theoretical and ideological perspectives in the study of educational transitions. In Part II, we will assess the usefulness and limitations of these perspectives in relation to the individual and institutional constraints and possibilities in the elementary and secondary educational system. Part III will focus on issues of access to post-secondary education, participation, retention, transfer and completion, and attrition from the system. In Part IV, we will examine the relationship between education and labour force entry, occupational attainment and status, and other life spheres including marriage and children.

Readings

Course readings are available from the UBC Bookstore.

Course Requirements and Evaluation

Students are expected to attend all classes. It is also expected that students will have completed the relevant readings for each class.

Evaluation will be based on the following class assignments:

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Assignments

1. Belief Statement

Students are required to prepare a one to two page statement of their beliefs about an ideal educational system in relation to issues of access, transition, and inequality. A belief statement is simply a statement of firmly held opinions. The assignment is worth 10% of the final grade. Due September 9, 2003.

2. Belief Statement Revisited

At the end of the course, students will reread their own belief statements of September 1996 and, based on the course content, indicate in a two page statement if and how their views have changed. There are no right or wrong belief statements. Rather, this assignment is intended to provide students the opportunity to analyze their own beliefs in relation to theory and research on transitions, access, and inequality. Due November 25, 2003.

3. Paper

Students will write a paper, approximately 15-20 pages in length on a topic of their choice. On October 20, 2003, each student will submit an 1-2 page outline of the paper. The outline, worth 10% of the final grade, should include a description of the central focus of the paper and the major headings for each section. Within one week, I will meet with each student to discuss the outline. On November 4, 2003, students will submit a draft of the paper. I will provide formative feedback but a grade will not be assigned. On December 1, 2003 the final paper, worth 70% of the course grade, is due.

4. Participation

The grade for participation will be based on three criteria: 1) attendance, 2) evidence of having read the relevant readings, and 3) contributions in class. A total of 10% of the grade may be earned through participation. The attached Participation Rating Scheme will be used to assess participation.

Each student will be assigned to lead class discussion based on the readings on specified weeks.

E-mail

To facilitate communication among class participants, each student is required to have a UBC computer account. If you do not already possess such an account, please see us after the first class.

WebCT

Please check the WebCT site for ADHE 512 for weekly key concepts and other handouts. The WebCT address is http://webct.educ.ubc.ca

ADHE 512
Transitions and Access Between Schooling and Work

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Course Schedule

1. SEPTEMBER 2

Transitions and Access. A Life Course Perspective

Hagestad, G.O. (1991). Trends and dilemmas in life course research: an international perspective. In W. Heinz (Ed.), Theoretical advances in life course research (pp.23-57). Weinheim: Deutscher Studien Verlag.

Hareven, T. K. (1999). Families, history, and Social change: Life-course and cross-cultural perspectives (pp.151-165). Colorado: Westview Press.

Elder, G. H., Jr. (1997). Lives and social change. In W. R. Heinz (Ed.), Theoretical advances in life course research (2nd ed.), (pp.49-73). Weinheim: Deutscher Studien Verlag.

Krüger, H. (1996). Normative interpretations of biographical processes. In A. Weymann & W. R. Heinz (Eds.), Society and biography: Interrelationships between social structure, institutions and the life course (pp. 129-146). Weinheim: Deutscher Studien Verlag.

Rindfuss, R.R., Swicegood, G. C. & Rosenfeld, A. R. (1987). Disorder in the life course: How common and does it matter? American Sociological Review, 52, 785-801.

2. SEPTEMBER 9

A Life Course Perspective (continued)

Collins, R. (1992). The romanticism of agency / structure versus the analysis of micro / macro. Current Sociology, 40, 77-97.

Gerhardt, U. (1996). Ideal type and the construction of the life course: A new look at the micro-macro link. In A. Weymann & W. R. Heinz (Eds.), Society and biography: Interrelationships between social structure, institutions and the life course (pp. 21-50). Weinheim: Deutscher Studien Verlag.

Furlong, A. & Cartmel, F. (1997). Young people and social change: Individualization and risk in late modernity (pp. 1-10). Buckingham: Open University Press.

Furlong, A. & Cartmel, F. (1997). Young people and social change: Individualization and risk in late modernity (pp. 109-114). Buckingham: Open University Press.

Zerubavel, E. (1981). Hidden rhythms: Schedules and calendars in social life (pp. 138-166). Chicago: The University of Chicago Press.

3. SEPTEMBER 16

Ideological Perspectives

Burbules, N.C., Lord, B.T., & Sherman, A.L. (1982). Equity, equal opportunity, and education. Educational Evaluation and Policy Analysis, 4(2), 169-187.

Ennis, R.H. (1976). Equality of educational opportunity. Educational Theory, 26(1), 3-14.

Guiton, G. & Oakes, J. (1995). Opportunity to learn and conceptions of educational equality. Educational Evaluation and Policy Analysis, 17(3), 323-336.

4. SEPTEMBER 23

Macro-Micro Perspectives

Andres, L. (1994). Capital, habitus, field, and practice: an introduction to the work of Pierre Bourdieu. In L. Erwin & D. MacLennan (Eds.), Sociology of Education in Canada (pp. 120-136). Mississauga: Copp Clark Longman Ltd.

McCall, L. (1992. Does gender fit? Bourdieu, feminism, and the conceptions of social order. Theory and Society, 21 (6), 837-867.

Beck, U. (1992). Risk society: Towards a new modernity (M. Ritter, Trans.).(pp.87-91). London: Sage Publications. (Original work published 1986)

Beck, U. (1992). Risk society: Towards a new modernity (M. Ritter, Trans.).(pp.91-102). London: Sage Publications. (Original work published 1986)

Beck, U. (1992). Risk society: Towards a new modernity (M. Ritter, Trans.).(pp.127-138). London: Sage Publications. (Original work published 1986)

5. SEPTEMBER 30

K-12. Determinants of Educational Trajectories

I. The Elementary Years

Adler, P.A., Kless, S.J., & Adler, P. (1992). Socialization to gender roles: popularity among elementary school boys and girls. Sociology of Education, 65(3), 169-187.

Parcel, T. & Menaghan, E.G. (1994). Early parental work, family social capital, and early childhood outcomes. American Journal of Sociology, 99(4), 972-1009.

Riley, P.J. (1981). The influence of gender on occupational aspirations of kindergarten children. Journal of Vocational Behavior, 19(2), 244-250.

Teese, R. (2000). Academic success and social power: Examinations and inequality (pp.1-10). Melbourne: Melbourne University Press.

Gillborn, D. & Youdell, D. (2001). The new IQism: Intelligence, "ability" and the rationing of education. In J. Demaine (Ed.), Sociology of education today (pp. 65-99). New York: Palgrave.

6. OCTOBER 6

II. The Secondary Years

McClelland, K. (1990). Cumulative disadvantage among the highly ambitious. Sociology of Education, 63(2), 102-121.

Ball, S. & Vincent, C. (2001). New class relations in education: The strategies of the "fearful" middle classes. In J. Demaine (Ed.), Sociology of Education Today (pp. 180-195). New York: Palgrave.

Dryler, H. (1998). Parental role models, gender and educational choice. British Journal of Sociology, 49 (3), 375-386.

Hatchell, M. (1998). Girls' entry into higher education. Gender and Education, 10 (4), 375-386.

7. OCTOBER 13

Access to Post-secondary Education

Knighton, T. (2002). Postsecondary participation: The effects of parents' education and household income. Education Quarterly Review, 8 (3), 25-32.

Du Bois-Reymond, M. (1998). "I don't want to commit myself yet": Young people's life concepts. Journal of Youth Studies, 1 (1), 63-79.

Wyn, J. & Dwyer, P. (2000). New patterns of youth transition in education. International Social Sciences Journal, 52 (164), 147-159.

De Broucker, P. & Underwood, K. (1998). Intergenerational education mobility: An international comparison with a focus on postsecondary education. Education Quarterly Review, 5 (2), 30-51.

Raffo, C. & Reeves, M. (2000). Youth transitions and social exclusion: Developments in social capital theory. Journal of Youth Studies, 3 (2), 147-166.

8. OCTOBER 20

Access to and Participation in Canadian Higher Education

Andres, L. & Looker, E. D. (2001). Rurality and capital: Educational expectations and attainments of rural, urban/rural and metropolitan youth. The Canadian Journal of Higher Education/La Revue canadienne d'enseignement supérieur, 31 (2), 1-46.

Andres, L., & Krahn, H. (1999). Youth pathways in articulated postsecondary systems: Enrolment and completion patterns of urban young women and men. The Canadian Journal of Higher Education/La Revue canadienne d'enseignement supérieur, 24 (1), 47-82.

Andres, L. (1999). Multiple life-sphere participation by young adults. In W. R. Heinz (Ed.), From education to work: Cross-national perspectives (pp.149-171). Cambridge: Cambridge University Press.

Krahn, H. (1991) The school to work transition in Canada: New risks and uncertainties. In W. Heinz (Ed.), The life course and social change: Comparative perspectives (pp. 43-70). Weinheim: Deutscher Studien Verlag.

9. OCTOBER 27

Transfer, Retention, and Student Satisfaction

Andres, L. (2001). Transfer from community college to university: Perspectives and experiences of British Columbia students. The Canadian Journal of Higher Education/La Revue canadienne d'enseignement supérieur, 31 (1), 35-74.

Dougherty, K. (1989). The effects of community colleges: aid or hindrance to socioeconomic attainment? Sociology of Education, 60(2), 86-103.

Benjamin, M. (1994). The quality of student life toward a coherent conceptualization. Social Indicators Research, 31(3), 205-264.

Tinto, V. (1988). Stages of student departure. Reflections on the longitudinal character of student leaving. Journal of Higher Education, 59(4), 438-455.

10. NOVEMBER 4

Transitions to Work

Finnie, R. (2001). Fields of plenty, fields of lean: The early labour market outcomes of Canadian university graduates by discipline. The Canadian Journal of Higher Education/La Revue canadienne d'enseignement supérieur, 31 (1), 141-176.

Finnie, R. (2001). Graduates' earnings and the job skills-education match. Education Quarterly Review, 7 (2), 7-21.

Kidd, M. P. & Shannon, M. (1996). The gender wage gap: A comparison of Australia and Canada. Industrial and Labor Relations Review, 49 (4), 729-746.

Livingstone, D.W. (1999). The education-jobs gap: Underemployment or economic democracy (pp.133-172). Toronto: Garamond Press.

Hughes, K. D. (1995). Women in non-traditional occupations. Perspectives, 7 (3), 14-18.

11. NOVEMBER 11 - REMEMBRANCE DAY

Catch up on your reading!

12. NOVEMBER 18

Work, Gender, and the Life Course

Kruger, H. & Baldus, B (1999). Work, gender and the life course: Social construction and individual experience. The Canadian Journal of Sociology/Cahiers canadiens de sociologie, 24 (3), 355-379.

Leck, J. D., Onge, S. ST. & Lalancette, I. (1995). Wage gap changes among organizations subject to the employment equity Act. Canadian Public Policy, 21 (4), 387-400.

Kruger, H. & Levy, R. (2001). Linking life courses, work, and the family: Theorizing a not so visible nexus between women and men. The Canadian Journal of Sociology/Cahiers canadiens de sociologie, 26 (2), 145-166.

Boyd, M. & Norris, D. (1999). The crowded nest: Young adults at home. Canadian Social Trends, 52, 2-5.

Jones, G. (200). Experimenting with households and inventing "home". International Social Science Journal, 52 (164), 183-194.

Silver, C. (2000). Being there: The time dual-earner couples spend with their children. Canadian Social Trends, 26-30.

13. NOVEMBER 25

Education, Work, Family and Changing Demographics

Gee, E. M. (1990). Demographic change and intergenerational relations in Canadian families: Findings and social policy implications. Canadian Public Policy, 16 (2), 191-199.
Hareven, T. K. (1999). Families, history, and social change: Life-course and Cross-cultural perspectives (pp.3-30). Colorado: Westview Press.
Hareven, T. K. (1999). Families, history, and social change: Life-course and Cross-cultural perspectives (pp.127-149). Colorado: Westview Press.
Betz, N. (1992). The invisible woman: Effect of the educational environment on women's vocational identity. In N. J. Smith & S. K. Leduc (Eds.)., Women's work: Choice, change or socialization? (pp. 85-101). Calgary: Detselig Enterprises Ltd. (chap. 4)
Mason, K. O. (1986). The status of women: Conceptual and methodological issues in demographic studies. The Eastern Sociological Society, 1 (2), 284-300.

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Recommended Readings

Alexander, K., Holupka, S. & Pallas, A.M. (1987). Social background and academic determinants of two-year versus four-year college attendance: Evidence from two cohorts a decade apart. American Journal of Education, 96(1), 56-80.

Alwin, D.F., & Thornton, A. (1984). Family origins and the schooling process: early versus late influence of parental characteristics. American Sociological Review, 49(6), 784-802.

Anderson, K.L. (1981). Post-high school experiences and college attrition. Sociology of Education, 54(1), 1-15.

Anderson, K.L. (1988). The impact of colleges and the involvement of male and female students. Sociology of Education, 61(3), 160-177.

Anisef, P., Ashbury, F.D., & Turrittin, A.H. (1992). Differential effects of university and community college education on occupational status attainment in Ontario. Canadian Journal of Sociology, 17(1), 69-84.

Anyon, J. (1981). Schools as agencies of social legitimation. Journal of Curriculum Theorizing, 3(2), 86-103.

Apple, M. (1980). The other side of the hidden curriculum. Correspondence theories and the labour process. Interchange, 11(3), 5-22.

Barrow, L. (1999). An analysis of women's return-to-work decisions following first birth. Economic Inquiry, 37 (3), 432-451.

Bean, J.P. & Metzner, B.S. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, 55(4), 485-540.

Beck, U. (1992). Risk Society: Towards a New Modernity (M. Ritter, Trans.).(pp. 103-126). London: Sage Publications. (Original work published 1986)

Benjamin, M & Hollings, A. E. (1995). Toward a theory of student satisfaction: An exploratory study of the "Quality of student life". Journal of College Student Development, 36 (6), 574-586.

Bills, D. B. (1988). Educational credentials and promotions: Does schooling do more than get you in the door? Sociology of Education, 61(1), 52-60.

Blau, F. D., Kahn, L. M. & Waldfogel, J. (2000). Understanding young women's marriage decisions: The role of labor and marriage market conditions. Industrial and Labor Relations Review, 53 (4), 624-647.

Bourdieu, P.(1986). The forms of capital (R. Nice, Trans.). In J.C. Richardson (Ed.), Handbook of theory and research for the sociology of education, (pp.241-258). New York: Greenwood Press. (Original work published in 1973).

Bourdieu, P., & Passeron, J. (1979). The inheritors (R. Nice, Trans.). Chicago: University of Chicago Press. (Original work published in 1966).

Bourdieu, P., & Passeron, J. (1990). Reproduction in education, society, and culture (R. Nice, Trans). London: Sage Publications. (Original work published in 1970).

Brint, S. & Karabel, J. (1989). The diverted dream. Community colleges and the promise of educational opportunity in America, 1900-1985. New York: Oxford University Press.

Buchmann, M. (1989). The script of life in modern society. Entry into adulthood in a changing world. Chicago: University of Chicago Press.

Cook, K.S., & Levi, M.(Eds.) (1990). The limits of rationality. Chicago: University of Chicago Press.

Dahrendorf, R. (1979). Life chances. London: Weidenfeld & Nicholson.

De Broucker, P & Lavallée, L. (1998). Getting ahead in life: Does your parents education count? Canadian Social Trends, pp. 11-15.

Dennison, J.D., Forrester, G.C., & Jones, G. (1982). A study of students from academic programs in British Columbia's community colleges. Canadian Journal of Higher Education, 7(1), 29-41.

Dhalla, I., Kwong, J., Streiner, D., Baddour, R., Waddell, A. & Johnson, I. (2002). Characteristics of first-year students in Canadian medical schools. CMAJ, 166 (8), 1029-1035.

Dick, T. & Rallis, S. (1991). Factors and influences on high school students' career choices. Journal for Research in Mathematics Education, 22 (4), 281-292.

Elster, J. (1989a). Nuts and bolts for the social sciences. Cambridge: Cambridge University Press.

Fischer, F.J. (1987). Graduation-contingent student aid. Change, November/December, 40-47.

Furlong, A. (2000). Introduction: Youth in a changing world. International Journal of Social Sciences, 52 (164), 129-134.

Gadalla, M. T. (2001). Patterns of Women's Enrolment in University Mathematics, Engineering and Computer Science in Canada, 1972-1995. The Canadian Journal of Higher Education/La Revue canadienne d'enseignement supérieur, 31 (1), 1-34.

Gayle, V., Berridge, D. & Davies, R. (2002). Young people's entry into higher education: quantifying influential factors. Oxford Review of Education, 28 (1), 5-20.

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Grubb, N.W. (1999). The Subbaccalaureate Labour Market in the United States: Challenges for the School-to-Work Transition. In W. R. Heinz (Ed.), From Education to Work: Cross-National Perspectives (pp.171-283). Cambridge: Cambridge University Press.

Hagestad, G. (1992). Assigning Rights and Duties: Age, Duration, and Gender in Social Institutions. In W. R. Heinz (Ed.), Institutions and Gatekeeping in the Life Course (pp.261-279). Weinheim: Deutscher Studien Verlag.

Hagestad, G. (1988). Demographic change and the life course: Some emerging trends in the family realm. Family Relations, 37 (4), 405-410.

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