Comprehensive Exam
Sociology of Education
April 2006
DAY 1
CHOOSE ONE OF THE FOLLOWING TWO QUESTIONS TO ANSWER.
1.
Sociological research and theory on demographic inequalities in education (e.g., race, socioeconomic,
gender) typically fall into one of two broad camps: structural/institutional on one hand and social
psychological on the other. Choose ONE form of demographic inequality and do three things: 1) lay out
the basic tenets and findings of these two camps on this form of demographic inequality, 2) craft an
argument about which of these camps has been more useful in understanding this form of demographic
inequality, and 3) craft an argument about which of these camps has best informed policy targeting this
form of demographic inequality.
2.
When applied to education, the “American Dream” refers to the notion that it is possible for a motivated
and bight young person to be successful in the educational system, leading to socioeconomic success and
upward social mobility in adulthood. In other words, intergenerational upward mobility is possible through
hard work and aptitude. Is the American Dream a myth or reality in the U.S.? Discuss at least two classes
of competing perspectives, including different arguments within each of the broad perspectives, and the
advantages and disadvantages of each argument. Support your discussion with empirical evidence and
consider the relevance for policy.
CHOOSE ONE OF THE FOLLOWING TWO QUESTIONS TO ANSWER.
1. American youth spend a great deal of time in school, and much of this time is spent in the company of peers.
In this way, the school doubles as an educational institution and a peer context. Why is understanding this
“double role” crucial to understanding the effect of schooling on young people’s lives? Specifically draw on
sociological research when answering this question.
2. The United States is one of the largest immigrant-receiver nations in the world, and most of the immigrant
stream comes from Latin America. Drawing on both empirical and theoretical research, answer the following
two questions in detail: 1) how do differences between the educational systems in many Latin American
countries and the educational system in the United States hamper the “success” of immigration between Latin
American and the United States? 2) are there ways in which such differences give Latin American immigrants
an advantage in the United States?
CHOOSE ONE OF THE FOLLOWING TWO QUESTIONS TO ANSWER.
1. What are the pros and cons of studying immigration in each of the three following ways: across-race and
immigrant categories (e.g., all first generation immigrants), pan-ethnic immigrant categories (e.g., AsianAmerican immigrants, Latino/a immigrants), and nation-specific immigrant categories (e.g., Mexican
immigrants, Japanese immigrants)? Which approach appears to be the best one for sociologists of education?
2. The concept of “oppositional culture” has generated heated debate among sociologists of education. Briefly
describe the concept and the debate, including the empirical evidence that supports each side of the debate.
How do you assess its significance of the theory? What are its limitations?
Comprehensive Exam
Sociology of Education—Specialization in International Education
April 2006
DAY 2
ANSWER BOTH OF THE FOLLOWING TWO QUESTIONS.
1. Education has long been associated with modernization and economic development. Choose three of the
following six scholars and discuss their perspective on the role(s) that education has played in this association
and whether they see education as making a positive or negative contribution to society. Provide at least one
empirical study to illustrate each viewpoint. Finally, compare and contrast the three perspectives.
a.
b.
c.
d.
e.
f.
Max Weber
Emile Durkheim
Randall Collins
Pierre Bourdieu
Samuel Bowles and Herbert Gintis
John Meyer
2. Theories of social capital and of cultural capital each have been popular for explaining variation in
educational outcomes according to social class. Compare and contrast these theoretical approaches using
examples of how each is used in the literature. Discuss the extent to which each theory applies to country
contexts beyond the U.S. and France. Use empirical evidence as support when possible. In your assessment,
what are the most significant unresolved questions that would provide additional evidence for the competing
explanations?
CHOOSE ONE OF THE FOLLOWING THREE QUESTIONS TO ANSWER.
1. Sociologists have long recognized that schools are both opportunity structures to learn and reproduce social
inequality. Consider the case of racial and ethnic minorities from an international perspective. Compare and
contrast these arguments drawing on empirical evidence from different nations. What theoretical knowledge
can be gained through these international comparisons? How might these comparisons inform social and
educational policy?
2. The correlation between educational attainment and socioeconomic attainment has been widely documented
for the U.S. case. To what extent does the correlation extend beyond the U.S.? Discuss the association from
an international perspective, including the theoretical perspectives as well as empirical evidence that explain
the correlation or lack of it. Identify limitations of the theories and empirical research that would benefit from
future empirical study.
3. It has been argued that education is the key to gender equality on a global level. Discuss this assertion by
describing theoretical debates and by drawing on empirical evidence to support each side of the debate.
Describe possible cultural variations in these gender differences.