Roy Nash
Biographic Data
| ID | 3603737 |
|---|---|
| NAME | Roy Nash |
| GIVEN NAMES | Roy |
| FAMILY NAME | Nash |
| SIGNATURE | NASH R |
| AFFILIATIONS | Massey University |
| VERIFIED | No |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 204 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1923 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 6 |
Bernstein and the explanation of social disparities in education
Can an explanation of the origins of social disparities in educational achievement be assisted by a critical examination of Bernstein’s sociology? This central question is approached by a consideration of the status of Bernstein’s socio‐linguistic thesis. The focus is on the nature of the explanations provided. The paper asks: What is the explanatory force of Bernstein’s structuralism? What is the relationship between Bernstein’s sociological exp…
Controlling for ‘ability’
Although Boudon’s distinction between primary and secondary effects, and its associated rational action models of inequality of educational opportunity, have been more influential in the field of social stratification and mobility than in the sociology of education, there is good reason to reconsider the theoretical and practical implications of this approach. The investigation brings conceptual analysis and empirical research to bear on Boudon’s…
Cognitive habitus and collective intelligence
Intelligence' has long been a problematic concept for educational policy‐makers. Sociologists of education concerned to explain social inequalities in educational attainment have suggested that, despite the through‐going criticism of the classical IQ concept, teachers continue to maintain practices which ensure that their taken‐for‐granted ideas about the social distribution of 'ability' are realized in patterns of school attainment. The debate h…
The cognitive habitus
The existence of social differences in educational achievement as a social fact presents the sociology of education with a challenge to which it has responded with indifferent success. It is argued that contemporary explanations that dismiss the existence and relevance of differences in cognitive performance arising as a consequence of class variation in socialisation are likely to misrepresent the real causes of inequality/difference. The substa…
Explanation and quantification in educational research
The influence of Bhaskar's critical realism has become increasingly evident in the debate on the nature of educational research. This philosophy, dedicated to the overthrow of positivist doctrines, in particular those of empiricism, nominalism, and causation as constant conjunction, is the foundation of contemporary proposals for new perspectives and possibilities in educational research. There are, however, aspects of critical realism, as it is …
Equality of Educational Opportunity
(2004). Equality of Educational Opportunity: In defence of a traditional concept. Educational Philosophy and Theory: Vol. 36, No. 4, pp. 361-377
Inequality/difference in New Zealand education
A programmatic study of inequality/difference in New Zealand education has been carried out, for a quarter of a century, within a family resource framework that has supported both theoretical and empirical research.Although deeply influenced by Bourdieu's theories of social and cultural reproduction, its adherence to a realist philosophy of science means that its structure-disposition-practice explanatory schemes cannot be represented as Bourdieu…
Social Explanation and Socialization
The standard narrative of the sociology of education accounts for the perpetuation of relative differentials in class access to education by a structure-disposition-practice scheme in which the central explanatory weight is carried by properties of socialized agents. The dominant scheme of this kind is now that inspired by Bourdieu. In this context, it is, therefore, appropriate to interrogate the competence of socialization in sociological expla…
Inequality/difference in education
The persistence of social disparities in educational achievement in contemporary societies is a matter of concern to social theory. Sociology of education has distinguished between the primary and secondary effects of socialization in order to construct explanatory theories of inequality of educational opportunity. Empirical evidence from the recent OECD PISA research is analysed to suggest that causes of the primary effect are the most important…
Sex and Schooling
New Zealand has the second highest rate of teenage pregnancy among the developed Organisation for Economic Cooperation and Development countries. There is evidence both that the age of sexual activity is falling, and that an increasing proportion of students are sexually active while at school. These quantitative changes are accompanied by other transformations in patterns of sexual behaviour. It seems that middle-class girls are asserting their …
Numbers and Narratives
A realist framework, integrating qualitative and quantitative methods, is advocated for the sociology of education. The case for a 'numbers and narratives' approach is supported by an analysis of several fundamental problems. Realist forms of sociological explanation require specification of properties at the three distinct levels of social structure, individual disposition, and action within social practice. It is argued that the quantification …
A Realist Framework for the Sociology of Education
(2002). A Realist Framework for the Sociology of Education: thinking with Bourdieu. Educational Philosophy and Theory: Vol. 34, No. 3, pp. 273-288
Class, 'Ability' and Attainment
The sociology of education has an ambivalent relationship with IQ and 'ability' tests. Some accounts of educational inequality incorporate measures of intelligence, others restrict their explanations to the 'sociological' rather than the 'psychological' variance, and still others reject psychometric theory in its entirety subjecting it to a vigorous critique. There are evident contradictions in this area. Studies that show environmental (rather t…
Progress at school and school effectiveness
The New Zealand Progress at School project, designed to investigate school effects, found that individual progress at school is associated with a set of non-cognitive dispositions, most importantly, aspiration, self-concept, and acceptance of the institutional regime. The few schools identified as over-and under-performing were distinguished by the favourable and unfavourable dispositions of their students. School composition - or mix - effects p…
Class, 'Ability' and Attainment
The sociology of education has an ambivalent relationship with IQ and 'ability' tests. Some accounts of educational inequality incorporate measures of intelligence, others restrict their explanations to the 'sociological' rather than the 'psychological' variance, and still others reject psychometric theory in its entirety subjecting it to a vigorous critique. There are evident contradictions in this area. Studies that show environmental (rather t…
Realism in the Sociology of Education
The search for scientific explanation in sociology is an attempt to make statements about the causal mechanisms of social structures. The relationship between techniques of quantitative analysis and explanatory models of the association between social class and educational success, with particular reference to the work of Jencks, Boudon, and Bourdieu, are examined in the context of empirical data from the New Zealand 'Progress at School' project.…
What is Real and What is Realism in Sociology
In the physical sciences a realist ontology rests on our ability to demonstrate the actual and real nature of material entities. Realist metaphysics of social entities, most influentially Bhaskar's critical realism, attempt to provide a related philosophical foundation for the social sciences. This paper examines the central issue of what is real about society it concludes that social relations and the organisations they constitute do exist and d…
Bourdieu, 'Habitus', and Educational Research
A recent critique of educational research published by the Office of Standards in Education has declared, largely on the basis of research reported in this journal, that Bourdieu- and particularly the concept of habitus- appears to have little to offer educational research. This proposition is considered in a critical evaluation of the origin of habitus in Bourdieu's work and its ability to fulfil its theoretical functions. It is concluded that t…
Understanding Intelligence
Bourdieu on Education and Social and Cultural Reproduction
Bourdieu's work has attracted considerable interest and, not withstanding criticism of his style and obscure theoretical formulations, has introduced some powerful concepts into social theory. This paper examines Bourdieu's contribution to the sociology of education and especially his account of socially differentiated educational attainment. Particular attention is given to issues of structure, agency and habitus, the cultural autonomy of the sc…
IQ, and Class Differences in Education
On Two Critiques of the Marxist Sociology of Education
Marxist sociology of education has been criticised in recent papers by Hickox and Hargreaves. It is argued that these writers largely misunderstand and misrepresent the work they criticise. Hickox attributes a position to Marxist sociologists of education which few, if any, now hold. Hargreaves makes a more powerful case, but is insufficiently familiar with Marxist scholarship to grasp the nature of the Marxist project
Dictionary of Social Welfare (Book)
Clique Formation among Primary and Secondary School Children
Studies of friendship among primary and secondary school children have been mainly carried out in streamed schools and have shown, essentially, that children tend to make friends with others of similar attitudes, attainments, and backgrounds to themselves. The literature on this subject is massive and I shall restrict my attention to a few of the more telling studies. One of the earliest studies of children's groups in primary schools described h…
The Conquest of Brazil
Bourdieu, 'Habitus', and Educational Research
A recent critique of educational research published by the Office of Standards in Education has declared, largely on the basis of research reported in this journal, that Bourdieu- and particularly the concept of habitus- appears to have little to offer educational research. This proposition is considered in a critical evaluation of the origin of habitus in Bourdieu's work and its ability to fulfil its theoretical functions. It is concluded that t…
Bourdieu on Education and Social and Cultural Reproduction
Bourdieu's work has attracted considerable interest and, not withstanding criticism of his style and obscure theoretical formulations, has introduced some powerful concepts into social theory. This paper examines Bourdieu's contribution to the sociology of education and especially his account of socially differentiated educational attainment. Particular attention is given to issues of structure, agency and habitus, the cultural autonomy of the sc…
Inequality/difference in education
The persistence of social disparities in educational achievement in contemporary societies is a matter of concern to social theory. Sociology of education has distinguished between the primary and secondary effects of socialization in order to construct explanatory theories of inequality of educational opportunity. Empirical evidence from the recent OECD PISA research is analysed to suggest that causes of the primary effect are the most important…
Social Explanation and Socialization
The standard narrative of the sociology of education accounts for the perpetuation of relative differentials in class access to education by a structure-disposition-practice scheme in which the central explanatory weight is carried by properties of socialized agents. The dominant scheme of this kind is now that inspired by Bourdieu. In this context, it is, therefore, appropriate to interrogate the competence of socialization in sociological expla…
What is Real and What is Realism in Sociology
In the physical sciences a realist ontology rests on our ability to demonstrate the actual and real nature of material entities. Realist metaphysics of social entities, most influentially Bhaskar's critical realism, attempt to provide a related philosophical foundation for the social sciences. This paper examines the central issue of what is real about society it concludes that social relations and the organisations they constitute do exist and d…
Controlling for ‘ability’
Although Boudon’s distinction between primary and secondary effects, and its associated rational action models of inequality of educational opportunity, have been more influential in the field of social stratification and mobility than in the sociology of education, there is good reason to reconsider the theoretical and practical implications of this approach. The investigation brings conceptual analysis and empirical research to bear on Boudon’s…
Numbers and Narratives
A realist framework, integrating qualitative and quantitative methods, is advocated for the sociology of education. The case for a 'numbers and narratives' approach is supported by an analysis of several fundamental problems. Realist forms of sociological explanation require specification of properties at the three distinct levels of social structure, individual disposition, and action within social practice. It is argued that the quantification …
A Realist Framework for the Sociology of Education
(2002). A Realist Framework for the Sociology of Education: thinking with Bourdieu. Educational Philosophy and Theory: Vol. 34, No. 3, pp. 273-288
Equality of Educational Opportunity
(2004). Equality of Educational Opportunity: In defence of a traditional concept. Educational Philosophy and Theory: Vol. 36, No. 4, pp. 361-377
Inequality/difference in New Zealand education
A programmatic study of inequality/difference in New Zealand education has been carried out, for a quarter of a century, within a family resource framework that has supported both theoretical and empirical research.Although deeply influenced by Bourdieu's theories of social and cultural reproduction, its adherence to a realist philosophy of science means that its structure-disposition-practice explanatory schemes cannot be represented as Bourdieu…
Class, 'Ability' and Attainment
The sociology of education has an ambivalent relationship with IQ and 'ability' tests. Some accounts of educational inequality incorporate measures of intelligence, others restrict their explanations to the 'sociological' rather than the 'psychological' variance, and still others reject psychometric theory in its entirety subjecting it to a vigorous critique. There are evident contradictions in this area. Studies that show environmental (rather t…
Cognitive habitus and collective intelligence
Intelligence' has long been a problematic concept for educational policy‐makers. Sociologists of education concerned to explain social inequalities in educational attainment have suggested that, despite the through‐going criticism of the classical IQ concept, teachers continue to maintain practices which ensure that their taken‐for‐granted ideas about the social distribution of 'ability' are realized in patterns of school attainment. The debate h…
The cognitive habitus
The existence of social differences in educational achievement as a social fact presents the sociology of education with a challenge to which it has responded with indifferent success. It is argued that contemporary explanations that dismiss the existence and relevance of differences in cognitive performance arising as a consequence of class variation in socialisation are likely to misrepresent the real causes of inequality/difference. The substa…
Explanation and quantification in educational research
The influence of Bhaskar's critical realism has become increasingly evident in the debate on the nature of educational research. This philosophy, dedicated to the overthrow of positivist doctrines, in particular those of empiricism, nominalism, and causation as constant conjunction, is the foundation of contemporary proposals for new perspectives and possibilities in educational research. There are, however, aspects of critical realism, as it is …
Bernstein and the explanation of social disparities in education
Can an explanation of the origins of social disparities in educational achievement be assisted by a critical examination of Bernstein’s sociology? This central question is approached by a consideration of the status of Bernstein’s socio‐linguistic thesis. The focus is on the nature of the explanations provided. The paper asks: What is the explanatory force of Bernstein’s structuralism? What is the relationship between Bernstein’s sociological exp…
Sex and Schooling
New Zealand has the second highest rate of teenage pregnancy among the developed Organisation for Economic Cooperation and Development countries. There is evidence both that the age of sexual activity is falling, and that an increasing proportion of students are sexually active while at school. These quantitative changes are accompanied by other transformations in patterns of sexual behaviour. It seems that middle-class girls are asserting their …
Realism in the Sociology of Education
The search for scientific explanation in sociology is an attempt to make statements about the causal mechanisms of social structures. The relationship between techniques of quantitative analysis and explanatory models of the association between social class and educational success, with particular reference to the work of Jencks, Boudon, and Bourdieu, are examined in the context of empirical data from the New Zealand 'Progress at School' project.…
IQ, and Class Differences in Education
On Two Critiques of the Marxist Sociology of Education
Marxist sociology of education has been criticised in recent papers by Hickox and Hargreaves. It is argued that these writers largely misunderstand and misrepresent the work they criticise. Hickox attributes a position to Marxist sociologists of education which few, if any, now hold. Hargreaves makes a more powerful case, but is insufficiently familiar with Marxist scholarship to grasp the nature of the Marxist project
Dictionary of Social Welfare (Book)
Clique Formation among Primary and Secondary School Children
Studies of friendship among primary and secondary school children have been mainly carried out in streamed schools and have shown, essentially, that children tend to make friends with others of similar attitudes, attainments, and backgrounds to themselves. The literature on this subject is massive and I shall restrict my attention to a few of the more telling studies. One of the earliest studies of children's groups in primary schools described h…
Conquering The Hookworm In Brazil
Research Article| March 01 1923 Conquering The Hookworm In Brazil Roy Nash Roy Nash Search for other works by this author on: This Site PubMed Google Scholar Current History (1923) 17 (6): 1021–1025. https://doi.org/10.1525/curh.1923.17.6.1021 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Roy Nash;…
The Houses of Rural Brazil
Man in Brazil
The Conquest of Brazil
The Conquest of Brazil
Clique Formation among Primary and Secondary School Children
Studies of friendship among primary and secondary school children have been mainly carried out in streamed schools and have shown, essentially, that children tend to make friends with others of similar attitudes, attainments, and backgrounds to themselves. The literature on this subject is massive and I shall restrict my attention to a few of the more telling studies. One of the earliest studies of children's groups in primary schools described h…
On Two Critiques of the Marxist Sociology of Education
Marxist sociology of education has been criticised in recent papers by Hickox and Hargreaves. It is argued that these writers largely misunderstand and misrepresent the work they criticise. Hickox attributes a position to Marxist sociologists of education which few, if any, now hold. Hargreaves makes a more powerful case, but is insufficiently familiar with Marxist scholarship to grasp the nature of the Marxist project
Dictionary of Social Welfare (Book)
IQ, and Class Differences in Education
Bourdieu on Education and Social and Cultural Reproduction
Bourdieu's work has attracted considerable interest and, not withstanding criticism of his style and obscure theoretical formulations, has introduced some powerful concepts into social theory. This paper examines Bourdieu's contribution to the sociology of education and especially his account of socially differentiated educational attainment. Particular attention is given to issues of structure, agency and habitus, the cultural autonomy of the sc…
Understanding Intelligence
Realism in the Sociology of Education
The search for scientific explanation in sociology is an attempt to make statements about the causal mechanisms of social structures. The relationship between techniques of quantitative analysis and explanatory models of the association between social class and educational success, with particular reference to the work of Jencks, Boudon, and Bourdieu, are examined in the context of empirical data from the New Zealand 'Progress at School' project.…
What is Real and What is Realism in Sociology
In the physical sciences a realist ontology rests on our ability to demonstrate the actual and real nature of material entities. Realist metaphysics of social entities, most influentially Bhaskar's critical realism, attempt to provide a related philosophical foundation for the social sciences. This paper examines the central issue of what is real about society it concludes that social relations and the organisations they constitute do exist and d…
Bourdieu, 'Habitus', and Educational Research
A recent critique of educational research published by the Office of Standards in Education has declared, largely on the basis of research reported in this journal, that Bourdieu- and particularly the concept of habitus- appears to have little to offer educational research. This proposition is considered in a critical evaluation of the origin of habitus in Bourdieu's work and its ability to fulfil its theoretical functions. It is concluded that t…
Class, 'Ability' and Attainment
The sociology of education has an ambivalent relationship with IQ and 'ability' tests. Some accounts of educational inequality incorporate measures of intelligence, others restrict their explanations to the 'sociological' rather than the 'psychological' variance, and still others reject psychometric theory in its entirety subjecting it to a vigorous critique. There are evident contradictions in this area. Studies that show environmental (rather t…
Progress at school and school effectiveness
The New Zealand Progress at School project, designed to investigate school effects, found that individual progress at school is associated with a set of non-cognitive dispositions, most importantly, aspiration, self-concept, and acceptance of the institutional regime. The few schools identified as over-and under-performing were distinguished by the favourable and unfavourable dispositions of their students. School composition - or mix - effects p…
Class, 'Ability' and Attainment
The sociology of education has an ambivalent relationship with IQ and 'ability' tests. Some accounts of educational inequality incorporate measures of intelligence, others restrict their explanations to the 'sociological' rather than the 'psychological' variance, and still others reject psychometric theory in its entirety subjecting it to a vigorous critique. There are evident contradictions in this area. Studies that show environmental (rather t…
Sex and Schooling
New Zealand has the second highest rate of teenage pregnancy among the developed Organisation for Economic Cooperation and Development countries. There is evidence both that the age of sexual activity is falling, and that an increasing proportion of students are sexually active while at school. These quantitative changes are accompanied by other transformations in patterns of sexual behaviour. It seems that middle-class girls are asserting their …
Numbers and Narratives
A realist framework, integrating qualitative and quantitative methods, is advocated for the sociology of education. The case for a 'numbers and narratives' approach is supported by an analysis of several fundamental problems. Realist forms of sociological explanation require specification of properties at the three distinct levels of social structure, individual disposition, and action within social practice. It is argued that the quantification …
A Realist Framework for the Sociology of Education
(2002). A Realist Framework for the Sociology of Education: thinking with Bourdieu. Educational Philosophy and Theory: Vol. 34, No. 3, pp. 273-288
Inequality/difference in New Zealand education
A programmatic study of inequality/difference in New Zealand education has been carried out, for a quarter of a century, within a family resource framework that has supported both theoretical and empirical research.Although deeply influenced by Bourdieu's theories of social and cultural reproduction, its adherence to a realist philosophy of science means that its structure-disposition-practice explanatory schemes cannot be represented as Bourdieu…
Social Explanation and Socialization
The standard narrative of the sociology of education accounts for the perpetuation of relative differentials in class access to education by a structure-disposition-practice scheme in which the central explanatory weight is carried by properties of socialized agents. The dominant scheme of this kind is now that inspired by Bourdieu. In this context, it is, therefore, appropriate to interrogate the competence of socialization in sociological expla…
Inequality/difference in education
The persistence of social disparities in educational achievement in contemporary societies is a matter of concern to social theory. Sociology of education has distinguished between the primary and secondary effects of socialization in order to construct explanatory theories of inequality of educational opportunity. Empirical evidence from the recent OECD PISA research is analysed to suggest that causes of the primary effect are the most important…
Equality of Educational Opportunity
(2004). Equality of Educational Opportunity: In defence of a traditional concept. Educational Philosophy and Theory: Vol. 36, No. 4, pp. 361-377
Cognitive habitus and collective intelligence
Intelligence' has long been a problematic concept for educational policy‐makers. Sociologists of education concerned to explain social inequalities in educational attainment have suggested that, despite the through‐going criticism of the classical IQ concept, teachers continue to maintain practices which ensure that their taken‐for‐granted ideas about the social distribution of 'ability' are realized in patterns of school attainment. The debate h…
Sociology (23 works) · Epistemology (18 works) · Social science (17 works) · Sociology of Education (13 works) · Global Educational Policies and Reforms (11 works) · Psychology (10 works) · Social and Cultural Dynamics (9 works) · Political science (8 works) · Social Psychology (8 works) · Law (7 works)